bluuebunny/crossref_metadata_2025 huggingface dataset:
Differences Between Anglo and Mexican American Family Members on Satisfaction with Family Life
Authors: Schumm Walter R. , Mccollum Eric E. , Bugaighis Margaret A. , Jurich Anthony P. , Bollman Stephan R. , Reitz Julia
Published: March 2007

Previous researchers have suggested that many of the characteristics of Mexican American families compare unfavorably with those of other groups, especially Anglos. In spite of the controversy associated with such contentions, relatively little research has compared the perceptions of multiple family members in Anglo and Hispanic families regarding their satisfaction with multiple aspects of family life. In the present study, based upon random samples of rural and urban intact families in 14 states, perceptions of parents and one adolescent family member were compared on four aspects of family life satisfaction. The Hispanic family members reported higher satisfaction in most areas, with the significant differences remaining even after controls for duration of residence in state, area of residence, education, income, and family size.
Impact of Poverty, Homelessness, and Drugs on Hispanic Women at Risk for HIV Infection
Authors: Nyamathi Adeline , Vasquez Rose
Published: March 2007

The incidence of AIDS among Hispanic women has been increasing more rapidly than among non-Hispanic women. Yet little is known about the crisesHispanic women at risk may experience and the ways they deal with their most immediate concerns. The purpose of this study was to assess the concerns and stresses experienced by Hispanic women, the coping responses commonly used, perceivedfeelings of self-esteem, locus of control, and emotional distress experienced, Focus group interviews were conducted by Hispanic and black nurses with 43 Hispanic women who were homeless, intravenous drug users (JYDUs), sexual partners of IVDUs, women diagnosed with sexually transmitted diseases, or prostitutes. Content analysis revealed that the overwhelmingfocus that directed the lives of the women was overcoming threats to the provider role. The predominant situationalfactors werefound to bepotential loss of health, drug addiction, lack of social support, lack of information about the potential threat of AIDS, and a life of poverty. Personalfactors such as low self-esteem, helplessness, and loss of control, and emotionfocused coping responses such as drug use and daydreaming were additional threats. The adaptive outcome for these women was to achieve adequacy as a provider in optimizing the health and well-being of their children.
A Demographic Profile of Recent Central American Immigrants: Clinical and Service Implications
Authors: Leslie Leigh A. , Leitch M. Laurie
Published: March 2007

Central Americans represent one of the fastest growing groups in the United States. As service providers attempt to address the needs of this growing population, basic descriptive information is needed on the characteristics and immigration experience of these people. Ninety-one recently immigrated CentralAmericans were interviewed concerning their immigration experience, problems encountered in the United States, and utilization of services. Results indicated' that employment is a central organizing factor in these people's lives in that it is the area in which they experience the most stress and which they say has the greatest effect on their adjustment, both positively and negatively. In addition, there seems to be a relatively low level of service utilization in this group, although loss of a job is the one thing that many respondents report would lead them to seek help. These and other findings are discussed with an emphasis on implied clinical and social service needs of this population. Suggested avenues for service delivery are presented.
A Comparison of the Social Service Utilization Behavior of the Cuban and Puerto Rican Elderly
Authors: Starrett Richard A. , Todd Alicia M. , DeLeon Linda
Published: March 2007

The utilization of health services by the elderly has been widely studied. However, research on the use of social services has resulted in mixed findings. Furthermore, little empirical data exist that compare the utilization behavior of Spanish-speaking elderly groups. This study tests and compares models of social service utilization by the Cuban and Puerto Rican elderly. The model employed in this study proposes that use of services results from the individual and combined effects of groups of independent variables which can be categorized as Need, Enabling, and Predisposing factors. Results showed that the variables that directly predict the use of services, for the most part, are different between the Hispanic groups (ie., the need variables are better predictors of use among the Cuban elderly, whereas the enabling and predisposing variables are betterpredictors among the Puerto Rican elderly). The results underscore the need to view the Hispanic elderly population as a diverse and heterogeneous group in the development of social policies and programs and in future research efforts.
Impact of AIDS on Puerto Rican Intravenous Drug Users
Authors: Sufian Meryl , Friedman Samuel R. , Neaigus Alan , Stepherson Bruce , Rivera-Beckman Joyce , Jarlais Don Des
Published: March 2007

