Does Higher Education Cause Religious Decline?: A Longitudinal Analysis of the Within‐ and Between‐Person Effects of Higher Education on Religiosity

Although there is ample empirical evidence of the associations between higher education and various aspects of religiosity, the causal mechanisms producing these associations remain unclear. I use four waves of longitudinal data, with respondents ranging in age from 13 to 29, to model the within‐ and between‐person effects of higher education on several measures of religiosity. The results show that earning a bachelor's degree is associated with within‐person declines in some but not all measured aspects of religiosity, which partially supports the argument that higher education causes religious decline. The results also suggest that those predisposed to attending religious services self‐select into higher education, that relatively religious youth in general self‐select into nonelite colleges, and that those with low levels of religious belief self‐select into elite universities. These findings further understanding of the associations between social class and religion, particularly the causal effects of higher education.     

DID REGIONAL ECONOMIC DIVERSITY INFLUENCE THE EFFECTS OF THE GREAT RECESSION?

Using data for U.S. counties from 2005 to 2012, we test whether higher levels of economic diversity mediated the effects of the Great Recession via four measures of stability. Spatial spillover effects are modeled by the use of the spatial Durbin estimator with heteroscedastic errors. The data generally support the central hypothesis that higher levels of diversity within a county are associated with enhanced employment stability across all counties as well as subsets of metro and nonmetro counties. Results for wage stability, however, appear to contradict our other findings. We suggest that underlying labor elasticities can bridge these apparent contradictory results. (JEL R11, R12, O47)     

From the Mouths of Mothers: Can Drama Facilitate Reflective Learning for Social Workers?

This article explores and evaluates a cross-disciplinary small-scale project using applied theatre in social work education. The aim was to provide an ‘Affective Encounter’ where students could practice empathic engagement, understanding of the needs of children who have been sexually abused and their protective parents/carers and engage in the complexities of working with family members who may be resistant. The workshop took place five times over a period of three years and was attended by children and families social workers on a one year post-qualifying graduate diploma course. While the use of verbatim theatre does not offer a guarantee of factual truth, it provided the students with some performed moments of personal testimony which was taken word-for-word from mothers whose children had been sexually abused. This allowed the social workers to hear the marginalised narratives of the protective mothers and to practice without a negative impact on the service user. The evaluation identified from self-report the development of emotional and practical skills and knowledge of available resources. This paper focuses on the emotional skills reported and two emerging themes are discussed: learning for humane practice, and the use of this pedagogical approach to encourage affective reflection.     

Cultural Competence and Social Work Education: Moving Toward Assessment of Practice Behaviors

Social work educators are responsible for ensuring that future practitioners are culturally competent and have the ability to work effectively with people from different backgrounds. The purpose of this article is to address the current limitations in measuring cultural competence and to report the results of a qualitative study examining stakeholders’ conceptualizations of the definition, educational process, and evaluation of cultural competence in social work education. Findings support long-standing assumptions in the literature regarding the need for social workers to develop certain knowledge and attitudes as prerequisites of becoming culturally competent, and emphasize the need for further exploration of the way social workers define cultural competence, translate it into discrete practice behaviors, and assess how students demonstrate these behaviors.     

Living with the parents: the purpose of young graduates’ return to the parental home in England

Young graduates in England often return to the parental home after a period of living away during their university studies. Little is known, however, about why they return and how coresidence with parents fits within a life trajectory. This paper reports upon an in-depth cross-sectional qualitative study of young graduates’ coresidence with their parents. It identifies a five-part typology of the purpose of coresidence as perceived by the graduates: a base camp for exploration before settling into adulthood; a launch pad for careers; a savings bank, in particular for future property purchases; a refuge for respite and reflection; and a preferred residence, whether on account of comfort, cultural practice or to support parents. The paper further explores how far these purposes were associated in young adults’ accounts with social structures, individual agency or some combination of these. It concludes that the default understanding of graduates’ return and coresidence as a residual function when other options fail is insufficient. Such a generalisation obscures the different purposes which the return can enable; it overplays some notion of a broken biography rather than the positive contribution of coresidence to graduates’ trajectories towards adulthood and to their life experiences.     

Auditors' Assessment of Management's Disposition: An Attributional Analysis*

Auditors' assessment of management's dispositions presumably affects their subsequent judgments. However, little is known about the process by which auditors infer characteristics of management. This paper proposes the theory of correspondent inferences [25] as a framework for examining auditors' assessment of management's dispositions; the model is tested in a laboratory experiment using experienced audit managers. The results are consistent with the proposed theoretical framework. Implications for future research are discussed.     

Generalized Reflexive Responding and Cross-Modal Tactile Transfer of Stimulus Function in Children with Autism

We sought to evaluate the efficacy of successive matching training for establishing generalized reflexive matching across 4 children with autism. In Experiment 1, differential reinforcement with delay fading was efficacious in establishing “yes” and “no” matching and nonmatching responses in 2 participants when 2 identical or nonidentical picture stimuli were presented. In addition, emergent visual–visual reflexive relational responses were observed using novel picture stimuli in a transfer test phase. In Experiment 2, differential reinforcement alone was efficacious in establishing matching and nonmatching responses in the other 2 participants when 2 identical or nonidentical objects were presented. Transfer to identical objects presented through touch (i.e., tactile discrimination) was additionally observed for both participants. Procedures in the study were adapted from the PEAK Relational Training System to aid in clinical replication, and the translational results have implications for language training with individuals with autism.     

Midwifery management of second-degree perineal tears in New Zealand: A cross-sectional survey of practice

Background

Second-degree tears are the most common form of perineal trauma occurring after vaginal birth managed by New Zealand midwives, although little is known about midwives’ perineal practice.