Overcoming prejudices: An invitational approach

This article offers an invitational model for overcoming prejudices. The proposed model is based on Haberman's (1994) five-step approach to facing prejudices, which includes (1) analyzing prejudices; (2) seeking the sources of the beliefs; (3) examining the benefits of prejudice; (4) considering the effects of prejudices; and (5) planning to eliminate prejudices. Purkey's (1992) five-level conflict-management process adapted to prejudice serves as the five-part action plan in Haberman's fifth step. The combination of these two models yields an invitational approach with five parts: (1) perceiving concern, (2) conferring with oneself; (3) consulting with colleagues; (4) confronting the crisis; and (5) combating prejudices. Practical questions and examples are provided to clarify each step. We shall overcome, We shall overcome, We shall overcome someday. If in our hearts we do believe, We shall overcome someday.     

Differences in College Access and Choice Among Racial/Ethnic Groups: Identifying Continuing Barriers

This study focuses on the college application behaviors of students from various racial/ethnic groups in order to understand differences in access and college choice. Student characteristics, predispositions, academic abilities, and income levels were taken into account in our analyses. We analyzed data from the National Education Longitudinal Study (NELS) and the Beginning Postsecondary Student Longitudinal Study (BPS) and found significant group differences in preparation behaviors, college application behavior (number of colleges to which students applied), and attendance at their first choice of institution. The results of this study call attention to the need for campuses to evaluate the potential effects of policy decisions that may impact student choice for different populations of students.     

Impact of a Temporary Food Shortage on Children and Their Mothers

Kenya experienced a severe drought and temporary food shortage during a study on mild malnutrition. Effects of the temporary food shortage on energy intake, weight, and behaviors were evaluated in schoolchildren and in toddlers and their mothers. Schoolchildren were seriously affected, showing significant declines in their energy intake, age-corrected weight, activity on the playground, and classroom attention. Toddlers appear to have been somewhat protected since their energy intake, weight, and play and language behaviors were stable. Maternal caregiving of toddlers declined for the group as a whole, but individually those mothers who maintained family food levels delegated responsibility for toddlers to other caregivers. While the food shortage affected poorer families more than those of higher SES, declines in the behaviors of schoolchildren occurred regardless of SES and previous level of nutrition, suggesting that food shortages can have behavioral consequences for schoolchildren in all communities.     

Online or Face-to-Face: Do Mission-Related Student Learning Outcomes Differ?

This study investigated how an authentic assessment program was used to examine student learning outcomes within the context of a Christian university’s institutional mission, core values, and distinctive qualities. For the purposes of this study, an authentic assessment program is defined as assessing student-produced work within the context of the institutional mission. A sample of 1,814 undergraduate students taking one or more general education courses at the university during the 2007–2009 academic years was examined for any significant differences in student learning outcomes. A univariate analysis of covariance (ANCOVA) indicated the Student Assessment System (SAS) scores for the online students were not significantly different from the SAS scores for the face-to-face (F2F) students after controlling for course grade. These results suggest that online students achieved the same critical mission-related educational outcomes that the university required of its F2F students. An implication of this finding is that the university just as effectively articulated its faith-based mission and vision to the online students as it did to its students taking classes F2F.     

Using Genograms as a Tool for Insight in College Counseling

The use of a genogram in counseling can provide a visual cool that stimulates insight and awareness in clients. College counseling clients struggle with many developmental, relationship, and systemic issues. Genograms, which have been proven beneficial in other settings, may also facilitate college counseling.     

Literature Circles: Reducing Reading Stress

The concept of literature circles is now familiar in American and Australian literature about reading, but it does not as yet have great currency in this country. This article by Charlotte Keefe may do much to change this as it very lucidly explains the benefits of and teaching strategies underlying the use of literature circles. As Charlotte points out, they may do much to alleviate those of children's problems with reading which stem from not seeing the point and deriving little pleasure from the experience.     

Income Level, Gender, Ethnicity, and Household Composition as Predictors of Children''s School-based Competence

In the United States, being black, male, or growing up in a low-income and/or single-parent household have all been identified as risk factors for maladjustment during childhood. Interpretation of these findings is, however, often difficult because of the well-known associations among these variables. In the present study, we compared predictions of 3 different forms of children's competence from each of these 4 variables. In a sample of 868 black and white elementary school children from 2-parent and mother-headed 1-parent homes, we studied 3 aspects of school-based competence: conduct, peer relations, and academic achievement. Results showed that although the independent variables accounted for different amounts of variance in each domain of competence, income level and gender were better overall predictors of children's competence in conduct and peer relations than were ethnicity or household composition. Income level and ethnicity were better overall predictors of academic achievement than were gender or household composition, although each of the 4 variables made a significant contribution. Overall, income level and gender were thus the strongest predictors of children's competence. Black children were, however, more likely than white children to live in low-income homes. Our results thus highlighted some correlates of the unequal distribution of economic resources among black and white children growing up in the United States today.