Search

This meta analysis summarizes the available data concerning the impact that the 1991 announcement of Earvin "Magic" Johnson, a National Basketball Association all-star, had on the issues concerning HIV infection and testing. The analysis notes that the effect of Johnson's disclosure may not be uniform for all possible outcomes. Some outcomes of education and prevention efforts focus on increasing the level of accurate knowledge of the general population. Other outcomes deal with diminishing the spread of the disease by suggesting means of reducing exposure. Results demonstrate that the announcement increased the level of accurate knowledge in persons; the number of persons undergoing testing for HIV; and the desire to obtain more information. For adults the impact of the announcement was to increase the perception of vulnerability, while for children/adolescents the announcement diminished the perception of risk. Contains 30 references. (Author/BT)

This study investigated the participation of women and minorities in the United States forensic community. Surveys sent to a large cross-section of the college and university forensic community examined such issues as: academic mission; funding sources for the forensic program; program evaluation; program size; program activities; program records regarding diversity; evaluation of program diversity; percentage of program participants by gender and ethnicity; and rates of minority participation in program activities. Results indicated that women were well represented as participants in forensic activities, with women having about a 50-percent participation rate. Approximately 25 percent of participants in forensic activities were of non-European descent. The number of minority and women participants was most affected when diversity was used as a criterion for evaluating the program and formal records were kept. Participation rates did not differ when comparing debate, individual events, or mock trial activities. Factors such as the nature of the institution, funding sources, and measures of program success were largely unrelated to the extent of participation by various groups. Urban institutions tended to have higher levels of minority participation. (Contains 57 bibliographic references.) (SM)

This meta-analysis seeks to provide a better understanding of the relationship between racial orientation and a person's relationship with social institutions. It explores relationships between racial group orientation and four outcome variables: educational achievement, propensity toward criminal activities, indicators of psychological adjustment, and indicators of sociability. The results indicate that the degree to which a person has a positive view of his/her own racial group demonstrates a 38% improvement in academic success, a 50% increase in positive mental adjustment, a 27% decrease in delinquency, and a 35% improvement in sociability. The findings support an earlier meta-analysis (Allen, Howard, & Grimes, 1997) that demonstrates a positive relationship between higher levels of self-esteem and a more positive view of one's own racial group. The findings generate continued support for those arguing for the necessity of maintaining a positive image of one's own racial group as a prerequisite for positive social outcomes. (Contains 54 references.) (RS)

This paper considers the ongoing debate between two organizations (National Association of Scholars and Teachers for a Democratic Culture) in higher education. The rhetorical positions of each side resemble those of the "cold war" between the United States and the Soviet Union of the 1950s and 1960s where each side created a mirror image of the other based on ethnocentric perceptions. While the image of cold war is a metaphor, the metaphor is developed and articulated by the use of images and stories that sustain the understanding of the conflict. A mirror image can develop when the parties in conflict believe that: (1) there are only two sides; (2) the conflict is zero-sum; and (3) their side is losing. When disagreeing bodies create a mirror image of the other side, a destructive cycle of rhetorical imagery is generated that prevents resolution of the conflict. (Contains a table with examples of mirror image rhetoric and 34 references.) (Author)

A meta-analysis explored the association between past studies on intercultural communication effectiveness and intercultural communication competence, and examined the relationship between knowledge-based and skill-based attributes in predicting intercultural communication competence. A total of 16 studies met the criteria of having recoverable quantitative data measuring aspects of intercultural communication competence or effectiveness and occurred within the context of intercultural interaction. The studies were coded for five characteristics. Results indicated empirical support for arguing that there is a strong association between studies of intercultural communication competence and intercultural communication effectiveness--measurement of intercultural communication competence and intercultural communication effectiveness was demonstrated to be equivalent. Results also demonstrated that both knowledge and skills were positive predictors of the association between intercultural communication competence and intercultural communication effectiveness. Formerly, many academic studies of intercultural communication competence were motivated by four practical needs: (1) to explain overseas failures; (2) to predict overseas successes; (3) to develop personnel selection strategies; and (4) to design, implement, and test sojourner training and preparation methodologies (Ruben, 1989). More research efforts should be aimed at empirically testing theoretical assumptions and the measurement of various moderator variables. (Contains 88 references and 2 tables of data.) (RS)

A meta-analysis considered the impact of various methods of improving public communication skills on critical thinking. Manuscripts were obtained by searching the available electronic databases (COMINDEX, Dissertation Abstracts, ERIC, Index to Communication Journals, PSYCHLIT), various bibliographies available on the topic, as well as the reference section of manuscripts obtained. Results indicated that communication instruction improves the critical thinking ability of the participants (longitudinal designs r = .176, cross-sectional designs r = .196). Forensic participation demonstrated the largest positive impact on critical thinking improvement, but all communication skill experiences demonstrate significant improvement. The cumulative evidence indicated that communication skill instruction generates, using the Binomial Effect Size Display (BESD), a 44% increase in critical thinking ability. This summary of available research provides documentation supporting the claims of departments and educators for the viability of communication skill instruction as a means of improving critical thinking. These results provide important evidence to support the maintenance of forensics programs in an era of increased educational accountability, downsizing, and budgetary cutbacks. (Contains 5 tables of data and 39 references.) (Author/NKA)

