The influence of stereotypical beliefs, participant gender, and survivor weight on sexual assault response

The present study explored the influence of survivor weight and participant gender, rape myth acceptance, and antifat attitudes on perceptions of sexual assault. Using an online survey tool, a community sample of 413 adult Canadian residents reviewed a hypothetical sexual assault scenario and completed a series of evaluations and attitudinal questionnaires. Generalized linear model analyses revealed that participants were more likely to hold the survivor responsible, excuse the perpetrator's actions, and respond more negatively toward the survivor and more positively toward the perpetrator when the survivor was depicted as thin versus overweight. Interactions were found between rape myth acceptance and survivor weight, gender and survivor weight, and gender and antifat attitudes, for certain dependent variables. In addition, men and those with higher levels of rape myth acceptance and antifat attitudes were found to make more negative evaluations of the survivor and more positive evaluations of the perpetrator. Recommendations for future research and interventions are discussed.     

“I was prepared for the worst I guess”: stayers’ and leavers’ perceptions of their Title IV-E education

ABSTRACT

Child welfare workforces across the nation are experiencing high turnover and have for decades. The chronic cost of turnover makes efforts to increase retention crucial. The Title IV-E education stipend program is one way that many states employ to improve their child welfare worker tenure. Through qualitative interviews, this study examines Title IV-E graduates’ experiences and perceptions of preparedness for working in child welfare agencies. Examining how the responses of stayers and leavers differ and assessing similarities collectively can inform educational and agency enhancements to improve services, as well as worker competence and retention.     

Family, Social Inequalities, and the Persuasive Force of Interpersonal Obligation

To date, the privatization of the costs of social inequalitiesfor women and children has been criticized predominantly froma policy perspective. This article seeks to make a strongercase against remedying social inequalities through private lawobligations by addressing the theoretical difficulties withsuch privatization with a particular focus on familial obligations.I take my core examples from the current Canadian understandingof the spousal and child support obligations. My analysis proposes and proceeds on the basis of a new discoursefor obligations traditionally grouped together as "Family Law"obligations: first, interpersonal obligations, which arise fromand tie together two citizens through either a single interactionor through their relationship as a whole; second, social obligations,which are owed by the community as a whole to individual citizens. I argue that the persuasive force of the focus on an individual'sresponsibility for another's financial need has obscured thereality of the state's obligation, the broader social obligation,to respond to this need. I conclude with a discussion of theconsequences of my analysis for the future of the spousal andchild support obligations. If we deny an expanded role to thesesupport obligations, can we do so in a way that avoids leavingthe impoverished in an even more precarious position?     

Social justice in the modern regulatory state: duress,necessity and the consensual model in law

This paper examines the role of the consensual model in law and argues that if substantive justice is to be the goal of law, the use of individual choice as a legal criterion for distributive and retributive purposes must be curtailed and made subject to substantive considerations. Substantive justice arguably requires that human rights to life, well-being, and the commodities essential to life and well-being, be given priority whenever a societal decision is made. If substantive justice is a collective societal responsibility, the individual cannot be justly rewarded or punished for his or her choices with respect to life, well-being and essential commodities insofar as these choices are justified or excused by standards of substantive justice. Societal conditions and institutional arrangements should be recognized as grounds for justification and excuse because they may impose limits and constraints on the choices available to an individual that are as unavoidable and compelling as those imposed by chance or by another human being.     

Students' perceptions of parents' and teachers' qualities of interpersonal relations

A sample of 561 predominantly white, midwestem high school students, grades 10–12, rated both a parent and a teacher on the Barrett-Lennard Relationship Inventory. Students were assigned randomly to rate a teacher in either a required subject or an elective subject and either their mother or their father. Sex cleavage was found in 12th-grade students who rated samegender teachers higher on warmth than they rated opposite-gender teachers. Evidence for developmental differences came from 11th and 12th graders who reported greater warmth from their parents than did 10th graders. Twelfth graders also perceived greater empathy from parents than did 10th graders. Eleventh-and 12th-grade students also perceived greater warmth from parents than from teachers. Overall, girls perceived greater genuineness from parents and teachers than did boys. Finally, students who lived with the parent they rated perceived greater warmth and congruence from that parent than did students who lived apart from their parent.This article was based on the first author's dissertation.Received Ph.D. from Kansas State University.Received Ph.D. in educational psychology from the University of Nebraska-Lincoln. Major research interests are writing processes and academic studyingReceived Ph.D. in Counselor Education from University of Wyoming.     

County Service Delivery: Does Government Structure Matter?

Very little systematic research has been conducted to determine the policy effects of changing the form of county government. The findings of this study suggest that efforts to modernize county government structure may enable county officials to respond successfully to increasing citizen demands for a higher level of current services as well as expand the menu of services. Specifically, there is a strong association between the type of county government (non-charter commission, non-charter commission/appointed administrator or elected executive, or charter commission/appointed administrator or elected executive) and county spending for all types of services. In addition, there is a strong linkage between type of county government and three categories of county services representative of the service roles of the modern American county—that is, traditional, local, and regional services.     

Racial Disparities in Political Participation Across Issues: The Role of Issue-Specific Motivators

Research documenting disparities in political participation across racial and ethnic groups (in particular lower levels of participation for Blacks and Latinos, compared to Whites) has primarily focused on broad explanations for racial and ethnic differences in participation (e.g., socio-economic status, social, or psychological resources). There is little research that links racial and ethnic differences in participation across issues to the literature on issue publics and issue-specific factors that may motivate participation. In this study, we examine racial and ethnic differences in participation for a variety of issues and test a model in which issue-specific motivators of participation (self-interest, racial or ethnic group interest, attitude importance, and policy change threat) and general explanations for participation differences (e.g., socio-economic status, political knowledge) account for these racial and ethnic differences. In particular, the results of a survey of Chicago residents show that Blacks, Latinos and Whites demonstrate significant differences in political participation across five issues (affirmative action, immigration, school funding, gentrification, the Iraq War), but that the specific pattern of racial and ethnic differences in participation varies across issues. Issue-specific factors help to explain why racial and ethnic differences in participation vary across issues above and beyond variables shown to be associated with participation more generally (e.g., political efficacy, education). This model has the potential to be expanded and applied to help explain other types of disparities in political participation.