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Hollander 3503: Ownership inscription in ink on front cover dated April 4, 1893. ; "Reprinted from 'the Bulletin' of the Christian Social Union." ; Includes bibliographical references. ; Mode of access: Internet.

In addition to the challenges associated with economic adversity, college students of low socioeconomic status or self-identified social class are at higher risk of experiencing social isolation and mental health difficulties which can impede their academic success. Identifying modifiable protective factors can inform the development of interventions to improve the mental health of at-risk students. The present study examined social support as a potential explanatory mechanism. University students (N = 211) completed an assessment battery including various measures of social class, social support, and mental health. Three factors were identified, and structural equation modeling was employed to examine Supportive Social Environment (i.e., higher levels of general social support and social capital from peers and teachers) as a mediator of the relationship between Social Class Alienation (i.e., lower subjective social status and greater anticipated class-based rejection) and Mental Health Difficulties (i.e., greater levels of psychological symptoms and lower perceived ability to cope with emotions). The indirect effect was significant, and a comparison between a mediated model and an unmediated model indicated that Supportive Social Environment fully mediated the observed positive relationship between Social Class Alienation and Mental Health Difficulties. Results suggest that lower perceived social support (including from peers and teachers) contributes to the psychological struggles experienced by college students who self-identify as being of lower socioeconomic status. These findings have significant implications for programs developed to support students experiencing economic adversity by highlighting the importance of going beyond practical supports to better engage students socially.

Sociology and Catholic Social Teaching: Contemporary Theory and Research offers critical insights into a badly needed alternative vision to the alienation and cynicism that plague our political discourse. Arguing that Catholic social teaching stands as an important morally grounded framework for addressing today's pressing social problems, contributors explore the general principles and specific criteria required for both evaluating and advocating models of social improvement. This anthology is meant for advanced undergraduate and graduate students of sociology or Catholic social thought, as w

The trend toward individual asset accounts in social security, and the regressivity of these accounts, provide the motivation for this article. The article asks: why not asset building for the poor as well? Research on Individual Development Accounts in the United States finds that the poor can save when they have a structure and incentive to do so. Steps toward universal and progressive asset‐based policy are pointed out in Singapore, the United States and the United Kingdom. Future policy directions and challenges are considered.

There has been an explosion of new forms of governance as societies adapt to economic, social and political change. This book highlights the dynamics of the social, cultural and institutional practices involved in 'remaking' governance. It is structured around three key themes: the remaking of peoples, publics and politics

There has been an explosion of new forms of governance as societies adapt to economic, social and political change. This book highlights the dynamics of the social, cultural and institutional practices involved in 'remaking' governance. It is structured around three key themes: the remaking of peoples, publics and politics.

Data arising from social systems is often highly complex, involving non-linear relationships between the macro-level variables that characterize these systems. We present a method for analyzing this type of longitudinal or panel data using differential equations. We identify the best non-linear functions that capture interactions between variables, employing Bayes factor to decide how many interaction terms should be included in the model. This method punishes overly complicated models and identifies models with the most explanatory power. We illustrate our approach on the classic example of relating democracy and economic growth, identifying non-linear relationships between these two variables. We show how multiple variables and variable lags can be accounted for and provide a toolbox in R to implement our approach.

This study evaluated the widely-held assumption that social evaluations (and especially negative feedback) are infrequent in daily interactions. Whereas previous investigations have asked about evaluative interactions using a one-sitting questionnaire format, this research requested
undergraduates to self-observe, in a structured way, five different hours of social interaction and to report on sources and content of social feedback. Instances of evaluation were counted and judged as being positive or negative feedback. Participants reported an average of 2.6 evaluations
per rated hour of interaction. Of the reports that were clearly classifiable as positive or negative feedback, an average of 61.4% were rated as positive. Students living at home with family members reported fewer instances of positive feedback (51.3%) than those living away
from home (70.1%), and family members gave positive evaluations more infrequently (39.1%) than did friends (64.6%) and all other evaluators (66.2%). Limitations and implications of these findings are discussed briefly.