The strategic approach to contraceptive introduction

Lesbian, gay, and bisexual educators have faced many barriers in their professions, including harassment, discrimination, and even nationwide antigay political campaigns. Recently, lesbian, gay, and bisexual educators, particularly on college campuses, have challenged such stigmatization by coming out. Because previous research has demonstrated that interpersonal contact with lesbians, gay men, and bisexuals is related to less heterosexist attitudes, the current study investigated the impact of a gay instructor's coming out on his students' attitudes toward lesbians and gay men. Data were collected from 156 undergraduate students enrolled in an Introductory Psychology course, 40 of whom were taught by a gay instructor. Herek's (1984, 1994b) Attitudes Toward Lesbians and Gay Men (ATLG) scale was used to measure students' relative levels of heterosexism and was administered to students at the beginning and end of the semester. Midway through the semester, the gay instructor disclosed his gay identity to his students as part of a lesson about sexual orientation. Results from the postcourse survey indicated that students in the gay instructor's course section exhibited improved attitudes. Conversely, students enrolled in the same course in sections taught by heterosexual instructors demonstrated no change in their attitudes. Implications of these findings are discussed, and it is argued that gay instructors' coming out may positively affect their students' attitudes toward lesbian, gay, and bisexual people. However, these efforts by individual instructors must only be a small part of more comprehensive institutional efforts by university communities to address homophobia and heterosexism in educational settings.     

Student/instructor attitude similarity, student ratings, and course performance.

Investigated the validity of student ratings of instructional effectiveness by exploring the relations among student ratings, course performance, and the perceived attitude similarity of students and their instructors. 349 college students enrolled in 22 classes first rated instructor effectiveness on a 28-item rating form and then rated their own attitudes plus instructor attitudes on an attitude scale adapted from D. Byrne (1971). Another 296 college students enrolled in 19 classes rated instructor effectiveness and then their own attitudes plus instructor attitudes on an attitude scale adapted from F. E. Hofman and L. Kremer (see record 1980-33352-001). For both S groups, official end-of-term grades were also collected. Consistent with prior research, modest correlations were found between student ratings and perceived attitude similarity. There was also a modest relation between similarity and course grades. These relations were greatly reduced (56.2 and 44.5%, respectively) when the large influence of instructors on ratings and achievement was removed. Findings fail to support the claim that perceived attitude similarity is a substantial source of bias in student ratings. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptions of European American and African American instructors teaching race-focused courses.

In 2 studies (N = 907), we developed and validated the Perceptions of Diversity Instructors (PDI-32) measure, which assesses college students' ratings of instructors teaching a race-focused diversity course. We also explored how the professor's race/ethnicity, students' attitudes toward similarities and differences, and perceived professor bias influenced students' ratings. Supporting the source effects outlined in the persuasion literature and prior qualitative research, the results indicated that students expect African American instructors to be more biased (subjective/judgmental) but assume European American instructors to have less content expertise (inexpert/unaware). Also, students who are more open to discussing diversity issues rated the instructors more positively. Finally, students' expectation of professor bias mediated the relationship between the professor's race/ethnicity and students' evaluations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pluralistic ignorance and alcohol use on campus: Some consequences of misperceiving the social norm.

Four studies examined the relation between college students' own attitudes toward alcohol use and their estimates of the attitudes of their peers. All studies found widespread evidence of pluralistic ignorance: Students believed that they were more uncomfortable with campus alcohol practices than was the average student. Study 2 demonstrated this perceived self–other difference also with respect to one's friends. Study 3 tracked attitudes toward drinking over the course of a semester and found gender differences in response to perceived deviance: Male students shifted their attitudes over time in the direction of what they mistakenly believed to be the norm, whereas female students showed no such attitude changes. Study 4 found that students' perceived deviance correlated with various measures of campus alienation, even though that deviance was illusory. The implications of these results for general issues of norm estimation and responses to perceived deviance are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of teacher sex, student sex, and teacher warmth on the evaluation of college instructors.

Examined the influence of teacher sex, student sex, and teacher warmth as perceived by students and teachers on teacher evaluation. Male and female instructors in the same department were matched on the level of course taught. 22 pairs of courses evaluated by 838 college students were obtained. Twenty Instructional Improvement Questionnaire items that directly evaluate instructor performance were analyzed using a 3-factor analysis of variance and the .0025 level of significance. No interactions between faculty sex, student sex, and teacher warmth were found. When Ss rated their instructor's interest and warmth, teachers who were warmer and primarily interested in students received higher ratings in teaching effectiveness. When teachers rated themselves on warmth and interest, self-ratings interacted with faculty sex. Generally, female teachers received higher effectiveness ratings than did male teachers when they considered themselves low in warmth or interested in course content. Male teachers who rated themselves high in warmth or primarily interested in students received higher ratings than did male teachers who rated themselves low in warmth or primarily interested in course content, respectively. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-organization of alcohol-related attitudes and beliefs in a campus housing complex: An initial investigation.

