Issues in cross-cultural counseling: An examination of the meaning and dimensions of tolerance

While there is a clear need to address the ethical dimensions of cross-cultural counseling, the current literature lacks both a theoretical model of ethnic tolerance and a suitable measure for assessing the construct. The present study addressed this gap in the extant literature by (a) developing a measure of ethnic tolerance based upon extensive field work, (b) examining the measure's reliability and construct validity in light of two models of ethnic tolerance, and (c) examining the relationship of several factors (e.g., age, gender, and exposure to those of a different culture) to scores on the tolerance measure. Results indicated that the tolerance measure was best viewed as a unidimensional construct, had substantial content validity, and had modest construct validity. Respondents with more social contact with immigrants, as well as those who had positive experiences with immigrants, tended to score higher on the tolerance measure. Results underscore both the complexity of factors associated with tolerance and the need for counselor education programs to provide arenas for students to become aware of their own values and biases and how these may affect culturally-different clients.     

Factors associated with one-year retention in a community college

This study sought to evaluate preenrollment variables as predictors of one-year retention of first-time students in a community college. The purpose was to use information that is typically available when a student begins his or her college program and determine if this information can help identify students who are more likely to drop out within their first year. Based on a logistic regression model to select predictors of retention, the lower the high school GPA, the greater the chance the student will drop out. Over and above this, additional risk is associated with the age range 20–24, attending part-time, and being an ethnic minority other than Asian. When all or some of these are operating, it may be necessary to enhance these students' chances with special programs or services.     

Child development knowledge: Is it enough?

It would seem a foregone conclusion that early childhood program directors need a knowledge base in child development if they are to establish credibility in their role as directors (Kuykendall, 1990). The general assumption, then, is that directors' client base is young children. However, early childhood program directors in their daily experiences deal with opposite ends of the development continuum from children to adults.Sharon L. Wooden is Professor, Department of Curriculum and Instruction, New Mexico State University, Las Cruces, NM. Nancy E. Baptiste is Coordinator, Child Development Associate Program, New Mexico State University, Las Cruces.     

Improvements in equity in the participation of young people in higher education in Australia during the 1980s

This paper addresses the question of the extent to which there were improvements in equity in the patterns of participation of young people in higher education in Australia during the 1980s. Data from theYouth in Transition longitudinal surveys of Australian youth are used to assess the effectiveness of the Labor Government's equity initiatives since 1983 in this area. The conclusion is that participation by young people in higher education in Australia did generally become more equitable under Labor during the 1980s, though differences in higher education participation rates persisted between certain sub-groups of the population.     

Normal versus abnormal genital findings in children: How well do examiners agree?

In order to determine how well medical examiners agree on the significance of certain anogenital findings in children, preselected colposcopic photographs of the anogenital area of 16 patients were shown to 170 medical examiners (82% pediatricians) who were blinded as to the history on each patient. Findings rated most frequently as being suggestive or indicative of penetrating injury included immediate anal dilatation with no stool present (85%), hymenal transection (84%), marked narrowing of the hymenal rim with notching (81%), and a posterior fourchette scar (75%). The agreement between the participants and the experts on the abnormal cases (mean 81%) was significantly higher than on the normal cases (mean 71%, p < .001) and on genital findings (78%) than on anal findings (63%, p = .000). Higher experience level (more cases seen per month) was associated with significantly higher agreement between the participants and the experts on five of eight normal cases and two of four abnormal cases. Use of a colposcope was also associated with higher overall agreement with the experts (74% vs. 44%, p < .0001).     

Autonomy: The importance of a scientific theory in education reform

The six national goals established by the National Governors' Association for education reform in the 1990s were conceived by people who had the power to decide what outcomes they wanted based on their own values and priorities. Although it is impossible to avoid questions of values, it is necessary in defining goals for education to consider scientific, explanatory theories about how human beings acquire knowledge and moral values. Jean Piaget's conceptualization of autonomy, in his unusual sense of the term, provides an overall aim for the development of individuals as well as of society, both in the intellectual and the moral realms. Autonomy as the aim of education is based on constructivism, a scientific theory, and would obviate the outdated conceptualization and contradictions among the six national goals.     

Evaluation of Handheld Computers for Direct Systematic Classroom Observation

Through this study the authors evaluate outcomes associated with the use of handheld computers by interventionists in improving the efficiency of direct systematic classroom observation. Information from observations is used by interventionists for treatment planning and evaluation. In this study, interventionists were trained to use personal digital assistants with classroom observational software for use with students who displayed low levels of academic engagement. Results indicated that the personal digital assistants and observational software were perceived as user-friendly, increased computer self-efficacy, and facilitated treatment planning and evaluation. Discussion focuses on implications for use of handheld computers and mobile devices by interventionists.     

Research Literature Review on Social Work Education Instructional Methods: 1998–2008

This article presents a review of research studies examining instructional methods reported in the social work education literature published between 1998 and 2008. From a sample of 91 studies, 31 were identified as having used either a single group pre/post test design or a comparison of two or more groups and inclusion of a learning outcome measure. Most of the studies were deficient in either the employment of comparison groups, pre/post designs, utilization of multiple learning outcome measures, or a clear delineation of the connection between teaching methods and learning outcomes. Very few studies were based on previous work. A challenge is made to the field to conduct better designed studies and several suggestions for doing so are offered.     

Critical Thought within the Social Welfare Policy Course

Critical thought is a necessary element for proficient practice in social work at both the micro and macro levels. For this reason, social work educators must seek to integrate critical thought in BSW and MSW curricula. This article provides a method for achieving this integration in the social welfare policy course. The method includes the four following phases: instruction regarding logical errors, presentation of logical errors in contemporary political debate, demonstration of critical thought in policy position analysis, and self-assessment of one's own logic. The implications of this method for practice in a values-based context are discussed.     

Student-perceived organizational support and perceived employability in the marketing of higher education

In the current context, the need for marketing in institutions of higher education is undeniable. The specification of the student not merely as a ‘customer’ means that traditional marketing no longer has sufficient capacity to explain the behavior of the student body. In this study, a four-level relationship marketing model is tested to check the influence of perceived organizational support (POS) and perceived employability on identification with the institution and the perceived price-quality ratio and how these influence student satisfaction. In addition, the constructs prior to POS and perceived employability are identified, which are explicit enough to enable specific marketing actions to be carried out. As POS is a construct defined for the labor market, its use applied to relational marketing comes up as something innovative.

To this end, Likert scales have been designed and validated to measure these constructs. The results of this test show how the perception of organizational support depends on the relationship of the student body with the administration and management of the center. Likewise, the perception of employability depends on the perceived reputation and the perception of the promotion of employability. Furthermore, it is confirmed that satisfaction is positively related to identification and the perceived price-quality ratio, which in turn are positively related to organizational support and perceived employability.