Domestic Violence and the Female Victim: The Real Reason Women Stay!
Darrell Payne and Linda Wermeling

 

Abstract

The criminalization of domestic violence refers to efforts to address domestic violence through the passage and enforcement of criminal and civil laws. This article reviews the social science, legal, and criminal justice literature regarding interventions used to stop domestic violence. Theoretical foundations, effectiveness of police interventions, and the use of protective orders are addressed. Further explored are prosecution and victim advocacy, court responses, batterers' intervention as a condition of probation, and coordinated community responses to domestic violence. Implications are given for social work practice, along with basic information for assisting clients who are victims of violence in their own homes.  Full Article

 

Predictors that Distinguish First-Generation College Students from Non-First Generation College Students  Anthony L. Jenkins, Yasuo Miyazaki, Steven M. Janosik

 

Abstract

The purpose of the study was to compare a freshman cohort of first and non first-generation college students enrolled in an urban university and to identify characteristics that distinguish the two groups in terms of selected demographics, pre-college behaviors and beliefs (expectations and personal traits). Some of the distinguishing characteristics such as household income were common across race/ethnicity, but there were differences in types and in relative importance of the characteristics between White students and students of color and among various ethnicity groups. Policy implications of the findings are discussed.  Full Article




Multiculturalism in the College English Curriculum
Amber Y. Wang

 

Abstract

The primary objective of this article was to describe, from the perspective of students, how multiculturalism is reflected in the current college English curriculum in universities. Through survey research, the researcher examined the planned curriculum (such as reading texts) and the implemented curriculum (what students learn through curriculum and their learning experience), as well as their attitudes and satisfaction toward such curriculum. The author concludes that a diversity of reading texts and instructional strategies has been emphasized in the curriculum, but the attitudes of instructors seem to be a much stronger factor influencing openness to diversity.  Full Article




Korean American Cultural Differences in Classroom Literacy Activities: Observations from an Ethnographic Case Study.  Heriberto Godina and Jeonghee Choi

 

Abstract

This study explores teacher-student perceptions about cultural differences and their influence upon classroom literacy activities. An ethnographic case method focuses on a Korean American student. Secondary participants include a parent, teacher, and classmates in a white Midwestern community. The study accentuates the generalizable discourse that neglects the complexity inherent to intercultural relationships in a changing elementary classroom. Implications include how multicultural children’s literature deemed appropriate for minorities can be problematically situated for effective instruction.  Full Article