This article examines HIV risk for Hispanics, particularly Puerto Ricans who are intravenous (IV) drug users. First, national statistics on AIDS cases as well as major epidemiological studies are analyzed to establish risk, in general, for Hispanics. There are epidemiological differences when the authors compare ethnic minority groups to whites in the incidence of the disease, the relative importance of transmission routes, and the length of survival once the disease is diagnosed. The authors report on risk behaviors and risk reduction based on the preliminary findings from a project which targets IV drug users and their sexual partners for interventions aimed at AIDS risk reduction in New York City. The subjects, Puerto Rican, Black and white men and women, are recruited off the street and have used drugs in the past six months. The findings suggest that Puerto Rican IV drug users are at substantial risk for AIDS both through their drug use and their sexual behaviors. Since Puerto Rican PVdrug users are particularly likely to inject drugs frequently and in high-risk ways, an urgent case can be made for culturally sensitive intervention programs that are aimed at reducing the risk of HIV transmission among them and their sexual partners.
Puerto Rican Fathers' Involvement with Their Preschool-Age Children
Authors: Roopnarine Jaipaul L. , Ahmeduzzaman Mohammad
Published: March 2007

The relationships between fathers 'functional styles within the family, social support, and fathers' involvement with their preschool-age children in the home were assessed in 40 mainland Puerto Rican intact lower-to middle-income families. The data revealed that fathers spent about a third of the time as mothers did in primary caregiving. Family income and fathers' educational level were not significantly associated with paternal involvement, fathers' functional styles, or the degree of support received, but family income was positively associated with length of time married. Fathers' assessments of their commitment to the family and their competence were significantly associated with their involvement with their preschool-age children. The results are discussed with respect to the importance ofpersonalpsychologicalfunctioningforparticipation in early caregiving.
Acculturation and Competition among Mexican-Americans: A Reconceptualization
Authors: Lucas Julie R. , Stone Gerald L.
Published: March 2007

Constructs used to compare competitiveness in Mexican-Americans and AngloAmericans have employed a unidimensional and possibly biased definition of competitiveness. In this study, 55 Mexican-Americans at three levels of schooling were surveyed to examine competition by a more comprehensive standard including the relationship between acculturation and competitiveness. Previous findings depicting MexicanAmericans as noncompetitive when compared to Anglo-Americans were not supported.
Intergenerational Academic Aspirations of Mexican-American Females: An Examination of Mother, Daughter, and Grandmother Triads
Authors: Hernandez Arthur , Vargas-Lew Linda , Martinez Cynthia L.
Published: March 2007

This exploratory case study is designed to provide information regarding the trigenerational aspirations of Mexican-American women. The study specifically examines each mother's role in relation to her daughter's academic aspiration. Nine mother, daughter, and grandmother triads were interviewed and administered questionnaires. Variables examined include: (a) family characteristics, (b) career aspirations, (c) support of academic aspirations, (d) feelings of self-esteem, and (e) educational attainment and aspirations. Results indicate major factors associated with daughter's academic levels of aspiration are: mother's encouragement, importance of daughter's education to mother, and mother's aspiration of academic levelfor daughter.
Social Support, Stress, and Hispanic College Adjustment: Test of a Diathesis-Stress Model
Authors: Solberg V. Scott , Valdez Jesse , Villarreal Pete
Published: March 2007

A diathesis-stress model of Hispanic college adjustment was tested to assess the relationship between cultural pride, social support, stress, and college adjustment. A total of 394 Mexican American and Latino American freshman and sophomore students responded to a survey (57% response rate). Results indicated that academic stress, social stress, and perceived availability of social support combined to account for 59% of the variance in college adjustment ratings. However, the diathesis-stress model was not supported because social support was not found to moderate the relationship between stress and adjustment.
Comparison of MMPI-2 Clinical and Content Scales Administered to Hispanic and Anglo-Americans
Authors: Whitworth Randolph H. , Unterbrink Christian
Published: March 2007

Anglo and Hispanic Americans were compared on the MMPI-2 clinical, validity, and content scales. The MMPI-2 was administered to 400 male and female Anglo and Hispanic American university students. Hispanic subjects scored significantly higher than Anglos on 2 of the 3 validity and 4 of the 10 clinical scales, whereas Anglos were significantly higher than the Hispanics on only the K scale. Hispanics also scored significantly higher than Anglos on 13 of the 15 content scales. Although statistically significant, the absolute clinical and content T score differences were relatively small and these results do not appear to warrant either the invalidation of the use of the MMPI-2 with Hispanics or the development of separate Hispanic norms.
Chicano Phenotype and Depression
Authors: Codina G. Edward , Montalvo Frank F.
Published: March 2007

