Is there a case for the freshman women's residence hall?

Because most institutions are experiencing student migration from residence halls, the educational function of the halls is being promoted, resulting in numerous variations in design and staff organization. The purpose of this study was to investigate the merits of one of these variations—the all-freshman women's residence hall. Freshman women in three types of halls (all-freshman women, all-undergraduate women, and coeducational) were compared on the basis of academic achievement, attitudes about the campus environment, and conduct. Results indicated that on those factors, no case can be built in support of housing women in an all-freshman women's hall.     

Successful women and women's colleges: Is there an intervening variable in the reported relationship?

This study examined the relationship between career success and the baccalaureate degree origin of women. Analyses of data collected on the educational backgrounds of 126 successful women confirmed previous findings that graduates of women's colleges were more likely to attain career success than graduates of coeducational institutions. Results also identify graduate education as a possible intervening variable in the relationship.The authors wish to thank Dr. Elizabeth Tidball for providing us invaluable data she accumulated for previous studies.     

Institutional games played by confined juveniles

This study examined the games played by 561 juvenile offenders confined in six coeducational correctional facilities in one state. The types of games these residents used against staff and peers within the confines of the institution varied considerably. The study documented nineteen games used by males and females, twelve to deal with staff and seven to deal with peers. The games were defined as therapeutic games, material games, psychological games, and physical games. Peer-oriented games included attention-seeking activities and a variety of dominance games. Additionally, these games were described and tabulated according to the sex and race of the residents. The conclusion was that game-playing behavior was no less frequent in coeducational institutions than it was in single-sex institutions.     

Finding Oneself Among the Saints: Thomas F. O'Dea,Mormon Intellectuals,and the Future of Mormon Orthodoxy

Thomas F. O'Dea's classic The Mormons identified “Mormonism's encounter with modern secular thought” as perhaps the church's greatest problem. In line with secularization theory, O'Dea predicted an attenuation of traditional Mormonism, and an adaptation and gradual liberalization of Mormon theology as the literal interpretation of Mormon origins “dissolved” in the solvent of modernity. O'Dea's views on the crisis facing Mormonism were based, in part, on ethnographic field work in Salt Lake City in the summer of 1950, as interpreted by a modernist Catholic sociologist. A review of his field notes suggests that key informants who “hosted” much of O'Dea's research activity were liberal Mormon academics who defined the church's traditional theology as a problem. This viewpoint agreed with O'Dea's preconceptions about the “education and apostasy” dilemma. A comparison of O'Dea's published “reading” of his field notes with the notes themselves suggests the plausibility of alternative readings. One such alternative is offered here, an interpretation of the interplay of education, Mormon theology, and Mormon intellectualism drawn from O'Dea's field notes, but with a different emphasis from that of his essay. Finally, reverting to a modernist perspective, I offer some hints from survey research suggesting that the predicted liberalization of Mormon theology has yet to occur.     

Self‐legislation,Respect and the Reconciliation of Minority Claims

It is a widely supported claim that liberal democratic institutions should treat citizens with equal respect. I neither dispute nor champion this claim, but investigate how it could be fulfilled. I do this by asking, as a sort of litmus test, how liberal democratic institutions should treat with respect citizens holding minority convictions, and thereby dissenting from a deliberative output. The first step of my argument consists in clarifying the sense in which liberal democracies have a primary concern for the respectful treatment of citizens qua self‐legislating persons. Taking the second step, I address critically the common tendency in the literature to concentrate on what I have termed the ex ante legem phase, focusing solely on the structure of institutionalized decision‐making processes. I submit, rather, that the principle of equal respect for persons demands more of liberal democratic institutions to enhance citizens' chances to give voice to their consciences and influence, on that ground, the formulation of the rules to which they should conform. Fulfilling this commitment requires democratic theorizing to go beyond the ex ante legem phase and regard forms of ex post legem contestation as an extension of citizens' right to political participation. Against this backdrop, I take the third and last step and argue that a promising way forward consists in the adoption of an ex post legem version of conscientious exemptionism, granting citizens a conditional moral right to request exemptions on the grounds of conscience from certain controversial legal and political provisions.     

A Liberal Defence of (Some) Duties to Compatriots

This paper asks whether we can defend associative duties to our compatriots that are grounded solely in the relationship of liberal co‐citizenship. The sort of duties that are especially salient to this relationship are duties of justice, duties to protect and improve the institutions that constitute that relationship, and a duty to favour the interests of compatriots over those of foreigners. Critics have argued that the liberal conception of citizenship is too insubstantial to sustain these duties — indeed, that it gives us little reason to treat compatriots any differently from how we treat foreigners, with all the practical consequences that this would entail. I suggest that on a specific conception of liberal citizenship we can, in fact, defend associative duties, but that these extend only to the duty to protect and improve the institutions that constitute that relationship. Duties of justice and favouritism, I maintain, cannot be particularised to one's compatriots.     

