Sex differences in student dominance behavior in female and male professors' classrooms

Measures of verbal participation and interaction among graduate students provided a comparison of male and female dominance behavior in the classroom, and measures of the contextual effect of sex of professor provided further data on the interrelatedness of sex, status, and dominance behavior. Male students were found to exhibit significantly more aggressiveness (interruptive behavior) than female students in both male and female professors' classes, although significantly more male aggressiveness occurred in female professors' classes than in male professors classes. Male students were significantly more assertive (frequency and duration of speech) in female professors' classes only. In student-to-student interaction, aggressiveness was predominantly exchanged between sexes rather than among same-sex members.The author would like to thank Julie Parks and Joanie Rubin for their help with this research.     

Profiles of mod revivalists: a case study of a reemerging adolescent group

This exploratory study examined the characteristics and interpersonal relations of a relatively small group of adolescents who identified themselves as members of a revived "mod movement." In-depth interviews were conducted with 13 members (45%) of this peer group in order to: identify the main features of the members, determine their similarity to earlier British mods, and assess gains from group affiliation. Results suggested that adolescents who joined this unique and somewhat extreme group were more similar than dissimilar to their contemporaries in their efforts to establish an identity and be accepted as individuals. Implications for interacting with members of such adolescent groups, and suggestions for future research are presented.     

群体认同、自尊和心理疾病污名的关系

通过对620位在校大学生进行问卷施测,探讨大学生群体认同、自尊和心理疾病污名之间的内在关系,并使用LISREL 8.70建构了彼此之间的关系模型,进行了中介效应分析.结果发现:(1)群体认同显著地负向预测自我污名,且通过自尊和公众污名这两个中介变量影响自我污名;(2)自尊显著负向预测自我污名,公众污名显著正向预测自我污名.结论:三个变量之间相关非常显著;所建构的模型具有较高的拟合度.     

Personal and Professional Development for Judges: The Institute for Faculty Excellence

This interview study describes the role that participation in the Institute for Faculty Excellence in Judicial Education (IFEJE) played in the personal and professional development of four judges. Judicial education is a relatively new field of adult and continuing professional education. There is limited literature devoted to this area of study outside of the arena of substantive legal or judging topics. Interviews served as the primary data source for this study along with program evaluations, photographs, and e-mail correspondence from Institute participants. The findings revealed that the combined safe environment, challenges, and support participants experienced at the Institute and learning about adult learning helped them: feel less isolated in their work; stretch their normal work boundaries resulting in the completion of projects for which they had great passion; and benefited them as judges, supervisors, teachers, and in other social relationships.     

Reference-frame misalignment and cardinal direction judgments: group differences and strategies

In 3 experiments, the authors examined how misalignment of egocentric and exocentric reference frames affects cardinal direction judgments. Experiments 1 and 2 demonstrated large differences in the accuracy and speed with which 104 less experienced and 7 experienced navigators made cardinal direction judgments. Reference-frame misalignment was associated with large performance decrements. The extent of these decrements diminished as ability and experience increased: however, even experienced navigators showed decrements when reference frames were misaligned. In Experiment 3, the authors used 55 college students to examine the individual subtasks of a common strategy for cardinal direction judgments and to isolate the effects of reference-frame misalignment to a particular subtask of this strategy. The tasks and strategies studied in this article can be applied in the development of navigational training and interfaces.     

Relation of Age of Onset to the Type and Severity of Child and Adolescent Conduct Problems

In a cross-sectional household sample of 9-through 17-year-old youths from 4 U.S. communities, youths with earlier ages of onset of conduct problems engaged in more conduct problems than youths with later ages of onset when current age and gender were controlled. Specifically, youths with earlier ages of onset were more likely to engage in several types of physical aggression, frequent lying, theft, and vandalism and were less likely to engage in only truancy. There also was an inverse relation between age of onset and level of functional impairment, mental health service use, and meeting diagnostic criteria for conduct disorder, attention-deficit hyperactivity disorder, and oppositional defiant disorder. Within the limits of cross-sectional data, these results support the hypothesis that key aspects of the heterogeneity of conduct problems among youths are related to the age of onset of conduct problems.     

