ON THE ASSIGNMENT OF INDIVIDUALS TO LATENT CLASSES

Consider an m-way cross-classification table (for m = 3, 4, … ) of m dichotomous variables that describes (1) the 2 ^m possible response patterns to a set of m questions (where the response to each question is binary), and (2) the number of individuals whose responses to the m questions can be described by a particular response pattern, for each of the 2 ^m possible response patterns. Consider the situation where the data in the cross-classification table are analyzed using a particular latent class model having T latent classes (for T = 2, 3, …), and where this model fits the data well. With this latent class model, it is possible to estimate, for an individual who has a particular response pattern, what is the conditional probability that this individual is in a particular latent class, for each of the T latent classes. In this article, the following question is considered: For an individual who has a particular response pattern, can we use the corresponding estimated conditional probabilities to assign this individual to one of the T latent classes? Two different assignment procedures are considered here, and for each of these procedures, two different criteria are introduced to help assess when the assignment procedure is satisfactory and when it is not. In addition, we describe here the particular framework and context in which the two assignment procedures, and the two criteria, are considered. For illustrative purposes, the latent class analysis of a classic set of data, a four-way cross-classification of some survey data, obtained in a two-wave panel study, is discussed; and the two different criteria introduced herein are applied in this analysis to each of the two assignment procedures .     

The Work Values of First‐Year College Students: Exploring Group Differences

A sample of 3,570 first‐year college students were surveyed regarding the factors they deemed most important to their long‐term career choice. Students as a whole identified intrinsic interest, high salary, contributions to society, and prestige as their 4 most important work values. Additional analyses found men more likely to espouse extrinsic values, women more likely to espouse social values, and students from median parental‐income groups more likely to espouse intrinsic values. In light of these results, counselors are encouraged to place a greater emphasis on the role of work values in the decision‐making process.     

Racial Stratification and the Confederate Flag: Comparing Four Perspectives to Explain Flag Support

Recent events have brought attention to Confederate monuments positioned across the USA and polarized debates about their proper placement; however, prior research examining support for Confederate symbols is largely limited to white Americans. This study examines public support for the South Carolina Confederate flag using four perspectives of racial stratification—black/nonblack, combined race-ethnicity, ethnoracial pentagon, and nonwhite/white. Using data from two nationally representative surveys of noninstitutionalized US adults collected in 2000 and 2015 (n?=?7638), we identify associations between theories of racial stratification and Confederate flag stances. Multiple model fit indices indicate that the combined race-ethnicity theory of racial stratification best mapped onto public support followed by the ethnoracial pentagon and black/nonblack perspectives. The nonwhite/white model exhibited the poorest fit. Findings from logistic regressions showed that whites had significantly higher odds of supporting the Confederate flag compared to blacks and Latinos. Additionally, blacks had lower odds of flag support than Latinos, Asian Americans, Native Americans, Pacific Islanders, and multiracial respondents. We argue that an overlooked aspect of Confederate monuments is their signified antiblackness demonstrated in this study by greater support for the flag among all nonblack racial-ethnic groups. Findings imply that prioritizing whites’ views in discussions of Confederate monuments offers an inadequate depiction of public opinion by race-ethnicity. Disaggregating views via the combined race-ethnicity measure highlights racial-ethnic variation in support of the South Carolina Confederate flag.

     

Brain Circulation: The Educational Profile of Return Migrants

Population Research and Policy Review - Countries increasingly compete to attract and retain human capital. However, empirical studies, particularly those of migrants moving back to developing...     

Addiction Treatment with Deaf and Hard of Hearing People: An Application of the CENAPS Model

ABSTRACT

Alcohol and drug addiction is a significant problem among deaf and hard of hearing people. Looking through a Deaf culture lens, treatment for alcohol and drug addiction is key for providing care for deaf and hard of hearing clients. Using the CENAPS model, an applied cognitive-behavioral therapy program is recommended for addiction treatment. The CENAPS model provides clinicians with tools for stabilizing deaf and hard of hearing clients, supporting their transition to early recovery. Educating the client about the stages of relapse and the stages of recovery, clinicians using this model can better treat and prepare deaf and hard of hearing clients for long-term recovery.     

Media coverage and issue visibility: State legislative responses to school bullying

Dealing with the schoolyard bully is an age-old problem; however, legislators have only recently tackled it at the state level. This study examines the adoption of anti-bullying policies from the policy diffusion and innovation perspective with an emphasis on the role of print media coverage. The study contributes to the policy diffusion literature by examining both national and local media coverage as conduits for diffusion and adds to the expanding views of the diffusion process beyond the traditional geographic proximity argument. Further, it provides the first examination of an emerging policy area important to education policy scholars. The findings show issue saliency via national media coverage drives policy adoption beyond any geographic proximity.     

Working parent friendly schools: the role of school instrumental support in work–family conflict

Instrumental support can foster or ameliorate parent experiences of work–family conflict. Based on theories relating social support to stress, a framework for considering how school support affects work–family conflict is proposed and tested. Parent experiences of instrumental support (school schedules, school service provision, and staff accessibility) and school demands on parents (volunteer and homework involvement) were investigated in relation to levels of work–family conflict. Work demands were related to both family-interference-with-work and work-interference-with family; family demands related only to time-based family-interference-with-work. Perceptions of school scheduling as supportive were related negatively to both time- and strain-based work-interference-with family, whereas perceptions of school transportation services were related to both time- and strain-based family-interference-with-work. No buffering effects of these types of support were found. Implications for how community organizations can play a role in ameliorating work–family conflict are discussed.