Open Minds on Open Borders

This article is a plea, both moral and empirical, for open borders to be put on the agenda of mainstream academic theory. It begins by conceptualizing the liberalization of international labor markets as compensation for those who have not benefitted from the liberalization of capital and commodity markets. To demonstrate that the opportunity costs of maintaining closed borders are unacceptably high, it reports on economic studies suggesting huge gains from relaxing national border controls. The focus then turns to the historical record to argue against the realist notion that closed international borders are inevitable. Flaws are exposed in the logic underlying realist “infeasibility” arguments, as well as in much of the misinformation driving mass opinion against increased immigration into the USA. To explain how such myths are perpetuated by some prominent academic theorists, the focus turns to the “liberal paradox” reinforcing the moral perfectionism by which domestic inequality is condemned, but far greater international inequality is not. The conclusion, inspired by Julien Benda's The Betrayal of the Intellectuals, is that this perfectionism can be avoided by emphasizing intellectual integrity and the courage to follow one's ideas to their full logical consequences.     

State,religion and the legal framework in Estonia ∗

Abstract

Estonia has a reputation as one of the most liberal countries as far as religion is concerned. At the same time Estonian society is also highly secularised. In the postcommunist period the principles of freedom of religion were laid down in the constitution adopted by referendum in 1992, and the first law on religious associations as legal entities was passed by parliament in 1993. This law reflected the ‘free market’ atmosphere of the early 1990s: all religious associations registered according to the law were treated equally. There are areas where state and religious institutions have found common interests. The main partners for the state have been the Estonian Evangelical Lutheran Church and the ecumenical association the Estonian Council of Churches. Could this be considered discriminatory when approximately 98 per cent of the adherents of any religion in Estonia claim to be Christians? There are different answers to this question. In 2002 a new law on religious associations replaced the previous law, but followed the principles established in 1993. There are also other laws and regulations on different aspects of religion, from the role of religion in public institutions like the army to religious traditions such as the slaughtering of animals. It could be argued that the successful establishing and maintaining of a liberal legislative framework for religion in Estonia is at least partly the outcome of the high secularisation level of Estonian society.     

A comprehensive treatment program for inpatient adolescents

A unit-wide behavioral program for inpatient adolescents was developed and implemented on a coeducational residential unit for six months. Significant clinical reductions were achieved in broken windows, emergency restraint usage, PRNs, medication dosages and the percent of clients receiving psychotropic medications. These reductions continued during the program's maintenance phase. Factors are discussed that appeared to have contributed to the program's success. © 1998 John Wiley & Sons, Ltd.     

Expectations for Traditional Family Roles: Palestinian Adolescents in the West Bank and Gaza

This study explored the family role expectationsof 14- and 15-year-old Palestinian young men and womenliving in the West Bank and the Gaza Strip. It wasanticipated that modernization, along with the youth's involvement in the intifada, thepopular uprising against Israeli occupation, hadfostered more liberal family role expectations among theyouth. The data were collected via questionnaire in1994-1995 from all of the ninth grade students attendingUnited Nations Relief and Works Agency (UNRWA) schoolsin the West Bank. The students completed the Arabicquestionnaire at school and took home questionnaires for their mothers and their fathers. In Gaza,samples of the ninth grade students attending UNRWAschools and of those attending schools operated by thePalestinian Ministry of Education were selected. The students' response rates were over 90%,while mothers' and fathers' exceeded 80%. Overall, datawere collected from 7,000 Palestinian families. Theresults revealed that, contrary to our expectation, Palestinian youth desire and anticipate havingtraditional families very similar to those of theirparents. Interestingly, intifada participation was notassociated with a decrease in support for traditional family roles. There were significantdifferences between the boys' and girls' perceptions offuture gender roles in Palestinian society. The youngwomen expressed more liberal attitudes towards women's roles and participation in society, while atthe same time supporting traditional familyroles.     

A comprehensive institutional treatment program for aggressive- disruptive high functioning mentally retarded persons

A unit wide behavioral programming system for high functioning mentally retarded clients who displayed maladaptive behavioral excesses was developed and implemented on a coeducational institutional living unit for 7 months. Significant clinical reductions were achieved in client injuries, broken windows, emergency restraint usage, the percent of clients receiving psychotropic medications and medication dosages. These reductions continued during the program's maintenance phase. A number of factors are discussed that appear to have contributed to the program's success.     

