Family Science Review
Research Articles
Kathleen Dyer Ramos & Lynn Blinn-Pike
ABSTRACT: Sixty-seven undergraduate college students in a multicultural family course were surveyed to examine feelings that may impede the open discussion of racial or cultural diversity issues. Lack of awareness of racial or ethnic issues and fear of appearing to be racist were identified through a writing assignment as prevalent among the students in the sample. Shame of one’s ethnic group and anger over unfair treatment were factors for smaller numbers of students but were intense for those who expressed them. Disownership (separation from or denial of prejudice) was acknowledged by very few students. Suggestions are offered for teaching about diversity in family science courses in such a way that emotions are used to enhance, rather than hinder, the learning process. Suggestions include acknowledging and validating feelings about diversity and exploring and confronting the assumptions on which the feelings are based.
Hilary A. Rose & Suzanne R. Smith
ABSTRACT: Because of a competitive academic job market, it is imperative that graduate students have guidelines for preparing job applications. Empirically based guidelines exist in other disciplines (e.g., Brems, Lampman, & Johnson, 1995), but none exist for positions in family science. Consequently, applications (n=26) for two positions in a department of human development were analysed for quality and completeness. A quarter of the applications (n = 7 or 27%) was coded as both complete and above-average quality. Another quarter of the applications (n = 6 or 23%) was above-average quality but failed to address the particulars of the position announcement. Based on the findings, guidelines were developed and are presented for students and new professionals in family science.
Mudita Rastogi, Jacki Fitzpatrick, Du Feng, & Lin Shi
ABSTRACT: The presence of international students and faculty in the social sciences is growing. These individuals face unique challenges in professional development (e.g., networking, acculturation), yet there are few resources to help them address such challenges. The purpose of this paper is to provide an orientation to important issues in the American university system and human development and family studies (HDFS) program. In addition, concrete advice based upon the literature and the authors’ professional experiences is offered.
Randi B. Wolfe
ABSTRACT: An overview of three studies (n = 57) conducted as an empirical evaluation of a parent education program based on Re-evaluation Counseling theory is presented. Study I involved middle income, married mother (n = 25) randomly assigned to a treatment group or an equivalent no-treatment comparison group. Study II, a pretest-posttest design, involved low income, Black mothers (n = 14) associated with a family support center. Study III involved Head Start mothers (n = 18) assigned to a treatment group or an equivalent no-treatment comparison group. Pretests, posttests, and follow-up evaluations examined parental attitudes, parenting stress, and parenting practices. Across studies, significant effects suggest the program can reduce parenting-related stress, improve parental attitudes, and encourage authoritative parenting practices. Some effects tended to diminish over time. The program appears viable with mothers of various social status groups.
Kerry Kazura, Kristine Baber, & Mary Temke
ABSTRACT: Although the number of families with an incarcerated parent continues to increase, few programs address the needs of these parents and their children. The Family Connection Project, developed through a unique alliance among a family studies department, Cooperative Extension, and the Department of Corrections, demonstrates an innovative model for providing family support and helping maintain parent-child relationships despite incarceration. This article reviews the relevant research, details the conceptualization of the intervention program, including needs assessment and goal setting, and explores ethical and pragmatic issues involved in working with inmates and their families.
Dennis K. Orthner
ABSTRACT: The link between welfare theory, research, and practice were at one time more coherent than it is today. The author examines the evolution of theories underlying welfare recipiency and their impact on policy. Whereas at one time public welfare was used to assist families, today’s theories place more importance on self-sufficiency. The public welfare system-guided by the principles of functionalism and psychoanalysis-followed the passage of the Social Security Act. Later reforms began when theories such as rational choice and human capital were adopted. Other shifts in theories followed. The current shift in the perception of welfare and in policy formation is only modestly supported by theory and research. If social theory, research, and practice are not reconciled, public policies and regulations will be radically out of sync with the realities of family poverty. The author urges researchers, practitioners, and policymakers to work together to develop a more comprehensive welfare reform agenda.