Recent Chicano studies revealed that perceptions of discrimination and residential segregation increased whereas schooling and income decreased in accordance with a light-to-dark and European-to-Indian phenotype pattern. This study investigated the mental health implications of these results by examining the relationship of phenotype and the life chance variables of education, family income, and language proficiency to depression by nativity and gender Regression analyses were obtainedforfoursubgroups composed of Chicano men and women born in the United States and in Mexico. The prediction that the darker and more Indian phenotypes would have more depression was supported for U.S.-born males only. The pattern was unexpectedly in the opposite directionforMexican-born women, although in keeping with reports of severe stress due to role change among high-status Mexican women immigrants. Independent of phenotype, loss of Spanish language proficiency was also found to be a significant factor in how often some Chicanos felt depressed.
Reinterpreting Latino Culture in the Commodity Form: The Case of Alcohol Advertising in the Mexican American Community
Authors: Alaniz Maria L. , Wilkes Chris
Published: March 2007

This article details the ways in which the semiology of alcohol advertising in the Mexican American community shapes attitudes and behaviors. The authors claim that the market-driven imperatives associated with the sale and purchase of liquor deny legitimacy to existing social practices in Latino communities and instead propagate a complex set of stereotypes that draw on traditional Mexican cultural armature for their influence. In this process, the sign system of Mexican American communities is encoded from the outside to reflect the needs of alcohol markets, while the authentic images of human lives are distorted.
HIV Risk Factors, Condom Use, and HIV Antibody Testing among Heterosexual Hispanics: The National AIDS Behavioral Surveys (NABS)
Authors: Sabogal Fabio , Catania Joseph A.
Published: March 2007

The rate of HIV infection and AIDS cases among heterosexual Hispanics is increasing. Data from a national probability survey of HIV-related risk factors among 4,390 heterosexual Hispanics in the 1990-1991 National AIDS Behavioral Surveys reveal that 164% of respondents reported an HIV risk factor; of these, 35.3% had been tested for HIVl Multiple sex partners and risky main sexual partner were the major risk factors. Men and middle-income Hispanics reported a higher prevalence of HIV testing. Half of those at highest riskfor HIV infection had neither been tested for HlV antibody nor had used condoms to protect themselves. The results suggest that HIV infection poses a great threat, particularly among certain heterosexual Hispanic subgroups where condom use and HIV testing is relatively low, illustrating the extreme need for developing new HIV prevention strategies among specific Hispanic risk groups.
Ethnicity, Family Change, and Labor Force Patterns in Texas, 1980-1990
Authors: Harris Richard J. , Firestone Juanita M.
Published: March 2007

Based on the Current Population Surveys (CPSs)for every other yearfrom 1980 through 1990, changing family and laborforce issues are investigated in the civilian, noninstitutionalized population 15 years of age and older in Texas. Changing patternsfor racial and ethnic minorities in Texas, especially Hispanics, are indicative of important demographic changes that reflect macrolevel trends for the United States as a whole. Female labor force participation, especially among those not married with children, and the availability of multiple earners in different family contexts are important elements of these trends. There appears to be a convergence in labor force patterns among White, Black, and Hispanic women that suggests that in spite of cultural diversity, similar structural situations lead to similar individual circumstances.
Sociocultural Beliefs Related to Sex among Mexican American Adolescents
Authors: Flores Elena , Eyre Stephen L. , Millstein Susan G.
Published: March 2007

This exploratory study examines the cultural content of two domains related to antecedents of sexual behavior among Mexican American adolescents: preferred partner qualities and reasons to have or not have sex. Domain analysis, a qualitative research methodology drawn from anthropology, was employed. The methodology involved two phases. First, male andfemale adolescents listed positive and negative items in each of these two domains; second, 16 male and 21 female adolescents classified these items using a simple pile-sort procedure. Results suggest that partner qualities and reasons to have sex expressed by the adolescents are reflective of important Mexican American cultural values and gender-specific expectations. The study provides an understanding of cultural and gender-specific beliefs related to sexual decision making among Mexican American adolescents.
Mexican American High School Students’ Perceptions of Mathematics and Mathematics Teaching
Authors: Telese James A.
Published: March 2007

A survey that gauged attitudes toward mathematics and mathematics teaching was administered to 226 high school mathematics students. The sample was taken from a high school situated in the lower Rio Grande river valley region of Texas. The following were the research questions: What are the attitudes of Latino students and their beliefs toward mathematics? What is the predominant mathematics teaching tradition presented as perceived by the students? Results indicated that the students’attitudes toward Algebra and mathematics teaching in general were not very conducive for enhancing their “new civil right.” There was a greater occurrence of traditional, teacher-centered activities in all classes in comparison to nontraditional, inquiry-based activities.
The Development of Children's Writing
Authors: JACOBS SUZANNE E.
Published: March 2007