For a study, a path model was developed and tested representing variables that relate to sexual coercion. Specifically, sex, who asked, who paid, relational stage, past/current relationship, attitudes, drug or alcohol use, coercion strategies, and victim resistance were proposed and their effects examined. Data were collected by using electronic data bases and a search of the reference section for applicable manuscripts. Results indicated that the level of actual or perceived coerciveness is a function of the level of coerciveness of the strategy, whether or not a prior relationship existed, and the attitude that person has toward women. Results also indicated determinations of whether a particular action is perceived as a rape or coerced depends on the attitudes of the person making the evaluation and the perception of the situation. Implications of the model are for educational and intervention efforts. (Contains a table of data, 2 figures, and 69 references.) (Author/CR)

A quantitative summary of 15 studies indicated that African-American/Latino students receive more negative feedback from teachers in the classroom than do Euro-American students. In addition, teachers interact less frequently with African-American/Latino students than Euro-American students. No difference based on race existed in the amount of positive feedback provided by teachers. Results indicated a potential source of differential treatment in the classroom by instructors that may impact student achievement. (Contains 2 tables of data and 49 references.) (Author/NKA)

A study extended the work of M. Allen and R. Preiss (1990) that analyzed the issues in public speaking textbooks and the level of accuracy with which scientific information is represented. A total score analysis of 112 textbooks showed no significant improvement in the accuracy of textbooks over time or with new editions. Findings of the preliminary analysis suggest that public speaking and persuasion textbooks are not benefiting from the research advances in the field. More collaboration between research findings and pedagogical practices is needed. (Contains 177 references and 3 tables of data.) (Author/RS)

A study explored psychometric relationships among three dialectical tensions (connection/autonomy, openness/closedness, and novelty/predictability). A confirmatory factor analysis using 694 undergraduate students (347 romantic dyads) culled from various courses in a large midwestern metropolitan university confirmed the existence and independence of each of the dialectical poles. Each pole of the dialectical tension was positively correlated with the other pole, indicating that the conceptualization of the poles as mutually negating "opposites" received no support. The examination of the relationship with satisfaction within the romantic relationships indicated that the existence of the dialectical tensions are positively correlated. Findings may not be surprising, because as a relationship progresses the level of tension should increase. However, it is the successful negotiation of management of the dialectical tension (rather than avoidance of the tension) between conflicting desires that should provide the basis of relational satisfaction. A combination of demographic and dialectical tension measures generated strong (individual level Multiple R=.76, dyadic level Multiple R=.79) predictions of relational satisfaction. Future research should consider the process issues in relational development--both longitudinal designs and designs to test various process models need to be developed to reveal possibilities. (Contains 7 tables of data and 15 references.) (Author/NKA)

Sex differences in language use have been examined for many years, but no clear-cut conclusions exist. A meta-analysis of the existing literature was conducted regarding powerful/powerless language use, including 30 studies, with a total combined sample size of 3,012. The overall correlation indicated that men use more powerful language than women. Type of language feature and gender were found to be moderator variables. Findings suggest that: (1) since men are using more powerful language than women, men are also being perceived as more credible than women; and (2) powerful language is a skill that can be taught. Almost all of the participants in this review were university students--generally the classic 18-22-year-old group. It is possible that in other environments the effects would be more significant; in more "real-world" investigations, men would speak even more powerfully and women would speak even more "powerless-ly." Future research should focus on type of language feature, message elicitation, the dynamics of interaction, and naturally occurring language. Contains 1 table of data and 53 references. (Author/RS)

The current legal standing of homosexual parents seeking custody of their children remains precarious. Courts determine custody and visitation on the basis of the "best interests of the child." Current judicial rulings reflect a bias against awarding custody or granting visitation rights to homosexual parents, favoring the heterosexual parent or heterosexual relative of the child(ren). Should the sexual orientation of the parent play a part in the determination of custody or visitation in order to protect the child? This meta-analysis summarizes the available quantitative literature comparing heterosexual and homosexual parents as well as the children of those parents on a variety of measures. Data were generated by the child or by an adult (parent or teacher). The analysis included examination of parenting practices, emotional well-being of the child as well as the sexual orientation of the child. Results demonstrate no differences on any measures between the heterosexual and homosexual parents or children of those parents. Data fail to support the continuation of a bias against homosexual parents by the courts. The paper includes two tables of data: one which compares children's classroom behaviors, and a second which compares children on the basis of IQ and other measures of intelligence; and a list of court cases. Contains 70 references. (Author/RS)