Conception of male and female homosexual stereotypes among university undergraduates

Following the procedure used by Broverman, Broverman, Clarkson, Rosenkrantz, & Vogel (1970), male and female undergraduates described a male homosexual, lesbian, and normal adult in terms of 41 adjective rating scales, each scale having a masculine and a feminine pole. Results indicated that compared to ratings of the normal adult, the male homosexual was viewed unfavorably and was significantly different from "normality" on 27 scales. Ratings of the lesbian were closer to those for the normal adult, although significant differences appeared on 11 scales. Ratings for the lesbian differed significantly from those for the male homosexual on 20 scales. On all but two scales, lesbian ratings were closer to the more favorable pole than were male homosexual ratings. The position seems supported that male gender nonconformity is viewed more seriously than female gender nonconformity.     

Integrative leadership for collaborative governance: Civic engagement in Seattle

This article distills concepts and tools from the literatures on civic engagement, collaborative management, and conflict resolution into a parsimonious framework of tactics and constructs for integrative leadership. Using these tactics and constructs to compare cases of civic engagement drawn from the administration of Seattle Mayor Norman Rice (1990–98), the article demonstrates the framework's analytic potential for scholars and its strategic relevance for public leaders. The comparison of the cases suggests that the framework enables scholars and practitioners to distinguish meaningful changes in key dimensions of collaborative governance related to leadership tactics, stake holders' interpretations, and results. The conclusion proposes six hypotheses and explores theoretical implications for future research.     

Beyond attribution: Building new measures to explain the reputation threat posed by crisis

Situational Crisis Communication Theory (SCCT) suggests attributed responsibility is the key factor explaining the reputation threat posed by crisis situations. However, studies on SCCT have found using its prescribed responses has a small effect. This research uses image repair theory’s conception of crisis to suggest that offensiveness is another factor that should be measured in order to explain the reputation threat posed by crisis. Using the literature of moral foundations theory, interviews with 20 people with expertise in public relations, and 338 participants from mTurk in a 2 (attributed responsibility)?×?10 (crisis offensiveness) experiment, this research develops valid, reliable measures of attributed responsibility for crisis offensiveness, and mitigating virtuousness, that explain 73.7% of the reputation threat posed by crisis in the sample, as opposed to 24.8% explained by attributed responsibility alone in the same sample. Implications for public relations scholars and practitioners are discussed.     

“Why Don’t You Just Tell Me How You Feel?”: A Case Study of a Young Mother in an Attachment-Based Group Intervention

This paper describes an attachment-based parenting intervention, the Circle of Security, and presents a case study of one participant’s experience as a member of it. The Circle of Security is a group intervention for parents of young children ages 1–5 that teaches parents to recognize and respond to their children’s alternating needs for attachment and exploration. The intervention content in group sessions relies to a great extent on discussions of videotaped vignettes of each parent–child dyad. Ultimately, the intervention focuses on strengthening parents’ capacities for empathic responsiveness to their children’s needs for them. In the second part of the paper, the case study illustrates one mother’s experience in a Circle of Security group designed for parents involved with the child welfare system as a result of substantiated maltreatment. Observations of this parent indicate that her capacity for empathic understanding was greatly strengthened, which appears to be related to important behavior change.     

Estimation and Prediction in the Presence of Spatial Confounding for Spatial Linear Models

In studies that produce data with spatial structure, it is common that covariates of interest vary spatially in addition to the error. Because of this, the error and covariate are often correlated. When this occurs, it is difficult to distinguish the covariate effect from residual spatial variation. In an i.i.d. normal error setting, it is well known that this type of correlation produces biased coefficient estimates, but predictions remain unbiased. In a spatial setting, recent studies have shown that coefficient estimates remain biased, but spatial prediction has not been addressed. The purpose of this paper is to provide a more detailed study of coefficient estimation from spatial models when covariate and error are correlated and then begin a formal study regarding spatial prediction. This is carried out by investigating properties of the generalized least squares estimator and the best linear unbiased predictor when a spatial random effect and a covariate are jointly modelled. Under this setup, we demonstrate that the mean squared prediction error is possibly reduced when covariate and error are correlated.     

The Social Meaning of Children's Narratives: A Review of the Attachment-Based Narrative Story Stem Technique

Recent attachment-based research with the Narrative Story Stem Technique (NSST), a laboratory method using family doll figures and structured story stems, has proven to be useful in assessing young children's perceptions of social relationships. Eleven studies are reviewed that have validated this method with measures of children's social behavior or experience, contributing to a long-needed empirical basis for interpretations of children's play. Meaningful themes found in children's responses with the NSST are presented and organized with concepts from attachment theory, particularly the child's perception of the caregiver's trustworthiness and self-perception of worthiness to receive care. Implications for continuing research and for clinical interviewing are discussed.     

Pop-up messages on electronic gaming machines in New Zealand: experiences and views of gamblers and venue staff

In New Zealand, a pop-up message feature that interrupts gambling is mandatory on all electronic gaming machines (EGMs) in all venues. The present research documented the views and experiences of pop-up messages from a range of gamblers and gambling venue staff. A series of focus groups was held with 40 gamblers (ranging from infrequent gamblers to current/former problem gamblers), and 19 staff from casino and non-casino venues. Most participants thought that pop-up messages were ineffective as a harm-minimization measure. Venue staff participants viewed pop-up messages much more negatively than gamblers, who were generally accepting of their existence and sometimes described them as useful. Venue staff participants were also very negative about the additional hassles and confusion they believed to be caused by pop-up messages, and a range of problems they perceived with their accuracy. Nonetheless, there was a consistent although less prevalent view that pop-up messages were useful in reducing gambling harm and potentially bringing harmful gamblers to the attention of others. Participants raised some possibilities for enhancing their effectiveness; these were generally consistent with the evidence base developed since the introduction of pop-up messages in the New Zealand gambling environment.     

EARLY FACTORS LEADING TO COLLEGE GRADUATION FOR ASIANS AND NON-ASIANS IN THE UNITED STATES

This article explores factors that lead Asian Americans, both as a group and as subgroups, to obtain a college degree in comparison to members of other racial/ethnic groups in the United States. Using data from the 2000 wave of the National Education Longitudinal Study, we find that the effects of race on educational attainment virtually disappear once individual and family factors are controlled. However, there is significant heterogeneity in college attainment among Asian Americans. In addition, we find that the effects of socioeconomic status, parental expectations, eighth-grade grade point average, and family structure are generally weaker for Asian Americans relative to non-Asians while parental immigrant status and standardized test scores are stronger. Asians appear to be "protected" from many of the usual factors that negatively affect educational outcomes while receiving an enhanced benefit from being of an immigrant family.