Intra-familial communication about contraception: A survey of black South African freshmen

Conclusion At the university serving as a site for this study, there is approximately one counsellor per 3,000 students with the counsellors performing a variety of roles. An intervention strategy that contextualises the contraceptive problems of students systemically and harnesses the resources of the whole university, not only those of the counselling centre, will be necessary as there are too few counsellors to assist students individually. A systemic model that includes peer helping, research, policy setting and empowerment of students through their involvement in setting agendas on sexuality for the university, may begin to address the problems of sexuality on campus.     

Mothers,fathers and daughters: Intergenerational transmission of education in Greece

This study explores the role of intergenerational mobility in the educational attainments of Greek women. We use data from the most recent Greek Household Budget Survey and the last three Greek censuses (1981, 1991 and 2001). For analytical and estimation purposes we utilize mobility indicators, regression analysis, decomposition techniques and conventional discrete choice models. Overall, our results point to the presence of substantial educational mobility across generations over the last 30 years. However, daughters’ educational attainment still depends, albeit to a lesser extent, on parental education and especially on mothers’ education. To address the remaining inequalities, policy needs to target families with poor parental educational and income backgrounds.     

Electronic Communication and Under-achieving Boys: Some Issues

The under‐achievement of boys in secondary schools throughout the United Kingdom has been a matter of concern for several years. Recent national assessment results suggest that the gap between the achievement of boys and girls is becoming increasingly wide. Can developments in electronic communication provide disaffected boys with real contexts, purposes and audiences for writing and reading? This paper examines some of the main issues and concludes with the suggestion that the ‘frame’ provided by the computer screen has the potential either to offer a supportive structure upon which boys can build ‐ or to become yet another means by which their academic failure can be measured.     

Examining direct and indirect effects of classroom procedural justice on online students’ willingness to talk

Interest in understanding what constitutes effective instruction online continues to grow as more universities adopt mediated formats for teaching. However, engaging students in productive, content-related conversation in online courses remains challenging. Several variables may influence student willingness to talk in online classes – procedural justice, affect towards the instructor, and perceived cognitive learning – each with probable direct and indirect effects on student inclinations for communicating in the classroom. This study proposes a model predicting student willingness to talk in online classes. Results indicate initial support for the proposed model, and practical implications for instructors teaching online courses are suggested.