SAGE Journal Articles
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Accuracy of recall of the number of sexual partners individuals had over a period of one month, three months, six months and one year was studied in a group of 285 young, single, heterosexual adults. Self-reports of the number of partners were obtained on a weekly basis and then compared with recall of behavior over longer time periods that overlapped the weekly measures. For individuals who claimed abstinence or who claimed to be monogamous, accuracy of recall was relatively high, especially at the shorter time frames. Level of education was related to accuracy for claimed abstainers, such that lower levels of education were associated with lower accuracy of recall. Accuracy rates for individuals who reported having multiple sexual partners tended to be lower and were found to be related to one’s propensity to engage in casual sex.
We explored the effect of attribute framing on choice, labeling charges for environmental costs as either an earmarked tax or an offset. Eight hundred ninety-eight Americans chose between otherwise identical products or services, where one option included a surcharge for emitted carbon dioxide. The cost framing changed preferences for self-identified Republicans and Independents, but did not affect Democrats’ preferences. We explain this interaction by means of query theory and show that attribute framing can change the order in which internal queries supporting one or another option are posed. The effect of attribute labeling on query order is shown to depend on the representations of either taxes or offsets held by people with different political affiliations.
This qualitative study used critical ethnography as a theoretical framework to investigate the social coping strategies of gifted and lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in middle and high school. Twelve LGBTQ college students from a selective Southeastern university were interviewed and asked to retrospectively describe their experiences, feelings, and behaviors from middle to high school. Their most common coping strategies included finding supportive groups of friends; hiding or downplaying their LGBTQ identity; participating in extracurricular activities; confiding in supportive teachers; developing their writing, musical, and leadership talents; and conducting research to understand and develop their identity. The implications of this study can help educators guide students in the use of positive coping strategies that facilitate both talent and identity development for this socially and politically marginalized group of gifted students.