Child abuse and neglect reporting laws: Understanding interests,understanding policy

This article focuses on the interests of the persons involved in the child abuse and neglect reporting process—(1) the child, the accused, and the family members of the child and of the accused; (2) physicians, psychologists, therapists, private agency and hospital social workers, educators, and other professionals; (3) law enforcement officers, state social service workers, lawyers, and judges; and (4) legislators. With this focus, the article illuminates the rationales and explicit and implicit policy choices reflected in the legislation's reporting requirements and processes. Such insight is necessary to a critical review of existing legislation and future improvements in the practical operation of reporting law legislation. This article demonstrates that the interaction of these interests is complex and often creates competing concerns and goals. This article concludes that efforts should be made to better harmonize these interests in future legislation.     

Longitudinal changes in term and preterm infant night wakings: The role of caregiver anxious-depression

Changes in infant night waking during the first year of life are associated with individual (e.g., prematurity) and family (e.g., caregiver psychopathology) factors. This study examined the association between infant night waking and caregiver anxious-depressive symptoms during the first year of life in preterm and term infants. We considered between-person differences and within-person changes in caregiver anxious-depressive symptoms in relation to changes in infant night waking from 2- to 9-months. Racially (30.0% Black, 60.4% White, 9.5% multiracial/other) and socioeconomically (40.0% below median household income) diverse caregivers (N = 445) of full term (n = 258) and preterm (n = 187) infants were recruited from hospitals and clinics in two midwestern states. Caregivers completed measures of anxious-depression and their infant's night waking at four sampling periods (2-, 4-, 6-, and 9-months). Infant night wakings declined from 2- to 9-months. Between-person differences were observed, such that caregivers with higher average anxious-depressive symptoms or infants born full term reported more night wakings. Within-person effects of caregiver anxious-depressive symptoms were not significant. Caregiver anxious-depression is closely associated with infant night wakings. By considering a caregiver's average severity of anxious-depression, healthcare providers can more effectively plan infant sleep interventions. If caregiver anxious-depressive symptoms are ameliorated, night wakings may also decrease.     

The definition of sociology and the sociology of definition: Durkheim's Rules of Sociological Method and high school philosophy in France

Despite his attempts to break with philosophy and found a science of society, Émile Durkheim (1858–1917) was involved with philosophy throughout his career. Academic philosophy in France was a highly centralized institution that produced professors capable of teaching a standard curriculum. These professors made up a significant portion of the audience whose support Durkheim hoped to win for his sociological project. The concepts of Pierre Bourdieu and the literature on the rhetoric of the human sciences can help reconstruct the field of academic philosophy, Durkheim's relationship with it, and the ways in which he drew upon it to formulate his method and to persuade his philosophical colleagues. Durkheim's definition of the social fact in The Rules of Sociological Method can only be understood in the context of French academic philosophy. © 1996 John Wiley & Sons, Inc.     

Rethinking student participation in the college classroom: Can commitment and self-affirmation enhance oral participation?

The literature suggests that in-class oral participation is associated with various positive outcomes that directly contribute to academic success. The goal of the current study was to investigate the role played by psychological barriers to oral participation, focusing on commitment and self-affirmation as methods to bypass barriers to participation. The results of the semester-long experiment (N = 157) demonstrate that committed individuals who had an opportunity to self-affirm outperformed both committed students and affirmed students, as well as members of the control group. Interestingly, the interplay between self-affirmation and commitment increased oral participation, irrespective of whether students had high or low self-esteem and high or low self-efficacy. The current results offer some room for cautious optimism, as they highlight the importance of self-affirmation and commitment as a route to academic success.