“You’re getting a degree in WHAT?”

In “You're Getting a Degree in WHAT?” Stefanie Thomas addresses the various pros and cons of a Women's Studies Department at a major university. Majoring in women's studies gives her the unique perspective of observing classroom dynamics where studients are implicitly geared towards one focus, feminism. A women's studies curriculum and tenets of feminism, being revolutionary to a college campus, leads to not only fresh ideology but tension in its formations. “You’re Getting a Degree in WHAT?” outlines the author's experiences and personal thoughts on women’s studies and the actual progress this short institutional feminism has made in her life.     

Fifteen years later: Can residential mobility programs provide a long-term escape from neighborhood segregation,crime, and poverty

We examined whether the Gautreaux residential mobility program, which moved poor black volunteer families who were living in inner-city Chicago into more-affluent and integrated neighborhoods, produced long-run improvements in the neighborhood environments of the participants. We found that although all the participants moved in the 6 to 22 years since their initial placements, they continued to reside in neighborhoods with income levels that matched those of their placement neighborhoods. Families who were placed in higher-income, mostly white neighborhoods were currently living in the most-affluent neighborhoods. Families who were placed in lower-crime and suburban locations were most likely to reside in low-crime neighborhoods years later.     

The Emigration of Pro-social Behaviors: A Comparative Analysis of Colombian and US Latter-day Saints

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - Scholars have studied the differences in pro-social behaviors among countries for over 50 years. Religious...     

Connection,connectivity and choice: Learning during COVID-19 restrictions across mainstream schools and Flexible Learning Programmes in Australia

The COVID-19 pandemic and associated school closures may have constrained educational participation particularly for students in disadvantaged circumstances. We explore how 30 disadvantaged students in secondary school (14 mainstream/16 Flexible Learning Programme) from Queensland, New South Wales and Tasmania experienced home learning during the first wave of COVID-19, teasing out nuances across two educational models. Drawing on semi-structured interviews with these students, our analysis revealed three interconnected themes inflecting their learning: connection, connectivity and choice. Connection captures the desire for belonging and practices that facilitated meeting this desire during system-wide disruptions to school routines and face-to-face learning. Connectivity captures the impact of digitally facilitated learning at home on students' ability to engage with curriculum content and with their learning community. Choice captures the availability of viable options to overcome barriers students encountered in their learning and possibilities to flexibly accommodate student preferences and learning needs. Students from Flexible Learning Programmes appeared generally better supported to exercise agency within the scope of their lived experience of home-based learning. Findings indicate a need for strengthening student-centred policy and practices aimed at leveraging the affordances of information technology, balancing self-directed and structured learning and providing holistic support to enable meaningful student choice.     

Nonparametric change point estimation for survival distributions with a partially constant hazard rate

Lifetime Data Analysis - We present a new method for estimating a change point in the hazard function of a survival distribution assuming a constant hazard rate after the change point and a...