Being Authentically American Indian: Symbolic Identity Construction and Social Structure among Urban New Indians

This study investigates the individual and group level reconstruction of a racial‐ethnic identity. Specifically, we investigate the experience of “new Indians,” or people who did not previously identify as American Indian, but are now reclaiming this racial‐ethnic heritage. Because many new Indians lack both official (tribal and/or federal) recognition of their Indian status and the phenotypic traits associated with Indians in popular culture, their authenticity as American Indians is often questioned in interactions with others. We document how new Indians work to reconstruct the symbolic meaning of authentic Indianness by emphasizing specific values and actions rather than biological lineage. Moreover, we demonstrate how new Indians achieve interactional validation of their redefined Indian identities in the context of a proximate social structure.     

Why Can’t You Just Follow the Rules? Volunteer Rule Breaking and Disruptive Behavior

While the benefits volunteers offer nonprofit organizations are substantial, they can also cause problems for these groups. In an environment where people willingly donate their time and energy to a cause that they ostensibly support, why is disruptive behavior so common? This ethnographic study of volunteers at an animal shelter identifies the factors that lead to problematic behavior. The paper argues that disruptions occur when there is a mismatch between the needs of the volunteer and the needs of the organization and because of structural conditions that lead to uncertainty among volunteers. These findings shed light on volunteer behavior broadly and present the opportunity to address disruptive behavior. As a result, the benefits volunteers provide for an organization can be maximized.     

Teachers' delivery skills and substance use prevention program outcomes: the moderating role of students' need for cognition and impulse decision making

The purpose of this study was to extend the literature in both substance use implementation and persuasive health communication by examining the extent to which students' need for cognition and impulsive decision-making moderated the relationship between teachers' classroom communication behavior and program outcomes in an evidence-based middle school substance use prevention curriculum. Participants included 48 teachers and their respective 7th grade students who participated in a randomized trial testing the effectiveness of personal coaching as a means to improve the quality with which teachers implemented the All Stars curriculum. Need for cognition and impulse decision-making were both associated with positive changes in lifestyle incongruence and commitments to not use substances for students whose teachers displayed greater interactive teaching. Further, need for cognition was associated with lower alcohol use rates while impulse decision making related to lower rates of marijuana use in classes with interactive teaching.     

Reevaluating the Concrete–Explanatory Animation Creation as a Digital Catalyst for Cross-Modal Cognition

This article explores the relationship between abstract and concrete as categories of knowledge and Wilensky’s (1991) theory that all ideas are abstract until they become concrete. Dewey (1910/1997) made a similar claim by suggesting that ideas are initially beyond our comprehension until they have become consolidated. This article documents the evolving mental models of 11- and 12-year-old children as they designed and made explanatory animations for the sake of their own learning. The conclusion from this research is that transferring ideas from thought to word, word to image, or transmediation of any kind, is a semiotic tool for cross-modal cognition.     

Primal Scene

In this autobiographical story, the author reflects on early memories of pets, primal scenes, matricide, and infanticide.     

The Initiation of Dating in Adolescence: The Effect of Parental Divorce. The TRAILS Study

This study examined the effect of parental divorce on the time it took adolescents to initiate their first romantic relationships. Individual differences in temperament and pubertal development and the age of the adolescent at the time of divorce were also taken into account. Hypotheses were tested using event history analysis with a sample of 1,487 Dutch adolescents. Results indicated that divorce sped up the transition to first relationship only when experienced in early adolescence. Findings are discussed in light of research on the heightened sensitivity to stress during transition periods such as the entry into adolescence.     

Labor force exit decisions of new mothers

Using unique administrative data from the state of Georgia, this paper investigates women’s decisions to exit the labor market upon the birth of a child. Exits rates and their changes over time varies dramatically between married and single women giving birth. Only the pattern among single, less educated women can be considered consistent with changing labor force participation rates of women over the period of analysis. Potential policy implications of these changes are discussed.     

Psychosocial Predictors of Self-Esteem in a Multiethnic Sample of Women Over 50 at Risk for HIV

Self-esteem is linked to high-risk behaviors in other populations but has not been examined in women aged 50 and older. This study explored how self-esteem is related to variables that can influence high-risk sexual behaviors in women over 50. A multiethnic community-based sample of 572 women aged 50 and older completed an anonymous questionnaire on sexual behaviors, sociodemographic characteristics, and psychosocial measures relevant to midlife and older women. Regression analysis showed sensation-seeking, HIV stigma, sexual assertiveness, and self-silencing predicted self-esteem in women over 50 (F = 43.632, p < .001). Factors such as relational context, interpersonal power, and silencing can affect self-esteem and may be contributing to HIV risk in this group.