Book Reviews

Cherry, F. (1995). The ‘Stubborn Particulars’ of Social Psychology—Essays on the Research Process. Routledge, London. Pp. xi+132, £35.00 (hardback); £11.99 (paperback). ISBN 0-415-06667-0 (paperback), 0-415-0666-2 (hardback).     

The Relationship of Authoritarianism and Related Constructs to Attitudes Toward Homosexuality1

Two studies examined the relationships of right‐wing authoritarianism (RWA), dogmatism, social dominance orientation (SDO), and political‐economic conservatism (PEC) to attitudes toward homosexuality. Study I, a meta‐analysis, found that all 4 variables were related to attitudes toward homosexuality, with RWA having the largest relationship. Study 2 examined the relationships of the 4 variables to attitudes toward lesbians and gay men in a college‐student sample. Although all 4 variables had zero‐order correlations with these attitudes, RWA and SDO were the primary predictors, with RWA having the larger relationship. In addition, the zero‐order correlations of PEC and dogmatism could be explained by their overlap with SDO and RWA, and SDO partially mediated the gender difference found in attitudes toward gay men.     

The Mainline Sidelined: The Sociology of Religion Unbound

This paper examines an expanding focus in the content of what members of SSSR study and show how this change is reflected in the publications in the journal. I offer four factors that might effect what we study: changes in the world, changes in who we are, changes in funding sources, and changes in the theoretical frames. I discuss the “cultural turn” as new theoretical frame, which has had important implications for the study of religion. 1 then return to the question of changes in the world. I end with my expectation that we will see greater yet inclusiveness in the future.     

Finding a “Lower,Deeper Power” for Women in Recovery

For decades people have accommodated and adjusted to the direction prescribed by recovery programs. The dominant admonition of recovery programs to find a “higher power” may be appropriate and helpful to many people, but some are beginning to question this direction for their own individuation processes. Through the use of the ancient Greek myths of Persephone, Psyche, Orpheus/Eurydice, and the ancient Mesopotamian myth of Inanna, readers will be taken in the direction of the underworld to experience an alternative heroic journey motif in search of a “lower, deeper power.”     

Breaking the Stained Glass Ceiling: Women's Collaborative Leadership Style as a Model for Theological Education

One of the prevailing notions within American culture is the idea that women are prevalent in leadership positions. The reality, however, is that while women are slightly more than 50% of the population, they are underrepresented in leadership. Fewer than 10% of chief executive officers in theological education are women. Traditional roles in theological education lean in favor of men; however, more women are entering religious-oriented professions. The challenge for theological education is the development of a model that reflects general trends, one that recommends an ability to lead from an others-centered paradigm.     

Critical Consciousness and the Christian Conscience: Making the Necessary Connections Between Faith-Based Learning and Critical Pedagogy

Critical pedagogy is a by product of postmodernism, which argues that reality is always subjective, and truth is identified through each person's experiences and environment. Can critical pedagogy be applied to faith-based education? The authors claim that it can. First, the theories and practices of critical pedagogy have strengthened faith-based education by emphasizing self-directed students, the teacher as facilitator, and well-organized learning experiences. In fact, Jesus knew that learning required an active knowledge-creating process through one's full participation in the class. He always encouraged his disciples to transcend superficial understanding. Jesus knew that learning was not simply memorizing facts or reciting the Law of Moses. His beliefs challenged the passive learning paradigm of memorizing content established by the Jewish leaders. This article concludes that both critical pedagogists and Christian teachers would endorse problem-posing methods to encourage full engagement and effective teachers' dispositions in the classroom.