Racial/ethnic disparities in US college students’ experience: Discrimination as an impediment to academic performance

ABSTRACT

Objective and Participants: Using data from 69,722 US undergraduates participating in the spring 2015 National College Health Assessment, we examine racial/ethnic differences in students’ experience of discrimination. Method: Logistic regression predicted the experience of discrimination and its reported negative effect on academics. Additional models examined the effect of attending a Minority Serving Institution (MSI). Results: Discrimination was experienced by 5–15% of students, with all racial/ethnic minority groups examined- including Black, Hispanic, Asian, AI/NA/NA, and Multiracial students- more likely to report discrimination relative to White students. Of students who experienced discrimination, 15–25% reported it had negatively impacted their academic performance, with Hispanic and Asian students more likely to report negative impacts relative to White students. Attending an MSI was associated with decreased experiences of discrimination. Conclusion: Students from racial/ethnic minority backgrounds are disproportionately affected by discrimination, with negative impacts for academic performance that are particularly marked for Hispanic and Asian students.     

Field Note—From MSW to J-O-B: Using Field Seminar to Prepare Students for Employment

ABSTRACT

Social work field education is expected to help students transition from the classroom to the practice setting. Yet, few social work programs adequately provide career development support to increase students’ employability. This Field Note presents practical, relevant and immediate strategies for implementing the MSW to J-O-B curriculum innovation in the field practicum seminar. The purpose is to help students clarify professional goals and successfully obtain employment or career advancement opportunities following graduation. Formative evaluation results for this professional development curriculum are presented.     

Game-Based Cognitive-Behavioral Therapy (GB-CBT) Group Program for Children Who Have Experienced Sexual Abuse: A Preliminary Investigation

This preliminary investigation examined the efficacy of a game-based cognitive-behavioral therapy group program for elementary school-aged children who have experienced sexual abuse. Treatment aimed to improve: (a) internalizing symptoms, (b) externalizing behaviors, (c) sexually inappropriate behaviors, (d) social skills deficits, (e) self-esteem problems, and (f) knowledge of healthy sexuality and self-protection skills. Results indicate that game-based cognitive-behavioral therapy was effective for improving internalizing and externalizing symptoms, reducing sexually inappropriate behaviors, and improving children's knowledge of abuse and self-protection skills. Although results pointed in a positive direction for social skills and self-perception, these findings were not statistically significant. Clinical significance was also evaluated to assess the clinical utility of treatment effects. Treatment implications of the findings and future research directions are discussed.     

企业社会责任行为中的战略管理视角理论综述

基于组织对企业社会责任(CSR)表现出的不同态度和内在动机,将企业的CSR行为划分为强制性、回应性、战略性和利他性4种类别,并在此基础上对相关理论进行回顾。通过对以往研究的比较总结,认为CSR行为在本质上作为企业的一种战略决策,受到内外部环境的共同影响并与之协同演进。由此,首次将战略管理中的协同演进观引入CSR研究,建立起CSR行为战略与组织绩效相互作用的协同演进模型,并在此模型基础上提出了下一步理论和实证研究的方向。     

关于管理研究及其理论和方法的讨论

继续作者关于中国管理学科定位和发展方向的学术讨论,从管理学的研究动机,研究对象,以及理论和方法选择方面,讨论作者个人的一些初步想法.其基本观点主要有:1)学术研究的终极动力应该是对科学真理的追求;2)这种追求的一个重要特点就是勇于创新,勇于挑战现有的范式;3)这种创新必须基于严格的训练和严密的设计;4)这种严密的设计必须考虑到研究对象与理论和方法的匹配;5)中国管理学研究应该鼓励多种理论,多种学说,多种方法共同发展,取长补短,在借鉴国外主流管理学科发展的经验和教训的基础上,发挥中国管理学者的特长,解释和预测中国遇到的管理问题和现象,为整个管理学科的发展做出贡献.