The Influence of Cultural and Racial Identification on the Psychosocial Adjustment of Inner-City African American Children in School

The purpose of this study was to examine the relationship and combined influence of racial identity and Africentric values on African American children's psychosocial adjustment. Participants were 104 (53 males, 51 females) African American fourth-grade students attending an inner-city public school in a northeastern city. Child and teacher ratings were used to assess the relationship between racial identity, Africentric values, and several indices of child psychosocial adjustment, including child behavior control, school interest, and teacher perceptions of child strengths and problems in the classroom. Child self-esteem and the effects of gender and cohort were used as covariates in several analyses in the study. Overall, findings from the study supported the usefulness of combining racial identity and Africentric values into a single model of ethnic identification for African American children. Implications for risk prevention and enhancement of psychosocial functioning among African American children are discussed.     

The Gendering of Men in Early Childhood Education

In-depth interviews with men who work with young children as well as other key personnel in early childhood education (ECE) were analyzed using Ackers (1990) theory of gendered organizations along with Connells (1987) typology of masculinities. The conclusion reached is that ECE is indeed gendered in terms of the symbols in frequent use, the differential structural location of women and men, the internal mental work of individuals, and the interactions among individuals. In addition, instead of performing a complicit masculinity and enjoying some of the perquisites and privileges of hegemonic men, as other researchers have suggested, this project demonstrates that the men are attempting to live subordinate masculinities that could challenge traditional gender relations. Their attempts are, however, thwarted by the gender regime embedded in the occupational structure.     

中小学教师的职业倦怠与工作压力、自尊和控制点的关系研究

本研究旨在探讨中小学教师的职业倦怠与工作压力、自尊和控制点的关系。用教师职业倦怠问卷、工作压力调查表、自尊量表和控制点量表对766名教师进行了问卷调查。结果发现：教师的职业倦怠与工作压力、自尊和控制点之间存在显著的相关关系;教师的工作压力、自尊、控制点分别对职业倦怠的情绪衰竭、非人性化、低成就感具有显著的预测作用。     

A Tale of Two Cities: Replication of a Study on the Acculturation and Adaptation of Immigrant Adolescents From the Former Soviet Union in a Different Community Context

While a great deal of research has been conducted to understand acculturation and its relationship to adaptation in the new country, surprisingly little attention has been paid to the ways in which the characteristics of the local community impact these processes. The present study addresses this gap in the literature by exploring the potential role of community differences in the acculturation and adaptation processes of 269 refugee and immigrant adolescents from the former Soviet Union who resettled in two different community contexts. Specifically, a prior study on acculturation and adjustment among high school students (D. Birman, E. J. Trickett, & A. Vinokurov, 2002) was replicated with the same émigré population in a contrasting community within the same state. The contrast between these communities allowed us to test hypotheses emerging from an ecological perspective concerning (1) patterns of acculturation, (2) levels of discrimination and its effect on acculturative outcomes, and (3) community differences in the relationship between acculturation and outcomes. In addition to the focus on community differences, the study also employs a multidimensional measure of acculturation and assesses acculturation to both American and Russian culture. Furthermore, adaptation is assessed across different life domains; including peer relationships, family relationships, school adaptation, and psychological adaptation. Findings support the general ecological perspective, suggesting the importance of studying acculturation and adaptation as a reflexive process in which culture and context are very much intertwined.     

LGBT Community, Social Network Characteristics, and Smoking Behaviors in Young Sexual Minority Women

Smoking rates among young sexual minority women (YSMW) are disproportionately high as compared to heterosexual populations. While this disparity has commonly been attributed to the sexual minority stress process, little empirical work has explored what may protect YSMW from high rates of smoking. Using data (N = 471) from a cross-sectional study designed to investigate YSMW’s (age 18–24) smoking behaviors and correlates; we explore the relationship of LGBT community connections, YSMW’s social network characteristics, and stress to smoking behaviors (i.e., status, frequency, amount). Through this analysis, we find support for LGBT community connection as well as friendships with other sexual minorities as protective in relation to YSMW’s smoking behaviors. We discuss the implications of our results, highlighting the need for future longitudinal research and interventions designed to bolster YSMW’s connections to the LGBT community and their social networks.     

Beyond the Ethnic‐Civic Dichotomy: Cultural Citizenship as a New Way of Excluding Immigrants

In European Union (EU) countries, public debates about immigrants and citizenship are increasingly framed in cultural terms. Yet, there is no agreement within the citizenship literature on whether a cultural citizenship representation can be distinguished from the more established ethnic and civic representations and on how its measures relate to anti‐immigrant attitudes. The present study tested measures of citizenship representations among high school students (N = 1476) in six EU countries (Belgium, France, Germany, Hungary, the Netherlands, and Sweden). Factor analyses favored a three‐factor model of citizenship representations (i.e., ethnic, cultural, and civic factors), which showed partial metric invariance. Across countries, ethnic and cultural scales correlated positively with each other and negatively with the civic scale. Moreover, ethnic and cultural scales related positively and the civic scale negatively to anti‐immigrant attitudes. However, when analyzed simultaneously, relations of the ethnic scale with anti‐immigrant attitudes were no longer significant, while those of the cultural and civic scales proved to be robust. Implications of these findings are discussed.     

Cognitive/Behavior Therapy for Agoraphobic Women

No abstract available for this article.     

Transforming Women's Body Image

No abstract available for this article.     

The Effect of Prolonged Implementation of Cooperative Learning on Social Support Within the Classroom

This study was conducted to determine whether cooperative learning experiences are related to social support in the classroom. The relationship between cooperative learning and social support, the impact of prolonged implementation of cooperative learning on social support, and the effect of different frequency of cooperative learning experiences on social support in the classroom were investigated. An instrument measuring social support was administered in November and in January to 91 eighth-grade students from a suburban school district in the Midwest. The results indicate that cooperative learning was highly related to social support within the classroom and that the longer and more frequently students engaged in cooperative learning, the greater the social support within the classroom.