Readers and evaluators of children's writing still fall back on deficit explanations; papers are read for signs of what they lack rather than signs of growth. Presented here is a model that predicts how such growth may occur as a logical outcome of language acquisition. Drawing on research done in the past, the article provides a list of the kinds of language learning underway in the elementary school years and suggests that teachers may use this list to anticipate where and how such learning will influence the writing processes of children. Included in the list are sentence syntax, spelling conventions, and discourse grammars, all of which seem to be learned by “creative construction” (hypothesis building and refinement) and, to some extent, memorization. The article argues that children's writing performance is likely to suffer on one or more writing dimensions as the writer selectively attends to other dimensions of the task. For evaluators and teachers there are implications for feedback, for individual agendas, for revision, and for the kinds of conclusions one may draw from the examination of written products.
The Pragmatics of Memo Writing
Authors: BEACH RICHARD , ANSON CHRIS M.
Published: March 2007

This study examined developmental differences in adolescents' and adults' use of rhetorical strategies in memos written during a role-play session. Ninth graders, twelfth graders, college juniors, and adult graduate students chose 1 of 11 roles within the context of the role-play situation and exchanged memos persuading each other to adopt a position regarding a policy for off-campus lunch privileges. Five memos written by each of 11 randomly selected participants at each grade level were categorized by t-unit on the basis of a system of 17 rhetorical strategies. Analyses determined the relationship between grade level and memo length, rhetorical strategies (in each of four initial t-units), rhetorical focus, and participants' perceptions of their audiences' “power” before and after the session. Results show that college students and adults were more likely than younger participants to focus their memos on presenting their roles and establishing a relationship with their audience. The memos of younger participants were more likely to use “assertive” or “conditional” rhetorical strategies. Across all grade levels, however, writers were more likely to focus initial memos on establishing relationships and later memos on articulating their positions.
Linguistics and Composition Instruction
Authors: CROWLEY SHARON
Published: March 2007

This article discusses the recommendations made by compositionists to import the findings of linguistics into composition instruction during the middle years of the twentieth century. The article classifies these recommendations for the uses of linguistics into three kinds: (1) improvement of instruction in grammar and usage; (2) enhancement of students' syntactic and stylistic repertoires; and (3) an aid to invention. Utilizing this history, the article argues that while linguistics can offer teachers of composition some assistance in matters that are proper to linguistic investigation and analysis, the noncontextual orientation of modern linguistics renders it insufficient as a comprehensive source of theoretical or practical assistance in composition instruction.
Spirituality and Emancipatory Adult Education in Women Adult Educators for Social Change
Authors: Tisdell Elizabeth J.
Published: March 2007

The purpose of this qualitative study was to examine how spirituality influences the motivations and practices of a multicultural group of 16 women adult educators who are teaching for social change, who were strongly informed by a particular religious tradition as a child, and have renegotiated a more relevant adult spirituality. Findings reveal the following five themes of spiritual experience as described by the participant spirituality as the following: (a) a spiral process of moving beyond and "re-membering" spiritual values and symbols of the culture of origin; (b) life force, interconnectedness, and wholeness; (c) pivotal experience of a perceived higher power that facilitates healing; (d) the development of authentic identity; and (e) a way of life requiring both inner reflection and outward social action.
Confessing Regulation or Telling Secrets? Opening up the Conversation on Graduate Supervision
Authors: Chapman Valerie-Lee , Sork Thomas J.
Published: March 2007

The supervisory relationship is at the heart of the institutional and interpersonal structures that make up graduate education, but it is rarely problematized (publicly) or used as a site for the analysis of university adult education. This article results from the challenge issued by a (feminist) woman graduate student to her male nonfeminist adviser to do just that. It aims to encourage others in the field to join the dialogue, to demonstrate how a personal narrative methodology can deepen understandings of the student-supervisor relationship, and to explore how the power dynamics of this relationship affect both knowledge creation (and its legitimation) and the socialization process in graduate education. We alternate between telling our stories, connecting them to the existing literature on supervision, and drawing (different) conclusions about ethics, power relations, institutional and interpersonal responsibilities, research, gender, and the (re) production of academic and (inequitable) social structures in university adult education.
Center for the Study of Liberal Education for Adults
Authors: Liveright A.A.
Published: March 2007

In its last round of grants prior to dissolution, the Fund for Adult Education made generous provisions for the continuation of the Center for the Study of Liberal Education for Adults. Necessarily the support was at a reduced scale. The Center staff devoted more than a year to a careful consideration of the crucial aspects of this program which should be continued under a reduced budget. University administrators af adult education were consulted at all points. With this statement, originally made to all Association of University Evening Colleges and National Uni versity Extension Association deans and directors and others with whom the Center works directly, Director A. A. Liveright shares with the field the Center's decisions regarding the directions the new core program will take.

