Careers in the Social Sciences

Thought experiments enable students to think about persistent social issues by drawing on both knowledge and imagination. In this article, the author provides examples of thought experiments found in literature for adults and middle school students, a rationale for doing thought experiments in the classroom, a step-by-step procedure to follow, and a rubric for evaluating student work. A sample of one student's work illustrates the process. The author also recommends several nonfiction books that can be used to jump-start thought experiments. By encouraging students to link past experiences with present concerns, thought experiments illustrate the relevance of the social studies.     

Support for basic psychological needs in the context of HIV disclosure for older youth

Purpose

This study utilized Self-Determination Theory's sub-theory Basic Needs Theory (Deci & Ryan, 2000) to understand older youths' perceptions of support for their basic needs of autonomy, relatedness, and competence in the context of disclosing their HIV status.

Methods

Semi-structured interviews lasting 10–60 min each were conducted with nine youth aged 17–19 (4 women and 5 men) and two adult staff at a one-week residential program in a large southern city. Participant observations of disclosure-related conversations and experiences were conducted and recorded throughout the program. Reliability and validity assurances were met in multiple ways. Analysis of the content of interviews and observations indicated consistent themes that converged on the research questions.

Results

When participants perceived more support for their basic psychological needs for autonomy, relatedness, and competence, they reported more self-determined motivation to disclose their status and better satisfaction with their decisions. The results of this study indicate that Basic Needs Theory is useful for understanding how the basic psychological needs of autonomy, relatedness, and competence are satisfied or thwarted in the context of HIV disclosure for older youth.

Conclusions

Programs and people working with older youth with HIV/AIDS can use BNT to help youth identify, create, and adapt contexts to be supportive of their basic needs for autonomy, relatedness, and competence, and provide guidance and support accordingly. Providers can utilize this information to support youth in strategizing about their disclosure decisions and goals for their well-being.     

Population removal,displacement, and divestment in South Africa∗

In the past twenty years several million Africans have been removed or displaced from the ‘White’ areas to the ‘homelands’. Others have found themselves in the ‘homelands’ by virtue of changed borders between the ‘homelands’ and the rest of South Africa. But all three categories lose on transfer to the ‘homelands’ whatever rights to ‘White’ area residence and employment they might have enjoyed under the pass laws. Transferring people to the ‘homelands’ not only often curtails their access to the labour market; it also adds to the financial burdens of the ‘homeland’ administrations, who find themselves having to provide extra schools, health services, and other facilities. Some of the ‘homelands’ are poorer in terms of public funds than are countries like Lesotho. The financial apartheid that is entailed in the ‘homelands’ policy, which includes classifying public funds supplied to the ‘homeland’ administrations as ‘foreign aid,’ is one of the most insidious forms of racial discrimination in South Africa. Under the stricter enforcement of the pass laws that has come about following the recommendations of the Riekert Commission, people in the ‘homelands’ are having their access to the mainstream economy reduced. Displacing Africans to the ‘homelands’ enables the government to ‘export’ part of South Africa's unemployment problem. One of the chief motives behind the refurbished industrial decentralisation programme announced by the Prime Minister on 31st March 1982 is to promote the policy of influx control. It remains to be seen whether the refurbished programme makes a material contribution to the creation of additional jobs in the ‘homelands’. The action of the authorities in deporting people from Cape Town to the Transkeiin August 1981 under laws governing aliens testifies to continued determination to deflect black urbanisation from the ‘White’ areas to the ‘homelands’. But it is doubtful whether the ‘homelands’ have the space to accommodate people displaced from ‘White’ areas as well as their own natural population increase. Pressures from farmers in the ‘White’ areas for erecting fences between these areas and the ‘homelands’ testifies to growing tensions on the internal borders of South Africa as the ‘homelands’ reach bursting point.     

Motivating Social Work Students in Statistics Courses

Statistical literacy provides an advantage to social work practitioners in promoting client interests. The social work literature has provided some suggestions for improving instruction in statistics courses, but the goal of motivating students in statistics courses has remained elusive. The ARCS model (Attention, Relevance, Confidence, and Satisfaction) is a model for instructional design developed to enhance learner motivation. The ARCS model can be utilized to increase interest in, and learning of, any social work course content. This article applies the ARCS model to social work statistics courses, integrating current literature, providing concrete examples, and illustrating how learner motivation can be enhanced to improve social work education.     

