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  1. Study Explores Reasons Behind Alcohol Abuse in Non-Heterosexual Women

    Non-heterosexual women who feel a disconnect between who they are attracted to and how they identify themselves may have a higher risk of alcohol abuse, according to a new study led by Amelia E. Talley, an assistant professor in Texas Tech University's Department of Psychological Sciences.

  2. Polygamy and Alcohol Linked to Physical Abuse in African Marriages

    African women in polygamous marriages or with alcoholic husbands have a significantly higher risk of being physically abused by their husbands than women in monogamous marriages or women whose husbands don't abuse alcohol, new research shows.

  3. Becoming a Stickup Kid

    Randol Contreras’ drug-robber respondents were not born criminals or torturers, so how did they become "stick-up kids"?

  4. Jishuku, Altruism, and Expatriate Emotion

    When a devastating earthquake and tsunami hit japan in 2011, the effects were felt by over a million expatriates worldwide.

  5. How Initial Prevalence Moderates Network-based Smoking Change: Estimating Contextual Effects with Stochastic Actor-based Models

    We use an empirically grounded simulation model to examine how initial smoking prevalence moderates the effectiveness of potential interventions designed to change adolescent smoking behavior. Our model investigates the differences that result when manipulating peer influence and smoker popularity as intervention levers.

  6. Marital Histories and Heavy Alcohol Use among Older Adults

    We develop a gendered marital biography approach—which emphasizes the accumulating gendered experiences of singlehood, marriage, marital dissolution, and remarriage—to examine the relationship between marital statuses and transitions and heavy alcohol use. We test this approach using individual-level (n = 10,457) and couple-level (n = 2,170) longitudinal data from the Health and Retirement Study, and individual-level (n = 46) and couple-level (n = 42) in-depth interview data.

  7. Longitudinal Associations among Discordant Sexual Orientation Dimensions and Hazardous Drinking in a Cohort of Sexual Minority Women

    We examined differences between sexual minority women’s (SMW’s) sexual identity and sexual behavior or sexual attraction as potential contributors to hazardous drinking across a 10-year period. Data are from a longitudinal study examining drinking and drinking-related problems in a diverse, community-based sample of self-identified SMW (Wave 1: n = 447; Wave 2: n = 384; Wave 3: n = 354). Longitudinal cross-lagged models showed that SMW who report higher levels of identity-behavior or identity-attraction discordance may be at greater risk of concurrent and subsequent hazardous drinking.

  8. A Design and a Model for Investigating the Heterogeneity of Context Effects in Public Opinion Surveys

    Context effects on survey response, caused by the unobserved interaction between beliefs stored in personal memory and triggers generated by the structure of the survey instrument, are a pervasive challenge to survey research. The authors argue that randomized survey experiments on representative samples, when paired with facilitative primes, can enable researchers to model selection into variable context effects, revealing heterogeneity at the population level.

  9. Beyond "Just Being There": Teaching Internationalization at Home in Two Qualitative Methods Units

    Study-abroad and international-student programs are commonly understood to transform their participants into "global citizens" possessing "cross-cultural competencies." Similar benefits are anticipated from "internationalization at home"—defined as any on-campus, internationally related activity—whereby international students engage with and thus enrich the lives of domestic students. In this article, we reflect on a research project tied to two coursework units, in which largely domestic undergraduate students undertake qualitative research with or about international students.

  10. An Assessment of Student Perceptions and Responses to Frequent Low-stakes Testing in Introductory Sociology Classes

    Common concerns for many instructors of introductory college courses are that their students do not prepare for or attend class, are minimally engaged, and exhibit poor reading comprehension and writing skills. How can instructors respond to these challenges? Research finds that frequent testing improves the learning outcomes of students. Can it motivate better studying habits and expand their engagement with the class?