Research misconduct among clinical trial staff

Between 1993 and 2002, 39 clinical trial staff were investigated for scientific misconduct by the Office of Research Integrity (ORI). Analysis of ORI case records reveals practices regarding workload, training and supervision that enable misconduct. Considering the potential effects on human subjects protection, quality and reliability of data, and the trustworthiness of the clinical research enterprise, regulations or guidance on use of clinical trial staff ought to be available. Current ORI regulations do not hold investigators or institutions responsible for supervision and training of clinical trial staff. Given the important issues at stake, the definition of research misconduct should encompass the intentional or negligent mismanagement of scientific projects. Individual institutions and professional associations not only can but should adopt stricter standards of conduct than those reflected in federal regulations.     

Renewing the Identity of Catholic Colleges: Implementing Lonergan's Method for Education

Abstract. This article addresses the epistemological disarray and secularizing trends in American culture, while also suggesting a way for Catholic institutions to meet their responsibilities under Ex Corde Ecclesiae. It employs Bernard Lonergan's work to establish a theoretical foundation for education and outlines two specific liberal arts courses, Beginning with Knowing, in which students develop a methodological foundation for objective knowledge, and The Catholic Tradition, which transmits important Catholic perspectives and values.     

Gender Gap in School Science: Are Single-Sex Schools Important?

This paper compares science subject choices and science-related career plans of Australian adolescents in single-sex and coeducational schools. Data from the nationally representative Longitudinal Survey of Australian Youth collected from students who were 15 years of age in 2009 show that, in all schools, boys are overrepresented in physical science courses and careers, while girls are overrepresented in life science. It appears that students in all-girls schools are more likely to take physical science subjects and are keener on careers in physics, computing or engineering than their counterparts in coeducational schools. However, multi-level logit regressions reveal that most apparent differences between students in single-sex and coeducational schools are brought about by differentials in academic achievement, parental characteristics, student’s science self-concept, study time and availability of qualified teachers. The only differences remaining after introducing control variables are the higher propensity of boys in single-sex schools to plan a life science career and the marginally lower propensity of girls in girls-only schools to study life science subjects. Thus, single-sex schooling fosters few non-traditional choices of science specialization. The paper discusses the likely consequences of gender segregation in science and a limited potential of single-sex schools to reduce them. The results of the current analysis are contrasted with a comparable study conducted in Australia a decade ago to illustrate the persistence of the gender gap in science field choices.     

What do we owe co-nationals and non-nationals? why the liberal nationalist account fails and how we can do better

Liberal nationalists have been trying to argue that a suitably sanitized version of nationalism—namely, one that respects and embodies liberal values—is not only morally defensible, but also of great moral value, especially on grounds liberals should find very appealing. Although there are plausible aspects to the idea and some compelling arguments are offered in defense of this position, one area still proves to be a point of considerable vulnerability for this project and that is the issue of what, according to the liberal nationalists, we owe both members of our nation, our co-nationals, and what we owe those who are not members of our nation. It is here that we see the project still has some distance to go if a version of liberal nationalism is, indeed, to be morally defensible. In this paper I examine leading liberal nationalist accounts of our obligations to co-nationals and non-nationals. I argue that liberal nationalists have not yet given us an adequate account of our obligations to non-nationals for a number of reasons. For instance, on the issue of the priority we may give co-nationals' interests over non-nationals', the theorists' view show significant tension, they seem to be confused about what their positions entail, the views are unhelpful, ad hoc, or the positions are quite unclear. Liberal nationalists also have a misleading impression that their positions better capture the relation between personal identity and duty, but this turns out to be false. Other defects with their specific projects are highlighted. I go on to offer a more promising method for determining our obligations to non-nationals. Rather than this alternative precluding any scope for nationalism, it actually makes clearer to us how there might be some defensible space for nationalism once our obligations to put in place appropriate institutions and sets of rules have been fulfilled.     

When being a girl matters less: Accessibility of gender‐related self‐knowledge in single‐sex and coeducational classes and its impact on students' physics‐related self‐concept of ability

