When Children Treat Condemnation as a Signal: The Costs and Benefits of Condemnation

Condemnation is ubiquitous in the social world and adults treat condemnation as a costly signal. We explore when children begin to treat condemnation as a signal by presenting 4- to 9-year-old children (N = 435) with stories involving a condemner of stealing and a noncondemner. Children were asked to predict who would be more likely to steal as well as who should be punished more harshly for stealing. In five studies, we found that 7- to 9-year-old children treat condemnation as a signal—thinking that a condemner is less likely to steal and should be punished more harshly if caught hypocritically stealing later. We discuss the implications of these results for children’s emerging understanding of signaling and moral condemnation.     

INTEGRATING RESOURCE DEVELOPMENT AND INSTITUTIONAL PLANNING

Fundraising has long been a central activity in four‐year institutions, whereas community colleges have only recently begun to see the necessity for such efforts. Resource development and private fundraising as a community college function have only been marginally understood and often are only instigated in times of financial crises. In today's educational arena, development needs to become a long‐term core function in order to maximize the funding base of community colleges. This article gives a brief look at the historical background of fundraising in community colleges, contrasts such efforts with the four‐year institutions, and discusses the matter of integrating resource development with institutional planning processes. Several examples of successful community college development efforts are given, along with a discussion of several planning models that might be used as guides for integrating resource development efforts with institutional planning.     

ACADEMIC PERFORMANCE OF COMMUNITY COLLEGE TRANSFER STUDENTS AND "NATIVE" STUDENTS AT A LARGE STATE UNIVERSITY

Students were randomly chosen from the class of 1998 and 1999 at a large public university. Fifty in each class were community college transfer students who transferred to the university in the fall of 1996 and fall of 1997; 50 in each class were native students who had entered the university in the fall of 1994 and the fall of 1995. All students were from the College of Arts and Sciences. These groups of students were compared by GPAs at the end of the lower division work (sophomore year for natives and at the end of the second year of community college work for transfers). Students also were compared at the end of their first semester in their academic major to determine if transfer shock was evident for transfer students and if a GPA decline was evident for natives. Lastly, the students GPAs were compared at the end of the spring semesters of 1998 and 1999 to determine if there was recovery from transfer shock for the transfers and from the possible decline in GPA for native students. Retention and graduation rates for both groups were compared.     

Helping or hindering: the role of secondary educators in facilitating friendship opportunities among students with and without autism or developmental disability

This is an interpretivist qualitative study that explores the contexts and dynamics of friendships between three groups of young adults; each group includes an individual with autism or severe disability and nondisabled high school students. The most prominent finding identified in the data was that educators affected opportunities for social interactions between students with and without autism or severe disability. Educator influence on social participation included factors that decreased interactions, such as missed opportunities for social interactions and social consequences of academic supports. Educator influence also included factors that increased interactions, specifically four strategies to increase social interactions and facilitate possible friendships or maintain existing friendships between students with and without autism or severe disability.     

Socialization,resocialization, and communication relationships in the context of an organizational change

This investigation explores the influence of perceptions of socialization tactics' use and communication relationships on employees at the initiation of and 4 months into an organizational restructuring. Results of this longitudinal investigation reveal that employees (N = 72) report considerable changes in perceptions of organizational socialization/resocialization efforts. Results also indicate that both perceptions of socialization tactics' use and communication relationships contribute to decreased role ambiguity and role conflict and increased commitment at the initiation of the restructuring and four months later. However, the influence of these factors on the dependent variables changes over time. These findings are discussed in relation to recent research on organizational entry and change, and suggestions are made for future research.