Credit Card Practices of Vietnamese and Laotian Newcomers to Canada: A 10-year Longitudinal Perspective

This is the first study to follow a group of refugees (N = 647) for 10 years to identify how they acquired and used credit cards, a novel product to them. Acculturation to Canadian credit card use occurred; there was a dramatic increase in having cards (from 4% to 77%). The main reason initially for not having a card was knowledge barriers; later on, attitudinal, such as preferring to pay cash. Variables accounting for credit card use after 4 and 10 years were: being employed with higher income, having a checking account, being married, younger, and more fluent in English. Changing from not having to having a credit card was fostered by remaining (or becoming) married, employed, and good in English.     

STIGMATIZED INDIVIDUALS AND THE PROCESS OF IDENTITY

We conducted intensive interviews with ten gays and ten lesbians drawing on research and theorizing on gay and lesbian identity, symbolic interactionism, and stigma. Key concepts from symbolic interactionism, reflected appraisals and situational identity negotiation, provide a more coherent theoretical way to examine identity development and the situated complexity of identity negotiation and disclosure among gays and lesbians. Romantic relationships are significant because they aid in identity development but also complicate social interactions by confronting many heterosexuals' "phantom acceptance" of gays and lesbians. These findings inform the literature on gay and lesbian identity by critiquing the stage models of identity and connecting this literature back to the symbolic interactionist literature on self and identity.     

Do antidepressants work? Statistical significance versus clinical benefits

Ours has been called the Prozac generation but, earlier this year, newspaper front page headlines screamed "Antidepressants don't work". Our authors' reanalysis of drug trials was widely reported as implying that antidepressant drugs such as Prozac are overprescribed and useless. The truth, as Blair T. Johnson and Irving Kirsch explain, is more complex, and more interesting.     

Patterns of engagement and disengagement among the oldest old

In this article, we have proposed that some elements of Cumming and Henry's [1961] disengagement theory are relevant in understanding the social world of the very old. The findings indicate that both physical and social losses make it difficult to maintain an active social network. Almost one-half of the sample intentionally remains socially engaged by making new friends and attending senior centers. The remainder, who are generally older and in poorer health, modify their social world both psychologically and socially. First, these individuals redefine their optimal level of social integration and become content with a narrower, more constricted social world. Second, they are likely to reject those norms which place expectations on them incongruent with their capacities. Third, respondents tend to redefine their time orientation from the future to the present and become content to live day to day. Fourth, as they detach themselves from social involvement, increasing introspection occurs.     

In Dispraise of Justice

Ancient and modern theories of justice are analyzed for the purpose of beginning to develop a new theory which is consistent with the symbolic interaction research tradition and the lived experiences of interactionists. The Reflexive Theory of Justice emphasizes lived emotions, meaningful interpretations, social process, the reality of gender and other structured categories of interpretation, the primacy of pragmatic context, and the personal nature of justice. Justice is an inevitable and ongoing struggle for each individual life.     

The use of the nominal group technique to isolate teacher job stressors

The nominal group technique, a small-group decision-making process which offers open and relatively unrestricted response to problem identification and resolution, was used as a means of identifying the major stressors of elementary school teachers and the concomitant solutions to their problems. Although the specific stressors that have been presented in this paper are not necessarily applicable to other school districts, the nominal group technique itself should be very useful in other school districts as well as in most any work setting.The active involvement of teachers in defining and solving their own problems is a critical aspect of the technique. Teachers, like most employees, will more actively solve problems and accept innovations if they can see some tangible benefit for themselves in doing so.“Intensity of work demands” was the most frequently mentioned job stressor and also received the highest combined ranking for the nine teacher groups. “Student misbehavior and lack of motivation” ranked a close second.