The self-organization of college students' alcohol-related attitudes and their beliefs about other students' attitudes were assessed within a campus housing complex. Pluralistic ignorance was widespread, in that compared with their own self-ratings, students rated their friends and the "typical" student as being more in favor of alcohol and more lax in the number of drinks per hour that were acceptable and the number of drinks that were acceptable before driving. They also perceived typical students as more risky than their friends. Dynamic social impact theory was also supported, as students' dormitory building and floor of residence reliably predicted both their personal drinking attitudes and their beliefs about the drinking attitudes of other students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Student evaluations of college instructors: Effects of type of course taught, instructor gender and gender role, and student gender.

The college curriculum is often separated into divisions or course types (e.g., natural science, the arts) that may be perceived to differ in the extent to which they use expressive feminine attributes (e.g., affectionate, sensitive) and instrumental masculine attributes (e.g., assertive, forceful). In Experiment 1, the effects of course type, student gender, and instructor gender and gender role on student evaluations of instructor effectiveness were examined. In Exp 2, students' perceptions of the importance of various gender role characteristics in instructors of different course types were explored. Results suggest that instructor gender role is more important than instructor gender in affecting student evaluations. Both female and male students preferred instructors (science instructors, in particular) who possessed both feminine and masculine characteristics, regardless of the gender of the instructor. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of the semantic similarity of items on student ratings of instructors.

Investigated the effects of the semantic similarity of items on student ratings of instructors by asking 28 graduate students to rate several hypothetical instructor profiles that were constructed by systematically manipulating information about the instructors' classroom behaviors. Factor analyses of the student ratings were performed before and after all behavioral information in the instructor profiles had been statistically removed. Results revealed no substantive change in the underlying factor structure. In both analyses the factors represented clusters of semantically equivalent items. Thus, Ss appeared to be imposing an implicit semantic organization on their ratings, apart from any covariance among the instructors' actual classroom behavior. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Retention in situ and spectral analysis of fluorescent vacuole components in sections of plant tissues

This paper describes an educational programme where clinical guidelines are used in dental education and assesses the value of these guidelines as perceived by undergraduate students. It presents a comparison of students' own assessments of their performance with those of their instructors, according to such guidelines. The educational programme at the Faculty of Odontology, Lund University, is described through 3 main principles: problem-based learning, adoption of a holistic attitude to patient care and the promotion of oral health. The dental curriculum occupies 5 years comprising 10 semesters. 41, 5th semester students (16 male and 25 female) participated in the study. Students were introduced to guidelines in group discussions at the beginning of the semester. At the completion of a patient's planned course of treatment, the outcome was formally assessed both by students and clinical instructors. Performance was scored in various categories as "excellent", "acceptable" or "unacceptable" according to the standards defined. A total of 1373 scores were made by both students and instructors. 88% cent of students used the guidelines often or almost always and found them useful. Overall, no students received an "unacceptable" score and 40% of students achieved a score of "excellent". Female students tended towards a higher score, but this was not significant. Instructors' and students' scores agreed in almost 90% of instances. Students under-scored their performance more frequently than they over-scored it. It appears that the use of clinical guidelines may encourage an increased awareness of the decision-making processes involved in clinical practice, but it must be acknowledged that these guidelines are complex both in derivation and application.     

Time management practices in an African culture: Correlates with college academic grades.

Examined the construct and predictive validity of Western process models of time management in an African culture. 472 Zimbabwean student teachers of a Shona cultural background took part in the study. Ss varied by gender, age, college entry grade point and year of study. Students completed the Britton and Tesser (1991) Time Management Questionnaire. Factor analysis revealed that the time management processes of short term planning, perceived control of time, time attitude, and long term planning were valid constructs for the sample of African students. However, when the students' self report time behaviors, time attitudes and demographic variables were regressed on college GPAs, only perceived control of time, short term planning, college entry grade point and gender singularly accounted for a significant proportion of the variance in college GPA. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex and gender in the college classroom: A quantitative analysis of faculty–student interactions and perceptions.

Students and instructors from 24 classrooms across 8 departments at a major university were observed in this study to (a) assess for sex differences in faculty–student interactions and in students' perceptions of their college classroom environment, (b) compare student perceptions of their college classroom interaction patterns with observed faculty–student interactions, and (c) assess a variety of demographic characteristics together to determine their singular and/or interactive effects on faculty–student interaction patterns and student perceptions. Male and female students did not differ in their classroom participation or perceptions, and instructors did not interact differently with the male and female students. Student perceptions strongly correlated with their own behaviors and with instructor behaviors. Classroom interactions and student perceptions varied on the basis of different demographic characteristics including instructor sex, class size, instructor monitoring of gender–race equity in the classroom, gender relevance of the course, and the sex ratio of the class. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

对做好高职院校辅导员工作的思考

从关心学生政治思想进步是辅导员工作的首要任务、辅导员是咨询员、辅导员是服务员与管理员三个方面,就如何做好高职院校辅导员工作进行了探讨.     

