Understanding the Diversity of Catholic Higher Education: A New Empirical Guide for Evaluating the Influence of Catholic Identity

Although scholars have often described faith-based universities in America as “church-related,” we argue this classification tells us virtually nothing about how the Catholic identity influences the mission, rhetoric, curriculum, or policies of Catholic institutions. Although Morey and Piderit (2006, Catholic higher education: A culture in crisis) created a more sophisticated four-part typology of Catholic institutions, we find that students, parents, administrators, and scholars, particularly scholars interested in institutional secularization, need a better means of empirical analysis to determine the degree to which the Catholic identity of an institution influences key administrative decisions of the university. Thus, we propose a method of content analysis that can quantify how the Catholic identity shapes key administrative, curricular, and cocurricular decisions and thereby places Catholic institutions upon a continuum. We then apply our new Operationalizing Faith Identity Guide (OFIG) to Catholic institutions in the United States to demonstrate the helpfulness of its application. Replication : The data needed to duplicate and replicate the findings in the paper will be made available immediately following publication.     

Religion,Secular Humanism,and Atheism: Multi‐Institutional Politics and the USAFA Cadets’ Freethinkers Group

The recent emergence of atheist movements despite marginalization and distrust by a majority of Americans has been explained as a successful deployment of identity politics, but scholars have less often considered the importance of how identity and power intersect with political opportunity occurring within organizational and religious fields. Analyzing the case of the U.S. Air Force Academy (USAFA) Cadet Freethinkers Group, we demonstrate that although it encountered opportunity in the organizational shock of the 2004 USAFA proselytism controversy, this opportunity was not a blank check, but instead afforded some possibilities for action and not others. Freethinkers’ actions to secure official recognition were limited by (1) their low placement in the chain of command and (2) a collective identity inclusive of secular humanism and atheism, which did not produce enough unity to take collective actions risking punishment, and created ambiguity vis‐à‐vis religion that allowed USAFA administrators to accept or deny their institutional membership claims through appeal, respectively, to functional or substantive definitions of religion.     

African American Women in the Workplace: Relationships Between Job Conditions, Racial Bias at Work, and Perceived Job Quality

Although studies have described work processes among employed African American women, few have examined the influence of these processes on job outcomes. This study examined relationships between African American women's exposure to a range of occupational stressors, including two types of racial bias—institutional discrimination and interpersonal prejudice—and their evaluations of job quality. Findings indicated that institutional discrimination and interpersonal prejudice were more important predictors of job quality among these women than were other occupational stressors such as low task variety and decision authority, heavy workloads, and poor supervision. Racial bias in the workplace was most likely to be reported by workers in predominantly white work settings. In addition, Black women who worked in service, semiskilled, and unskilled occupations reported significantly more institutional discrimination, but not more interpersonal prejudice, than did women in professional, managerial, and technical occupations or those in sales and clerical occupations.     

Young European citizens: An individual by context perspective on adolescent European citizenship

Abstract

This study examined the effects of individual, school-level and country-level variables and their interactions on two components of adolescents’ active European citizenship: trust in European institutions and participation at the European level. For comparison, country-related institutional trust and participation were also predicted. Using multilevel regression models, we re-analysed a subsample of survey data from the International Civic and Citizenship Education Study, collected from 14-year-old students (n = 72,466) in 22 European countries in 2009. Results showed that higher cognitive engagement with politics (e.g., political interest), more opportunities for learning about Europe at school, and country wealth and social equality were positively associated with both aspects of adolescents’ active European citizenship. In contrast to country-related participation, the participatory dimension of active European citizenship was also positively related to a higher socioeconomic status of adolescent’s classroom and family, an association that was more pronounced in less wealthy and post-communist countries.     

荀子的经济制度伦理思想及其现代价值

当前学界对于荀子经济制度伦理思想的研究十分少见。荀子的经济制度及其制度伦理蕴涵源于人性恶的道德起源论,义利辩证统一的义利观、“欲”、“物”“相持而长”的可持续发展观和朴素的分配正义观念是其经济制度伦理思想的主体内涵,它对于当前我国的伦理经济和市场经济体制建设主要在“义利两有”、“以义制利”的制度伦理导向可以促进“经济人”和“道德人”的有效统一,保障市场经济秩序的稳定和谐与可持续性发展,以及树立分配正义观念,促进制度创新,提高制度运作效率等方面有一定的启示意义。     

考试制度信任对大学生学业投入意向的影响

对制度公平性的感知会影响人们对制度的信任,如果人们相信考试制度是公平的,每个人在这样的制度安排下拥有平等的机会,是否会愿意将更多的时间和精力投入到学习中呢?研究1通过启动119名和112名本科三年级学生对考研制度的信任与不信任,考察其对学业投入意向的影响,结果发现相比在考研制度不信任条件下,信任条件下个体的学业投入意向更高.研究2通过启动被试对一般考试制度的信任与不信任,考察其对学业投入意向的影响,结果表明即使不是和个体直接相关的某项具体考试制度,仅仅是对一般考试制度的信任也能有效影响个体学业投入意向.     

Insult,then Injury: Interpersonal and Institutional Betrayal Linked to Health and Dissociation

Psychological trauma, particularly trauma involving betrayal, has been linked to health problems. Betrayal trauma is also characterized by dissociation and difficulty remembering as victims face conflicting demands presented by a harmful but important relationship. Institutional betrayal is related to, but distinct from, interpersonal betrayal and in need of research on its unique effects. The current study has two related goals. First, the association between institutional betrayal and health problems is examined. Second, the previously documented association between institutional betrayal and dissociative symptoms is re-examined, while controlling for betrayal trauma. This study utilizes a sample of 302 college students (70% female, 63% Caucasian) who reported their trauma history (Brief Betrayal Trauma Survey), institutional betrayal history (Institutional Betrayal Questionnaire), distress related to health problems (Patient Health Questionnaire), and dissociative symptoms (Wessex Dissociation Scale). We found that institutional betrayal is uniquely associated with both health problems and dissociative symptoms even when controlling for betrayal trauma exposure. Findings add to the understanding of how institutional betrayal is uniquely associated to trauma-related physical and mental health outcomes. Small effect sizes, likely due to low base rates of health problems and dissociative symptoms in college students, and problems generalizing these results to clinical samples are discussed.