RELIGIOUS REFERENCE GROUPS AND THE PERSISTENCE OF NORMATIVE BEHAVIOR: AN EMPIRICAL TEST

Reference groups and significant others are vitally important in both the formation and the persistence or change of normative as well as deviant behavior patterns. Thus one's initial religious beliefs and behavior (or lack thereof) reflect the socializing influence of the family. However, the situation may change when young people leave home for education or work, as demonstrated by research that shows decreases in religious beliefs or church attendance when young people leave home to attend college. In contrast to the pattern whereby religiosity declines in a college or university environment, we maintain that students who develop close ties with others who are religious, especially in a highly religious community, will maintain the same patterns of high commitment developed in their families. Specifically, we hypothesize that religious beliefs and participation will be positively related to (1) parents' religious beliefs and practices and (2) current friends' religious beliefs and participation. These hypotheses were tested with a sample of college students living on campus (n = 339). The data support the argument that students' current religious beliefs and behavior are related to both their parents' religiosity and the reinforcing effects of the religiosity of their current friends.     

Teacher–Child Relationships from Kindergarten to Sixth Grade: Early Childhood Predictors of Teacher-perceived Conflict and Closeness

This article examined general trends in teacher-reported conflict and closeness among 878 children from kindergarten through sixth grade, and examined early childhood characteristics that predict differences in initial levels and growth of conflict and closeness over time. Results indicated modest stability of teacher-perceived conflict and closeness through sixth grade, with relatively greater stability in perceptions of conflict. Levels of conflict at kindergarten were higher for children who were male, Black, had greater mean hours of childcare, had lower academic achievement scores, and had greater externalizing behavior. Children identified as Black and those with less sensitive mothers were at greater risk for increased conflict with teachers over time. Levels of teacher-reported closeness were lower when children were male, had lower quality home environments, and had lower academic achievement scores. The gap in closeness ratings between males and females increased in the middle elementary school years. Additional analyses were conduced to explore differences in teacher ratings of conflict between Black and White students.     

Estimators of percentiles based on absolute loss

Estimators of percentiles of location and scale parameter distributions are optimized based on Pitman closeness and absolute risk. A median unbiased (MU) estimator and a minimum risk (MR) estimator are shown to exist within a class of estimators, and to depend upon the medians of two completely specified distributions.     

What the Practitioner Knows Versus What the Client is Told

This article revisits the question, pursued in an interchange between Thomas (1978) and Gambrill and Barth (1980), on whether conflicts exist between service goals and research goals in the use of single-system experimental designs (SSDs) for practice evaluation. The authors approach the issue through an analysis of how informed consent is handled in one widely used textbook promoting the SSD model of practice evaluation. They argue that the text’s suggestions for what to tell the client about reasons for using SSDs ignore knowledge acquisition goals emphasized elsewhere in the text, thus obscuring possible conflicts between the needs of the client and the requirements of SSD methodology. These failures of informed consent reveal largely neglected conflicts between practice and evaluation goals within the SSD model commonly taught to social work students.