The Effect of Risk Beliefs on Property Values: A Case Study of a Hazardous Waste Site1

Health risk beliefs of homeowners near a landfill site were assessed in a survey and compared to expert judgments of the health risks of living near the site. A bimodal distribution of health risk beliefs suggested sharp disagreement between the experts and at least some of the residents. Correlates of high risk beliefs included perception of odor from the site, exposure to media coverage of the problem, having children living at home, age (younger respondents more concerned), and gender (females more concerned). An aggregated neighborhood health risk belief predicted reductions in home prices even after controlling for home physical characteristics, such as size and other disamenities such as proximity to a freeway. In the 4100 homes near the site, the estimated depression in property values was estimated to total about $40.2 million before the site was closed and to be about $19.7 million after closure. Implications of these results for community conflict and for benefit-cost analysis of hazard site remediation are discussed.     

“I've been independent for so damn long!”: Independence, masculinity and aging in a help seeking context

This paper draws on semi-structured interviews conducted with 36 older men to examine how older men's understandings of independence relate to their help seeking behaviours and health service use. We argue that discourses of masculinity and successful aging are both represented in men's talk about independence. Recognising that these discourses are intertwined is important for understanding how older men seek help and use health services. We outline the practice and policy implications of viewing older men's help seeking behaviours in this way, and how it might be useful for promoting older men's health.     

GREAT MEN AND HARD TIMES: SOCIOLOGY AT THE UNIVERSITY OF MINNESOTA

Sociology at the University of Minnesota has had a long and distinguished history. From its founding in 1910 many prominent sociologists have taught and have graduated from the department. We present an overview of the growth of the department, and certain influential events which affected the direction of department governance and intellectual development. The department achieved its "Golden Age" under the leadership of F. Stuart Chapin, who chaired the department for nearly three decades (1922–1951). We speculate about the internal and external pressures that have affected the Minnesota department-and other sociology departments-over the past two decades, during its period of greatest expansion but of significant tensions as well.     

Cognitive Pretesting and the Developmental Validity of Child Self-Report Instruments: Theory and Applications

OBJECTIVE: In the context of the importance of valid self-report measures to research and evidence-based practice in social work, an argument-based approach to validity is presented and the concept of developmental validity introduced. Cognitive development theories are applied to the self-report process of children and cognitive pretesting is reviewed as a methodology to advance the validity of self-report instruments for children. An application of cognitive pretesting is presented in the development of the Elementary School Success Profile. METHOD: Two phases of cognitive pretesting were completed to gather data about how children read, interpret and answer self-report items. RESULTS: Cognitive pretesting procedures identified validity problems with numerous items leading to modifications. CONCLUSIONS: Cognitive pretesting framed by an argument-based approach to validity holds significant potential to improve the developmental validity of child self-report instruments.     

Teacher‐Student Racial Congruence,Teacher Perceptions,and Test Performance*

Objective. This research explores the seldom‐addressed question of whether teacher‐student racial congruence conditions the impact of teacher perceptions on performance. Methods. Multipopulation LISREL models (utilizing data from the NELS) compare the effect of white teachers' perceptions on African‐American standardized test performance to the corresponding effect among white students. Parallel models compare the impact of African‐American teacher perceptions across races. Preliminary models gauge whether the match/mismatch of teacher's and student's race shapes teacher perceptions of African‐American and white students. Results. The impact of teachers' perceptions on test performance shows signs of being especially pronounced in the racially dissonant white teacher‐black student context—the very context where teacher perceptions seem especially likely to be unfavorable. Conclusions. This research provides new insight on the relevance of teacher perceptions to the black‐white performance gap. Racial congruence seems primarily consequential to African‐American test performance—shaping both teacher perceptions and (somewhat less so) the impact of such perceptions on performance.