Suchergebnisse

This article presents several approaches and strategies that a school or college of social work might use in preparing competitive research grant applications. Emphasis is placed on enhanc ing research grant possibilitiesfor new social work faculty members. Specific strategies include multidisciplinary collaboration, creating a faculty research development initiative, providing faculty incentives, and creating a school research plan. In addition, recommendations for preparing a research application are presented. Thinking and knowledge are stressed as overriding ingredients for developing a grant application. A two-page written study outline is suggested as an approach for sharpening conceptual thinking as well as providing an opportunity to receive systematic feedback.

The Presidential Commission on the Human Immunodeficiency Virus Epidemic (1988) developed a 10-year plan in 1987 that recommended: "Expanded drug abuse treatment programs sufficient to admit all IV drug users who desired services and, until that occurred, short-term detoxification and low-dose methadone for those on waiting lists." This study presents data collected from a sample of 2,613 out-of-treatment and non-incarcerated injection drug users in 21 U.S. cities to examine their drug-treatment access during the past year. Analyses on injectors who tried but were unable to enter treatment revealed that program-based reasons (e.g., no room, too costly, or stringent admission criteria) are the most commonly given barriers to drug treatment (72%). However, a notable number of injectors (20%) also reported that individual-based reasons are important for not accessing drug treatment. Injectors giving program- and individual-based reasons for not entering treatment are profiled using logistic regression.

This paper adds to research on girls' growing educational advantage by examining gender differences in career paths. Using baseline data from an intervention study (TRY-IT!) targeting 265 sixth-graders in Title I schools, our research traces adolescent career aspirations by gender, race and class. Additionally, we investigate whether girls and boys exhibit differential sensitivity to environmental risk and protective factors that shape career and educational aspirations. We find that the career choices of boys vary more widely by social context, including socioeconomic status, race, and academic resources. Specifically, among youth with fewer social and academic advantages, girls aspire to more practical careers and careers which require higher levels of educational attainment relative to boys. The findings reveal how sources of inequality such as race and class shape gendered aspirations and complicate gender inequality. We reason that boys' choices are more volatile and socially contingent because of the emphasis on high-status careers as a signifier of masculinity.