SPIRITUALITY AND RELIGION,EMOTIONAL COPING,AND CRIMINAL DESISTANCE: A QUALITATIVE STUDY OF MEN UNDERGOING CHANGE

Retrospective narratives of change consistently emphasize the importance of religious devotion and spirituality in initiating sustained behavioral change, but little is known about the process by which religion and spirituality promote desistance from crime. The current project is designed to add to the knowledge of the relationship between religion/spirituality and behavioral change by systematically investigating the ways that men residing in a halfway house define the role of religion/spirituality as an emotion-coping mechanism in their desistance efforts. The qualitative data reveal that religion/spirituality is primarily used by these men currently undergoing behavioral change as a form of emotional comfort, a distraction from current stressors, and as factor demarcating the transition from deviance to a more conventional life. Suggestions for religious programming designed to stimulate behavioral changes are discussed.     

COLLEGE STUDENTS AND BINGE DRINKING: AN EVALUATION OF SOCIAL LEARNING THEORY

ABSTRACT

Although binge drinking is a prevalent and often problematic behavior among college students, there has been relatively little sociological research on this phenomenon. This study evaluates the applicability of social learning theory (Akers 1985 Akers , Ronald L. 1985 . Deviant Behavior: A Social Learning Approach . 3rd ed. Belmont , CA : Wadsworth . [Google Scholar] 2000 — . 2000 . Criminological Theories: Introduction, Evaluation, and Application , 3rd ed. Los Angeles : Roxbury . [Google Scholar]) to the binge drinking of a sample of approximately 1,500 students enrolled at four institutions of higher education. The social learning model explains approximately 45% of the variance in the binge drinking of these students. The results indicate that differential peer associations are by far the best predictor of this behavior. Other significant predictors include the definitions that students hold about binge drinking as well as their perceptions of the direct effects of alcohol consumption. These social learning variables also mediate the effects of demographic variables (i.e., gender, race, fraternity/sorority membership) on binge drinking. The results are discussed with respect to programs designed to prevent binge drinking. Possible directions for future research in this area are also suggested.     

The Role of Social Work Education in Advancing Social Development in the English-speaking Caribbean

This article presents a discussion of the role of professional social work education in advancing social development in the countries of the English-speaking Caribbean. It addresses issues around the development of the profession in the region, student enrolment, curriculum expansion and programme delivery by the institutions which offer social work education. The events which contributed to the emergence of social work education in the region during the fourth decade of the twentieth century and social work education's continued contribution to regional development are discussed. The prospective use of the new Global Agenda for Social Work and Social Development to advance the profession in the region in the twenty-first century is noted. The article concludes by highlighting the many challenges that currently impact social work education in the Caribbean and the fact that the development of social work education in the region is inextricably linked to the region's social development needs. Social work education as delivered through the University of the West Indies is used as the case in point for discussion.     

Blackmail,boycott and genocide: The language of group conflict

This article examines the mis‐use of language that is often encountered in conflict situations involving ethnic and national groups. The various abuses of the words ‘Blackmail’, ‘Boycott’, and ‘Genocide’ are examined in the context of a number of recent conflicts. It is pointed out that the protagonists in such disputes frequently alter the meaning of words in an effort to make a special plea for their position. The author further warns of the serious consequences for the analysis of such conflicts should observers, journalists and commentators adopt the partisan terminology of the disputants.     

Whatever happened to “bureaucracy”: Empirical studies of the 1970s

Problems with defining the structure of the organization are the topic of this research. At the beginning of the seventies Hage and Aiken wrote: “Characteristics of organizations do not occur randomly; they are found together in definite patterns.” The purpose of this paper is to begin to make these non‐random patterns explicit. Such a task involves three steps: (1) defining “the” characteristics of organizations, (2) examining the empirical relationships of these characteristics, and (3) summarizing the findings. This paper focuses on step one. The structural elements of organizations as they appeared in the empirical studies of the 1970s as published in the American Sociological Review, American Journal of Sociology, Social Forces, Pacific Sociological Review, Administrative Science Quarterly, and The Academy of Management Journal are presented. Based upon these findings implications for steps two and three above are suggested.     

General and specific measures of alienation: Is there a difference?

Nisbet and Perrin (1977) suggest that of the two types of alienation, general and specific, the latter is more prevalent. This paper examines differences between general and specific measures of alienation by breaking each into three component parts: powerlessness, self‐estrangement, and anomia. Results of tests to determine whether specific and general alienation are novel traits are mixed; the general and specific powerlessness measures are found to be more different from each other than are the measures of self‐estrangement and anomia. When the reported extent of general alienation and specific alienation is compared, all specific types are significantly greater. Finally, general measures of alienation correlate more strongly with measures of general phenomena than with specific phenomena, while specific measures of alienation correlate more strongly with measures of specific phenomena than with general phenomena.