University environment as a mediator of Latino ethnic identity and persistence attitudes.

The authors examined whether the perception of the university environment mediated the relationship between ethnic identity and persistence attitudes of Latino college students. Participants were 175 Latino college students who attended a primarily White university. The results supported the hypothesized mediating role of the university environment. Higher Latino ethnic identity was associated with perceiving a more negative university environment and feeling less committed to finishing college. In turn, perception of a negative college environment was associated with feeling less committed to finishing college. When perception of the university environment was removed, no significant relationship was found between ethnic identity and persistence attitudes, indicating that it is the perceived context that influences Latino college students' persistence attitudes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between course entry attitudes and end-of-course ratings.

Course entry attitudes and end-of-course ratings were collected from 1,088 college students using as pretest the Affective Entry Questionnaire and as posttest the Course Evaluation Form. Two groups of Ss were studied: those reporting precourse attitudes toward the course but not the instructor, and those reporting precourse attitudes toward both the course and the instructor. Multiple regression analysis indicated a significant relationship between course entry attitudes and end-of-course ratings for Ss reporting precourse expectations prior to entry into the course. Different sets of items from the Course Entry Scale were found to predict end-of-course ratings for the different groups of Ss studied. Course entry bias is a relatively rare occurrence, but when it exists, it exerts a predictable influence on the evaluation of instructor performance. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contract teaching of academic skills.

Studied 92 college students enrolled in a study-skills course. An individualized contract requiring students to identify nonproductive study behaviors and agree with their instructors on appropriate strategies for desired change was examined for effects on attitudes to study and subsequent academic achievement. Two instructors each taught a contract and a noncontract group. A group of 18 Ss taught by a 3rd instructor acted as a control to check for experimenter effect. Contract Ss improved significantly more on self-reported attitudes toward study (Survey of Study Habits and Attitudes) than either noncontract or control students. A follow-up study showed that contract students gained better GPAs and maintained this improvement for 2 yrs. Results are discussed in terms of the demands made on both student and instructor by this method of instruction. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Imagined empathy and attributions concerning activity preferences of physically disabled college students.

Investigated 89 college students' attributions about the activity preferences of able-bodied vs physically disabled peers and evaluated the effects of imagined empathy on attributional patterns and attitudes toward disabled people. Ss were asked to predict the responses of either a male or a female able-bodied or wheelchair-user college student to items on a 20-item questionnaire offering choices between gregarious–nongregarious activities and between active–passive activities. Results indicate that there was considerable variability in able-bodied students' attributions about disabled peers' activity preferences. Previous contact with disabled people was unrelated either to attitudes toward disabled people or to activity preference attributions. Asking students to imagine empathy for a disabled peer was not an effective technique to change either attributional patterns or attitudes toward disabled people. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Level of psychosocial development, perceived level of psychological difficulty, counseling readiness, and expectations about counseling: Examination of group differences.

Multivariate analyses of variance and multiple regression analyses were performed to examine the relation between students' expectations about counseling and three measures of students' psychosocial development. A sample of 172 undergraduate college students completed the Expectations About Counseling Questionnaire—Brief Form (EAC—B) and the Developing Purpose scale of the Student Developmental Task Inventory (2nd edition; SDTI—2), the Counseling Readiness Scale (CRS) of the Adjective Check List, and the Career Counseling Diagnostic Inventory (CCDI). Significant relations between students' expectations about counseling and their scores on the SDTI—2 were found after the variance in expectations attributable to gender, age, and year in school had been extracted. No significant relations were found between scores on the EAC—B and scores on the CRS or CCDI. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting union attitudes in student part-time workers.

Examined the predictors of general union attitudes in a sample of 84 high school and 42 first year university students (aged 15–21 yrs) who were employed part-time. In addition to two aspects of family socialization towards unions (parents' perceived union attitudes and perceived union activities), Ss' job quality and satisfaction with both co-workers and supervisors were also assessed as predictors of their own general union attitudes. Results show that only Ss' perception of their parents' general union attitudes was significantly associated with their own general union attitudes. Thus, family socialization contributed the greatest amount of variance to general union attitudes. Neither job quality, nor supervisory or co-worker satisfaction were associated with Ss' union attitudes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Condom use: A self-efficacy model.

A survey of heterosexually active college students gathered information about condom use, self-efficacy (SE), outcome expectancies, sexual attitudes, peer group influences, AIDS knowledge, and a perceived vulnerability to AIDS. On the basis of A. Bandura's (1986) social-cognitive theory, a structural model with SE as the central mediator was formulated and evaluated with LISREL. This model explained 46% of the variance in condom use from judgments of SE and effects attributable to peers and 53% of the variance in SE from outcome expectancies and peer group influences. Sexual attitudes, AIDS knowledge, and perceived vulnerability did not predict condom use. Most students were well-informed about HIV transmission but reported not feeling at risk, even though many engaged in risky sexual behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)