Although the Center works primarily with higher education, it has made contributions to many segments of adult education, and we be lieve this memorandum will be of interest to readers of Adult Education.
Problems in Measuring the Goal Attainment of Voluntary Organizations
Authors: Warner W. Keith
Published: March 2007

The measurement of goal attainment is persistently neglected by most voluntary associations and other organizations having rela tively intangible goals. One of the reasons is that many evalua tion models indicate primarily that goals need to be measured, but not how to do it. This paper considers two general sources of problems in measuring goal attainment. One source is the na ture of the goals, and five attributes are sketched: intangibility, change, number, continuousness, and remoteness. The second source of difficulty is the kinds of decisions made by the research er. One type deals with identifying the goals-by means of re ports, and inferences from actions. The second set of decisions refers to measuring attainment, and considers criteria pyramids versus means-ends pyramids, temporal decisions and absolute versus relative standards in measurement.
Some Characteristics of Successful and Less Successful Overseas Community Development Advisers
Authors: Zahn Jane C.
Published: March 2007

The study was conducted to discover which, if any, tests or test items could predict competent performance of rural com munity development advisers in Southeast Asia. Seventeen trainees selected by the Agency for International Development to do community development work in Laos and Vietnam were tested and interviewed. Two years later, their supervisors were asked to rate their performance. On the basis of supervisors' ratings, the test and interview scores and ratings were compared for the successful and less successful. Only three of eleven test instru ments separated the most successful from the least successful. These three were the Terman Concept Mastery test, a Religious Concepts Inventory, and a general questionnaire on preferences, background and attitudes.
Some Adult Attitudes Affecting Learning: Powerlessness, Conflicting Needs and Role Transition
Authors: Zahn Jane
Published: March 2007

Adults bring attitudes with them into the learning situation that markedly affect their ability to learn or their motivation. Recent research indicates that those adults with strong feelings of power lessness will fail to learn control-relevant information. Adults will be more motivated to listen to and to read content which may increase their competence in a current situation. If a strong need conflicts with information given, the information will not be learned. If sufficient rationalizations have been built to defend certain behavior, educational programs to change the behavior will be ineffective. As an adult assumes a new role, he goes through stages of vacillation between the old role and the new, overlearn ing behavior appropriate to the new role and integration of the new role into other roles. The adult's attitude toward role-relevant learning will depend upon his current stage of role mastery.
An Application of Work-Emotionality Theory To Adult Education
Authors: Portal-Foster C.W.
Published: March 2007

An objective of the study was to determine the nature of the relationships existing between and among the several qualities of emotion and types or levels of work orientation in small adult instructional group interaction and to discern relationships and/or patterns of behavior which could be tested under laboratory conditions. The group studied was composed of sixteen nursery school teachers who met for eight sessions of two hours each. A Q-sort was administered at the initial session to determine the members' preferenees for an ideal group culture; administered during the last session to ascertain the members' perceptions of the culture experienced, and from transcripts of the group inter action. The analysis was carried out on a representative sub group. The analysis supported the practical framework of the Work-Emotionality Theory for the study of adult learning processes but demonstrated its weaknesses. Individuals with an orientation toward one type of interaction may interact differently under group pressures. Changes in interaction patterns may be induced without the knowledge of members or it may be a voluntary act of members.
The Influence of Social Class Behavior Upon Adult Education Participation
Authors: London Jack
Published: March 2007

This paper discusses theoretical bases of methodology and the concept of social class as used in participation studies; and a descriptive study and analytic survey of adult education programs of a middle sized city. The goal of the study was to ascertain what parts of the population are most likely to participate; what factors are influential to participation; and what barriers keep those individuals from participating in an adult education activity. The study describes the subjects, modes of instruction, agencies, clientele, and the interconnections between these elements. The analytic survey using matched sample of male middle class and working class participants and non-participants traces connections of adult education participation and other facets in social life, i.e. vocations, jobs, leisure pursuits, etc. Emphasis is on differ ences between higher/lower socio-economic groups. Findings and implications of working class adults are presented; methodological suggestion are given for further adult education participation research.
Congress and University Adult Education an Approach To Interpreting Their Relationship
Authors: Long James S.
Published: March 2007

Adult educators have sought general financial support from the federal government in order to broaden their programs beyond the strictures of an "enrollment economy." On the other hand, Con gress has authorized only categorical support within the historical pattern of contract-for-services. What, then, is the extent of federal control of education supported by the federal government? Frequently, federal control is equated with the level of federal financial support. This paper proposes an alternative approach to examine this question. It develops and demonstrates the use of a role definition approach to interpreting the immediate influence of Congressional decisions in authorizing categorical support on the administration of a federally supported university adult education program. It identifies some characteristics of the context within which Congressional decisions were made that suggest Congress' more stable perceptions of an appropriate definition of educational administrative roles. On the basis of Congress' defini tion of roles, educational administrators may better decide whether to participate in federally supported programs. Recognizing Con gress' perceptions helps anticipate the likely nature of future legis lation authorizing federal support for university adult education and can help guide the participation of educational interest groups in the national legislative process.
Cross-Validation of the Quick Word Test as an Estimator of Adult Mental Ability
Authors: Grotelueschen Arden , McQuarrie Duncan
Published: March 2007

