Clarifying question meaning in a household telephone survey

This study contrasts two interviewing techniques that reflectdifferent tacit assumptions about communication. In one, strictlystandardized interviewing, interviewers leave the interpretationof questions up to respondents. In the other, conversationalinterviewing, interviewers say whatever it takes to make surethat questions are interpreted uniformly and as intended. Respondentsfrom a national sample were interviewed twice. Each time theywere asked the same factual questions from ongoing governmentsurveys, five about housing and five about recent purchases.The first interview was strictly standardized; the second wasstandardized for half the respondents and conversational forthe others. Respondents in a second conversational interviewanswered differently than in the first interview more often,and for reasons that conformed more closely to official definitions,than respondents in a second standardized interview. This suggeststhat conversational interviewing improved comprehension, althoughit also lengthened interviews. We conclude that respondentsin a national sample may misinterpret certain questions frequentlyenough to compromise data quality and that such misunderstandingscannot easily be eliminated by pretesting and rewording questionsalone. More standardized comprehension may require less standardizedinterviewer behavior.     

Evaluation of curricula in higher education: challenges for evaluators

Evaluation of teaching at universities is traditionally realized in terms of student ratings. Curriculum evaluation is rarely done in a systematic manner. More often, the emphasis is placed on a particular aspect, which is only of little help in terms of modifying education. A very prominent example is that of medical education. Here, evaluations of curricula primarily focus on new curricula by contrasting them to traditional ones. The article at hand deals with a different evaluation approach, in which five phases have to be considered and contrasting results to other teaching formats are not the main focus. In this article, the authors concentrate on the first phase (baseline evaluation) of the systematic evaluation of a medical curriculum. They describe several challenges of such an evaluation approach and illustrate the strategies used to overcome them. In addition, associated relevant empirical findings from this evaluation study are presented.     

The Gender Identity/Gender Dysphoria Questionnaire for Adolescents and Adults

The present study reports on the construction of a dimensional measure of gender identity (gender dysphoria) for adolescents and adults. The 27-item gender identity/gender dysphoria questionnaire for adolescents and adults (GIDYQ-AA) was administered to 389 university students (heterosexual and nonheterosexual) and 73 clinic-referred patients with gender identity disorder. Principal axis factor analysis indicated that a one-factor solution, accounting for 61.3% of the total variance, best fits the data. Factor loadings were all ≥ .30 (median, .82; range, .34–.96). A mean total score (Cronbach's alpha, .97) was computed, which showed strong evidence for discriminant validity in that the gender identity patients had significantly more gender dysphoria than both the heterosexual and nonheterosexual university students. Using a cut-point of 3.00, we found the sensitivity was 90.4% for the gender identity patients and specificity was 99.7% for the controls. The utility of the GIDYQ-AA is discussed.     

The Recalled Childhood Gender Questionnaire-Revised: a psychometric analysis in a sample of women with congenital adrenal hyperplasia

We administered the 18-item Recalled Childhood Gender Questionnaire-Revised (RCGQ-R), female version, to 147 adult women with congenital adrenal hyperplasia (CAH) representing three different degrees of prenatal androgenization due to 21-hydroxylase deficiency and to non-CAH controls. A principal components analysis generated three components accounting for 46%, 9%, and 6% of the variance, respectively. Corresponding unit-weighted scales (high scores = feminine) were labeled Gender Role (13 items; Cronbach alpha = .91), Physical Activity (3 items; alpha = .64), and Cross-Gender Desire (2 items; alpha = .47). Discriminant validity was demonstrated in terms of highly significant comparisons across the four groups. We conclude that the first 2 RCGQ-R scales show good psychometric qualities, but that the third scale needs to be further evaluated in a sample that includes women with gender identity disorder.     

The gender identity/gender dysphoria questionnaire for adolescents and adults

The present study reports on the construction of a dimensional measure of gender identity (gender dysphoria) for adolescents and adults. The 27-item gender identity/gender dysphoria questionnaire for adolescents and adults (GIDYQ-AA) was administered to 389 university students (heterosexual and nonheterosexual) and 73 clinic-referred patients with gender identity disorder. Principal axis factor analysis indicated that a one-factor solution, accounting for 61.3% of the total variance, best fits the data. Factor loadings were all >or= .30 (median, .82; range, .34-.96). A mean total score (Cronbach's alpha, .97) was computed, which showed strong evidence for discriminant validity in that the gender identity patients had significantly more gender dysphoria than both the heterosexual and nonheterosexual university students. Using a cut-point of 3.00, we found the sensitivity was 90.4% for the gender identity patients and specificity was 99.7% for the controls. The utility of the GIDYQ-AA is discussed.     

Maternal labor market return and domestic work after childbirth in Britain and Germany

This study investigates how the duration of maternal labor market interruptions and mothers' employment status after return relate to the division of domestic work in couples after childbirth in West Germany, East Germany, and Britain. It extends the literature by considering how these two aspects of postnatal labor market return decisions of mothers may give rise to or counteract growing gender inequality in domestic work afterbirth events. Using data on 826 British and 1614 German new parent couples based on the British Household Panel Study (BHPS) (1991–2008) and on the German Socio-Economic Panel (SOEP) (1990–2010), I apply fixed-effects panel models. Mothers perform more housework with increasing length of their employment interruptions across the three contexts. For childcare, longer time-outs increase mothers' childcare share in West Germany but not in East Germany. This result is in line with institutional variations in day-care provision. Across contexts, mothers' full-time returns are associated with a larger reduction in their domestic work share than short time-out. After mothers returned to part-time employment, couples show no or much weaker compensating behaviors for longer previous maternal time-outs than after a full-time return.     

Corporate planning a review of questions and answers

This paper is about corporate planning, seen primarily but not exclusively from the viewpoint of operational research. The reasons for the rise of interest in corporate planning are examined, as are the contributions which O.R. has made or can make to corporate planning problems. An abstract discussion of these problems concentrates on those posed by increasing “connectedness” in the environment. After comparing the responses of the “commonsense manager”, the model-oriented operational researcher, and the cybernetician, the question is posed: “How can the operational researcher or planner enhance the adaptive capability of his organization?” A case study illustrates one possible form of solution, the “modular” approach; and another, the “zoom-lens” is outlined. The relevance of global system modelling to the widening problems of the corporate planner is also considered, and related to the concepts previously discussed.     

Local Day Care Quality and Maternal Employment: Evidence From East and West Germany

By investigating how locally available early childhood education and care quality relates to maternal employment choices, this study extends the literature, which mostly has focused on the importance of day care availability or costs. The authors provide differentiated analyses by the youngest child's age and for West and East Germany to examine moderating influences, such as work‐care cultures, in a market with strongly state‐subsidized provision and near‐universal participation of preschool children. The empirical analysis linked the Socio‐Economic Panel and the Families in Germany Study for 2010 and 2011 (N = 3,301 mothers) with regional structural quality data and applied multivariate regression models. In East Germany, mothers with a child under age 3 years who lived in districts with smaller day care groups were more likely to be employed and to extend their work hours. For mothers in West Germany and those with older children, day care quality was not significantly related to employment.