The impact of maternal education on children's enrollment in early childhood education and care

This study examined the influence of maternal education and other child and family characteristics on the enrollment of children in early childhood education and care. Data come from the National Household Education Survey for a 14-year period and include children ages 0-5 years old. Multinomial logit analysis was employed to show the effect of maternal education on the likelihood of being enrolled in a specific type of care arrangement including both formal and informal settings. Findings suggest that more advantaged children, even those under 3 years of age, enroll in higher quality settings, thereby granting them an advantage when they begin school.     

Exiting and Returning to the Parental Home for Boomerang Kids

Young adults commonly exit from and return to the parental home, yet few studies have examined the motivation behind these exits and returns using a life course framework. Using data from the National Longitudinal Survey of Youth 1997, the authors examined associations between mental health problems and economic characteristics and exits from (n = 8,162) and returns to (n = 6,530) the parental home during the transition to adulthood. The average age of the respondents was 24 years. The authors found evidence that mental health and economic characteristics were related to home leaving and returning. Emotional distress was associated with earlier exits from and returns to the parental home; alcohol problems were associated with earlier returns to the parental home. The findings regarding economic resources were unexpectedly mixed. Greater economic resources were linked to delayed exits from and earlier returns to the parental home. The implications of these findings for young adults are discussed.     

A Systematic Review and Meta-analysis of the Acceptability and Effectiveness of University Smoke-Free Policies

Abstract

Objective: Systematically review studies of support for, and effectiveness of, university campuses’ smoke-free policies. Participants/Methods: A search was carried out for studies in English related to campus smoking bans through June 2013. Eligible studies had outcomes for student or faculty attitudes, or measures of smoking prevalence or secondhand smoke (SHS) exposure. Results: Nineteen eligible studies were identified, 18 from the United States and 1 from the United Kingdom. A meta-analysis found 58.94% (95% confidence interval [CI] [52.35%, 65.53%]) of students (12 studies) and 68.39% (95% CI [65.12%, 71.67%]) of faculty (7 studies) supported smoke-free policies. Both studies measuring student smoking prevalence indicated a postban reduction (16.5% to 12.8% after 1 year [p < .001] and 9.5% to 7.0% [p = .036] after 3 years). Only 5% of UK universities were smoke-free compared with 25% of US universities. Conclusions: A majority of students and faculty support smoke-free campus policies, which may reduce smoking and SHS exposure.     

Money matters: An exploratory study of the socio-cultural context of consumption, saving, and investment patterns

This study focuses on 36 professional South Asian (Indian) families in a metropolitan city in Canada in order to understand motives for financial behavior. In accordance with the Hindu world view, Indians view wealth acquisition as necessary for the natural progression of an individual's life and take a long view of time when it comes to investment decisions. Their primary purpose is to invest money in order to provide for their children's education. Their cultural roots allow them to take a long-term view and makes them more risk tolerant. Although these families take economic criteria into account, such criteria alone do not fully explain their consumption, saving, and investment patterns. It would appear that their need for saving determines their consumption, not the other way around. To understand their financial behavior, one has to identify the cultural worlds in which Indians live. The study highlights the importance of understanding the socio-cultural context of decisions that may appear to be purely economic decisions at first sight.     

Long-arm practice teaching for the diploma in social work: the views of students and practice teachers

This article draws on my current and past memories, on some of the literature around post-graduate research and study in higher education, and on some of the literature linked to the subject of the PhD. It begins by outlining the process of study and indicates some of the benefits and drawbacks of returning to the student role. There follows some discussion of my marginal and shifting position in theoretical terms and how, in a number of ways, this mirrored the position of those I was researching. The article addresses some of the dilemmas that arose during the research, particularly in relation to age and sexuality, including problems of a restricted, adult perspective and the difficulties of involving children or young people in research. My impact as a researcher, and the influence of my appearance, use of language and background as a social worker are also considered. The article suggests that what the PhD was really about was jumping through a series of hoops, particularly those created by myself. It concludes that personal reflection, particularly reflection on my own insecurities throughout the process, may continue to influence my personal and professional development.     

Linking research,theory and practice in personal and professional development: Gender and sexuality issues in social work education

It is important for social work students to learn how to articulate and develop their own personal theories for practice. It is also important for them to learn how to handle their own personal issues (which they often find difficult and prefer to avoid); and to incorporate them into their theories. In this paper we will explore some of the links between research, practice and theory by considering gender and sexuality issues in social work education. We offer some suggestions on introducing these issues to social work students in such a way that the development of personal social work theories is encouraged. Using examples from our current teaching practice about child abuse, bullying and domestic violence, it will be argued that the importance of theory for understanding and applying research, as well as for addressing difficult personal issues, has been seriously undervalued in social work education.