This report provides additional evidence that the Quick Word Test (Level 2, Form Am) is a valid instrument for estimating adult mental ability as defined by the Wechsler Adult Intelligence Scale. Descriptive information for the validation sample is given to facili tate the use of the conversion table developed in the cross- validation analysis by adult education researchers and evaluators.
Predicting Drop-Outs in Adult Education Courses
Authors: Sainty Geoffrey E.
Published: March 2007

The subjects in the study were 104 male adults who were partici pating in an adult retraining program. A drop-out rate of 55.2 per cent was found. The subjects were given tests of intelligence, reading ability, and personality, and certain personal data was also obtained. The drop-outs were less intelligent and had lower read ing ability but did not differ in personality from the completions. The variables having the highest correlation with success were all measures obtained on the personal data form, a total of thirteen of these variables being significantly correlated with success. These variables formed a "nonsuccess" syndrome. The technique of multiple linear regression was extremely useful in analyzing the data, enabling 86.5 percent of the trainees to be correctly pre dicted as drop-outs or completions.
Liberal Adult Education Adapts To the Technological Society: a Study of West Germany's Adult Education Centers
Authors: Carlson Robert A.
Published: March 2007

This report, based on a six-month field study, discusses devel opments now under way in West Germany's Adult Education Cen ters. The article employs a comparative approach that takes account of trends in Europe and North America. It puts these developments into a philosophical framework, noting concern that Germany may provide a real-life example of the dangers foreseen by such prophets of adult education as Paulo Freire, Ivan Illich, and John Ohliger.
Educational Needs and Opportunities as Antecedents of Job Satisfaction
Authors: Quastel Leah , Boshier Roger
Published: March 2007

It was contended that health professionals in situations where opportunities to satisfy needs for learning are inadequate (or where "opportunities" outstrip "needs") are in a state of incongruence which leads to job dissatisfaction. The contention was tested by admin istering a measure of need/opportunity incongurence to 103 community mental health workers and correlating the resultant scores with a measure of job satisfaction. "Con gruence" (or the need/opportunity discrepancy) scores were derived for seven areas of community mental health work and correlated to scores for five facets of job satfisfaction (measured with the Job Descriptive Index). Persons with unmet training needs were significantly more dissatisfied, particularly with "people" and "promotion opportunities", than were "congruent"respondents. A multiple regression equation suggested that, al though large amounts of job satisfaction variance remain unexplained, the presence of unmet training needs is associated with job dissatisfaction.
The Validity of the Learning Preference Assessment
Authors: Delahaye Brian L. , Smith Heather E.
Published: March 2007

This paper examines the validity of the Learning Preference Assessment (LPA), formerly called the Self-Directed Learning Readiness Scale (SDLRS). Using a correlation analysis with the Student's Orientation Questionnaire (SOQ), the study found that the LPA questionnaire had acceptable construct validity for those learners 20 years and over. The instrument should be used with caution for those under 20 years of age until further studies are conducted as it is unclear if the lack of validity lies with the LPA or the SOQ. Gender and level of tertiary study had no moderating effect.
After the Applause: Exploring Multiple Influences on Application Following an Adult Education Program
Authors: Ottoson Judith M.
Published: March 2007

This study explores barriers and facilitators to the application of learning following a continuing education program. Telephone interviews were conducted with 27 multidisciplinary participants four months after a five-day Institute. The interviews sought to assess whether and how participants had applied a health education planning and evaluation model taught during the Institute. A model, the Application Process Framework, guided interviews and data analysis in five areas of potential influence on application: educational program, innovation to be applied, predisposition of the learner, enabling skills of the learner and characteristics of the context of application, and social support. Although respondents primarily looked to the context to explain whether and how application occurred, the conceptual framework helped illuminate other influences, most notably, respondent predisposition. Implications for adult education practice and research are discussed.
Understanding Residential Learning: The Power of Detachment and Continuity
Authors: Fleming Jean Anderson
Published: March 2007

