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Using a nationally representative sample of college faculty from a wide array of institutions and science disciplines, this study investigates links between organizational conditions and women's representation on college faculties. Hypotheses derive from competing explanations for the sharp differences found in women's and men's career outcomes in academia: institutionalized discrimination that protects men's dominant group privileges, statistical discrimination based on expectations of gender differences in academic preparation and scholarship, variations in the female doctoral labor supply by science discipline and locality, political restraints on discrimination and pressure for equal employment opportunity. A multivariate analysis examines organizational conditions associated with women's likelihood of holding faculty appointments at different tenure levels. Results indicate that although the female doctoral labor supply and political constraints are powerful factors in the representation of women faculty, selective organizational contexts play a substantial role as well. Although we find little evidence that insulation from competition or segmented faculty labor markets strongly influence the gender composition of science faculties, women are more often found in entry-level positions where institutionalized discrimination may be checked by unionization and proportionally sizable constituencies of women administrators and students. Consistent with statistical discrimination, women scientists and engineers are poorly represented at the entry level in research-oriented institutions and are more scarce in tenured positions within highly prestigious departments and institutions with very selective admissions. These organizational influences on women's faculty representation hold even after controlling for gender differences in the prestige of academic credentials, level of work experience, and marital and child-rearing responsibilities.

Several distressing aspects of cutbacks in Aid to Families with Dependent Children (AFDC) benefits for poor working single mothers are distinguished, & their link to psychological well-being is identified. Analysis of case record & interview data on 254 Rs reveals that variations in the severity of benefit losses predict the level of demoralization a year after the cutbacks, even controlling for intervening stressful life events, & for current income, employment, & AFDC status. Among the various mixes of work & welfare for these women, part-time work with or without supplementary AFDC benefits appears to have the least negative emotional outcomes. 5 Tables, 22 References. Modified HA

This study examines the relationship between patterns of reciprocal and asymmetrical intergenerational aid and the parent's rating of the quality of their relationships with adult children, posing two questions: Is there an identifiable pattern of specific substantive exchanges that contributes most to high relationship ratings? And is this distinctive locus of reciprocity different in blue-collar and white-collar families? Using a large, representative sample of U.S. parents with adult children, we examine these issues by testing competing models of reciprocal and asymmetrical exchanges between parent and child. Findings indicate that white-collar families are somewhat more involved in all types of exchanges, including instrumental assistance, and that the link between reciprocity and positive relationship ratings is stronger in these families than among blue-collar families. Asymmetrical instrumental assistance from parent to child is associated with lower ratings among blue-collar families, and financial assistance from parent to child appears to lower relationship ratings in white-collar families.

This paper examines several facets of gender integration within academic sociology: total segregation, as in all-male faculties; appointments of women in token or solo positions; variations in the departmental faculty sex ratio; and the "ghettoization" of women in lower academic ranks and positions with heavy committee assignments. These outcomes are analyzed at the organizational level as the product of the operation of internal and external labor markets in academia. Drawing on a representative 1984 national survey of sociology departments (N = 230), multivariate analyses indicate that a large proportion of the variation in gender integration from one department to the next can be predicted from the organizational context. Several organizational factors appear to militate against total segregation (all-male faculties) while promoting balance in the faculty sex ratio and in the distribution of academic rank. These include demand for labor in the form of job opportunities, especially those created through turnover; women in the institutional power structure, including a separate women's studies program; and a state legislative climate favoring women's legal and political rights.

This article examines the intertwined roles of gender labels (male/female) and gender identity in predicting drug-use behaviors and experiences of middle school students in a large, ethnically diverse, southwestern city. Three dimensions of gender identity are derived through factor analysis, one relating to femininity and nurturance, another relating to masculinity and self-confidence, and a third relating to masculinity and dominance. In bivariate and multivariate tests the authors find that masculine dominance is associated with higher frequency of recent drug use, particularly for boys' use of marijuana and hard drugs, with more drug offers and a greater variety of drugs used over their lifetimes. Gender identity measures do not supersede gender labels in predicting drug outcomes, but they are shown to be more powerful predictors in combination than separately. Possible relationships between gender identity and early adolescents' relationships with their ethnic groups, families, peers, groups of reference, and school environments are discussed.

This article explores differences in the self‐reported drug use and exposure to drugs of an ethnically diverse group of 408 seventh‐grade students from a large city in the southwest. We contrast the explanatory power of ethnic labels (African American, non‐Hispanic White, Mexican American, and mixed ethnicity) and two dimensions of ethnic identity in predicting drug use. One dimension focuses on perceived ethnically consistent behavior, speech, and looks, while the other gauges a sense of ethnic pride. Ethnic labels were found to be somewhat useful in identifying differences in drug use, but the two ethnic identity measures, by themselves, did not generally help to explain differences in drug use. In conjunction, however, ethnic labels and ethnic identity measures explained far more of the differences in drug use than either did alone. The findings indicate that the two dimensions of ethnic identity predict drug outcomes in opposite ways, and these relations are different for minority students and non‐Hispanic White students. Generally, African American, Mexican American, and mixed‐ethnicity students with a strong sense of ethnic pride reported less drug use and exposure, while ethnically proud White students reported more. Ethnic minority students who viewed their behavior, speech, and looks as consistent with their ethnic group reported more drug use and exposure, while their White counterparts reported less. These findings are discussed, and recommendations for future research are provided.

Based on a five-year follow-up survey of sociology departments in the Pacific Sociological Association region, we report trends in the representation of women and minorities among faculty members and graduate students. Although men continue to predominate at all but the lecturer/instructor level, women are increasingly represented on faculties overall, in tenured positions, and among the higher academic ranks. Proportionally fewer men and women are now in entry level positions than in 1979. Except for Asians, minority faculty continue to be poorly represented. Women now make up the majority of graduate students at both the masters and doctoral levels, but both the proportion and number of minority students have declined in five years. Still, despite sharply contracting enrollment, both women and minority graduate students receive a larger share of financial assistance awards than they did five years ago.