Background . Establishing or preserving single‐sex schooling has been widely discussed as a way of bringing more girls into the natural sciences. Aims . We test the assumption that the beneficial effects of single‐sex education on girls' self‐concept of ability in masculine subjects such as physics are due to the lower accessibility of gender‐related self‐knowledge in single‐sex classes. Sample . N = 401 eighth‐graders (mean age 14.0 years) from coeducational comprehensive schools. Methods . Random assignment of students to single‐sex vs. coeducational physics classes throughout the eighth grade. At the end of the year, students' physics‐related self‐concept of ability was measured using a questionnaire. In a subsample of N = 134 students, the accessibility of gender‐related self‐knowledge during physics classes was assessed by measuring latencies and endorsement of sex‐typed trait adjectives. Results . Girls from single‐sex physics classes reported a better physics‐related self‐concept of ability than girls from coeducational classes, while boys' self‐concept of ability did not vary according to class composition. For both boys and girls, gender‐related self‐knowledge was less accessible in single‐sex classes than in mixed‐sex classes. To the extent that girls' feminine self‐knowledge was relatively less accessible than their masculine self‐knowledge, their physics‐related self‐concept of ability improved at the end of the school year. Conclusions . By revealing the importance of the differential accessibility of gender‐related self‐knowledge in single‐ and mixed‐sex settings, our study clarifies why single‐sex schooling helps adolescents to gain a better self‐concept of ability in school subjects that are considered inappropriate for their own sex.     

The Gender Gap in Advanced Math and Science Course Taking: Does Same-Sex Education Make A Difference?

A large representative sample (N?=?20,816) of Israeli Jewish high school students served to explore differences between coeducational and same-sex schools in advanced math and science courses. Data were obtained from the Israeli population census of 1995 and from the Israeli Ministry of Education. Results from logistic regressions suggest that girls at all-female state religious schools did not differ from girls at coeducational state schools in placement in advanced math, physics and biology courses. But girls at all-female religious schools took advanced computer science courses at a much higher rate than girls at coeducational schools. This finding is attributed to a different curricular policy and not directly to the all-female environment.     

MODERN LIBERALISM AND PRIDE An Augustinian Perspective

In “Toward an Augustinian Liberalism,” Paul Weithman argues that modern liberal institutions should be concerned with the political vice of pride as a threat to the neutral, legitimate use of public power that liberalism demands. By directing our attention to pride, Weithman attempts to provide an incentive to and foundation for an Augustinian liberalism that can counteract this threat. While Weithman is right to point to the centrality of pride in understanding the modern liberal tradition, an investigation of the early modern reflections on pride in politics reveals a deeper tension between Augustine and modern liberalism than Weithman's analysis acknowledges. This essay discusses this tension by focusing on Hobbes's account of pride and equality in the commonwealth, asking whether Hobbes can be understood as a thinker in the Augustinian political tradition. In order to provide a background on pride as a political vice, this essay contrasts Aristotelian magnanimity with Augustinian humility. Finally, Aquinas's attempt to reintroduce magnanimity into the Augustinian political tradition is considered as a more consistent development of Augustine's thought, thereby revealing more pointedly the tension between Augustine and modern liberalism. By way of conclusion, the possibility of deflating this tension is briefly addressed by considering Jean Bethke Elshtain's discussion of an Augustinian liberalism that does not rely upon a “secular” conception of human nature.     

Reasoning About Single-Sex Schooling for Girls Among Students,Parents, and Teachers

The number of United States public schools offering single-sex education for girls has increased dramatically in the past decade. Rationales for all-girls schools are diverse and grounded in differing gender ideologies. We examined reasoning about all-girls schools among school stakeholders (i.e., individuals affected by single-sex schools, including students, parents, and teachers) in the Southwestern United States. Specifically, middle school students attending all-girls (n?=?398) and coeducational (n?=?191) schools, mothers of middle school students attending all-girls (n?=?217) and coeducational (n?=?64) schools, and teachers employed at all-girls (n?=?18) and coeducational (n?=?97) middle schools rated the veracity of multiple rationales for girls-only schools. Specifically, we examined rationales for single-sex schooling related to gender differences in learning, gender differences in interests, girls’ ingroup preference, and gender discrimination. Endorsement of rationales differed across participant role (student, parent, teacher) and school type (single-sex, coeducational). Overall, stakeholders affiliated with an all-girls school were more supportive of each rationale than stakeholders affiliated with coeducational schools. Teachers affiliated with the single-sex school strongly endorsed gender differences in learning as a rationale for single-sex schooling. Endorsement of rationales did not vary across participant gender. The implications of these findings for educational policy and the interpretation of research on single-sex schooling are discussed.     

Book Reviews

Building upon previous research on student attitudes to Christianity, an instrument that assesses the perceptions on four Attitude to Christianity dimensions (viz., Attitude to Prayer, God, and Jesus; Attitude to the Bible; Attitude to Christian Practice; and Attitude to Social Justice) was developed. A sample of 1,317 students in Australian Catholic high schools was used to validate this instrument. Comparisons of attitudes to Christianity between students in Catholic boys', girls', and coeducational schools and between students of different age and gender illustrated the usefulness of these four scales.