The purpose of this study was to understand more clearly the residential learning experience. Participant perspectives were obtained from 30 individuals in five focus groups representing three programs of residential learning. An inductive approach to data analysis was followed, yielding first categories, then themes and key elements with which the residential learning experiences of participants were described. Three descriptive themes, building relationships, learning, and individual change, and two overarching themes, detachment and continuity, were distinguished. These themes are similar to yet augment those found in the literature. Two conclusions were derived: (1) the overarching themes of detachment and continuity characterize and distinguish the phenomenon of residential learning; (2) relationships among key elements of the descriptive and overarching themes suggest an organizational framework from which to examine and understand residential learning.
The Age-Participation Relationship Revised: Focus on Older Adults
Authors: Tikkanen Tarja
Published: March 2007

This study aims to increase our understanding of how the negative influence of age on participation comes about. The framework used emphasizes human life complexity and human agency in behavior and decision-making. Accordingly, main effects and multiple interaction effects of age and some education and work-related factors on participation were examined. The results show that when the interaction effects are taken into account, the age-participation relationship becomes more complex than previously found in studies focusing only on main effects. It is suggested that research on participation utilize the more advanced options available in multivariate statistics and thus aim at better compatibility between theoretical and methodological underpinnings. Further, in order to plan courses and programs that are interesting and meaningful to low-educated middle-aged and older adults, the view of potential participants should be adopted.
Lifelong Learning in Late Modernity: The Challenges to Society, Organizations, and Individuals
Authors: Hake Barry J.
Published: March 2007

Lifelong learning has recently re-emerged as one of the "hottest" topics in public discussion about the organization of education and training for adults in the 21st century. The almost unopposed return of "lifelong learning" to the policy agenda demands an analysis of the dynamics of what is now generally understood as "late modernity." This paper examines current theories of late modern societies in terms of their implications for understanding the pre-eminence of lifelong learning. It argues that late modernity is the period of social development in which lifelong learning becomes the necessary. condition of survival. Societies, organizations and individuals have to learn in order to survive in the lifelong learning society. In particular the focus is upon the implications of new theoretical perspectives for the formulation of key research questions about adult and continuing education in the "lifelong learning society." The first section addresses key theoretical perspectives in the literature of late modernity. Attention then turns to issues concerning the societal organization of social allocation and the distribution of opportunities to participate in lifelong learning. This is followed by a discussion of the emergence of learning organization as specific arenas for the location of lifelong learning in late modern societies. Attention is focused subsequently on the biographical competencies which individuals require in order to manage their learning careers and participation in lifelong learning.
Sex Differences in the Relationship of Young Adolescents' Social Inferencing and Characteristic Social Conduct
Authors: Mergendoller John R. , Packer Martin J.
Published: March 2007

Interrelations were examined between young adolescents' characteristic social conduct and their social inferencing ability. Factor analysis of 48 teachers' ratings of 119 seventh grade students' characteristic social conduct resulted in the extraction of two factors. The first represented integrative or other-enhancing behavior; the second represented assertive behavior. Social inferencing loaded on the second factor for boys, and on a third orthogonal factor for girls. These results are interpreted in terms of male and female adolescents' differential ways of processing experience.
Study Skills Measurement in Grades 7-12
Authors: Evans Ellis D. , Tribble Margaret S.
Published: March 2007

A study was performed to examine the measurement characteristics of the Study Habits Questionnaire (SHQ) designed for use in secondary schools and to explore differences among adolescents in their self-reported study skills. Subjects were 378 students in grades 7-12 who were tracked according to their cumulative achievement status. Purported subscales for the SHQ were not supported by factor analysis, suggesting limitations of the measure for differential diagnosis and prescriptive work with individual adolescents. Satisfactory reliability was observed, however, and the measure correlated significantly with student grade-point-average. Contrary to expectation, middle school students reported significantly higher study skills scores than did their secondary school counterparts. An expected pattern was revealed for tracking, with advanced track students scoring highest and followed in descending order by general and basic track students. Study skills were related to an independent self-report measure of achievement motivation as well. Selected problems in study skills measurement and implications for study skills training are discussed.
School and Work in the Lives of West German Adolescents
Authors: Hamilton Stephen F.
Published: March 2007

International comparisons have intrinsic interest but are also useful means of understanding our own society more thoroughly. West Germany's school system presents several contrasts with the United States'. At the secondary level it is far more differentiated, containing three distinct types of schools that are ordinarily located in separate buildings. Even more dramatically, apprenticeship, rather than full-time schooling, constitutes the largest form of upper secondary education. Apprenticeship provides a bridge from school to work, from adolescence to adulthood, that has no counterpart in the United States. Recent changes in West Germany's educational system have tried to make it more democratic, most effectively by increasing enrollments in the upper-level secondary schools. The greatest challenge currently facing the system is high youth unemployment resulting from economic stagnation combined with an unusually large youth cohort. The papers in this special issue explore the impact of school and apprenticeship on West German adolescents.
The Association between Identity Development and Intimacy during Adolescence: A Theoretical Treatise
Authors: Dyk Patricia A. H. , Adams Gerald R.
Published: March 2007

