Gender-Blind Sexism and Rape Myth Acceptance.

The purpose of this article is to explore whether gender-blind sexism, as an extension of Bonilla-Silva's racialized social system theory, is an appropriate theoretical framework for understanding the creation and continued prevalence of rape myth acceptance. Specifically, we hypothesize that individuals who hold attitudes consistent with the frames of gender-blind sexism are more likely to accept common rape myths. Data for this article come from an online survey administered to the entire undergraduate student body at a large Midwestern institution (N = 1,401).

Enhancing building, conversation, and learning through caregiver-child interactions in a children's museum.

The authors adapted an experimental design to examine effects of instruction prior to entry into a children's museum exhibit on caregiver-child interactions and children's learning. One hundred twenty-one children (mean age = 6.6 years) and their caregivers were randomly assigned to 1 of 5 conditions that varied according to what, if any, preexhibit instruction the dyads received: (a) building and conversation instruction, (b) building instruction only, (c) conversation instruction only, (d) presentation of models of buildings and conversations without instruction, or (e) no instruction or control.

A longitudinal investigation of personality and social adjustment among Chinese American and European American adolescents.

A 2-wave longitudinal study of personality in adolescence was conducted with data obtained at ages 12 and 17 years from approximately 60 European American and 60 second-generation Chinese American youth. At Time 1 they completed the Children's Personality Questionnaire and at Time 2 they completed the High School Personality Questionnaire and self-report measures of high school grades, depression, and self-esteem. Chinese American and European American adolescents became more similar to each other over time through developmental and acculturative processes.

Teaching nursing without lecturing: critical pedagogy as communicative dialogue.

This article is an interpretive analysis of the author's method of teaching nursing to a diverse student body in an associate degree program. Rather than lecturing, the author and her colleagues facilitate small-group discussions, engaging students in communicative dialogue.This method leads to flexibility and openness to student ideas as well as opportunities to share personal stories and dialogue with students.

Do parent practices to encourage academic competence influence the social adjustment of young European American and Chinese American children?

The predominant early childhood education philosophy in the United States views formal academic instruction as inappropriate and harmful to the social development of young children. Chinese American immigrants to the United States, however, have been found to teach their young children in more formal ways, to be more directive, and to structure their children's use of time to a greater degree (C. S.

Current practices for release of medical information.

Are practices governing release of confidential medical information changing? This article presents a case study of current release of medical information policies and procedures.