An analysis of the personal (individuation) and social (integration) aspects of both identity and intimacy is undertaken. An argument is advanced on the role both social and personal dimensions play in our construction of the identity and the intimacy constructs, with the primary goal of encouraging a new and broader look at how identity and intimacy can be examined as intertwining aspects of personality and social development during adolescence. The basic functions of identity and intimacy are discussed and the inter-linkage that exists between the two constructs is analyzed. Speculations on future research directions regarding developmental and behavioral research questions are provided.
Adolescents' Perceptions of Family Cohesion and Power: A Methodological Study of the Family System Test
Authors: Gehring Thomas M. , Feldman S. Shirley
Published: March 2007

This study evaluates the psychometric properties of the Family System Test (FAST), a figure placement technique designed to represent cohesion and power in the family. The FAST assesses cohesion by distances between figures on a board, and power by height of blocks on which figures are elevated. Cohesion and power scores are derived for the family as a unit, and its various subsystems, including the marital, cross-generational and sibling dyads. The predominantly White, middle-class sample consisted of 137 early adolescents and 130 midadolescents who portrayed their family under three conditions in typical, ideal, and conflict situations. To establish stability all early adolescents and 28 of the midadolescents were seen twice, one week apart. An additional 20 midadolescents were seen four months later. To establish convergent and discriminant validity subjects completed the FACES III and the cohesion and control subscales of the FES. To establish construct validity the data from the FAST were examined as to their consistency with both developmental and family system perspectives. The FAST demonstrated test-retest stability, near-independence of cohesion and power dimensions, as well as convergent and construct validity. In general, psychometric properties of the FAST were better for midadolescents than for early adolescents. Advantages of the FAST as a research and clinical tool are discussed.
Early, Middle, and Late Adolescents' Perceptions of Their Relationships with Significant Others
Authors: Clark-Lempers Dania S. , Lempers Jacques D. , Ho Camilla
Published: March 2007

A sample of 1,110 adolescents assessed nine aspects of their relationships with their mother, their father, their best same-sex friend, their most important sibling, and their most important teacher. These aspects were admiration, affection, companionship, conflict, instrumental aid, intimacy, nurturance, reliable alliance, and satisfaction with the relationship. Early adolescents (11 through 13 years of age) gave higher ratings than did middle (14 through 16years ofage) and late (17 through 19years ofage) adolescents for all relationships on most attributes. Except for intimacy and nurturance, middle adolescents' ratings were higher than those of late adolescents but only for some relationships. The observed trends are interpreted with respect to several social, socialcognitive, and cognitive changes taking place over the span of adolescence.
Perceived Social Support among High-Stress Adolescents
Authors: Licitra-Kleckler Diane M. , Waas Gregory A.
Published: March 2007

A total of 505 students from the 11th and 12th grade participated in a study investigating the moderating effects of perceived family and peer social support among a group of adolescents experiencing elevated levels of stress. Both intemalizing and externalizing symptomatology were examined through the use of self-report inventories assessing depression and delinquent behaviors. Adolescents with high perceived family support reported fewer depression and delinquency outcomes. Adolescents with high perceived peer support presented a more complicated pattern, reporting lower levels of depression but inconsistent levels of delinquent behaviors. Additionally, gender of the adolescent emerged as an important individual difference. The complexity of the social support construct and its role as a buffer against psychopathology among adolescents experiencing high levels of stress are discussed.
Suicidal Behavior and Gay-Related Stress among Gay and Bisexual Male Adolescents
Authors: Rotheram-Borus Mary J. , Hunter Joyce , Rosario Margaret
Published: March 2007

Adolescents are increasingly at risk for attempting suicide, particularly among those subgroups experiencing high stress. Typically, adolescentfemales are atfar greater risk (10.3% attempt suicide) as compared to males (6.2% attempt suicide). In contrast to rates among adolescents in community-based studies, attempted suicide was reported by 39% of a consecutive series of 138 self-identified gay and bisexual males, ages 14 through 19 years, presenting at a social service agency for lesbian and gay adolescents in New York City. More than one-half ofattempters had tried to kill themselves more than once, and suicide attempters were more likely to have dropped out of school, to be ejected from their homes, and to have friends or relatives who attempted suicide. Gay-related stressors were significantly more common among suicide attempters as compared to nonattempters, but general life stress was not higher Thesefindings imply that gay youths are at increased risk for attempting suicide. Clinicians and staff in community-based agencies need to enhance their awareness of the possibilities of suicide attempts among gay and bisexual male youths, increasing screening for risk and actively seeking to reduce gay-related stress.