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This study analyzes framing processes and their relationships with ongoing social movement change. We examine peace frames found among U.S. peace movement organizations (PMOS) in its period of contraction at the end of the Cold War. On the basis of analysis of a unique two‐wave survey of US. peace movement organizations in 1988 and 1992, we assess the extent to which organizational framing of the peace problematic changed. We found an overall shift in emphases from more bilateral frames like the nuclear weapons freeze to frames emphasizing multilateralism and global interdependence. PMO frame transformations that took place between 1988 and 1992 represent a trend towards broader, more radical (or structural) and less exclusive peace movement frames. We describe the frame transformations observed here as the emergence of "retention frames." Retention frames embody several dimensions of movement abeyance structures and serve to sustain organizational continuity across episodes of movement surges and contraction.

Examines their political differences, organizational structure, goals, constituencies, strategies, and activities.

Vacancy chain and vacancy transfer analyses are two methods used to assess housing market filtering as a policy tool. The vacancy transfer method is better suited for ascertaining the beneficial impact of housing turnover for particular subgroups of the population. Policy considerations dictate that we consider who benefits from improved housing opportunities. The vacancy transfer method proposed by White (1971) is carried out with data not available to him. His policy implications are not justified by the results when we explicitly consider the social utility of housing vacancies. By establishing a priori weights or a welfare function, it is possible to ascertain the maximum benefits for given levels of expenditures.

This is second in a two-issue series conceptualized as documenting educational innovations in higher education that could be seen as responses of colleges and universities to changing economic, political, and social forces. This issue's authors diagnose a number of different problems in the current practices of colleges and universities and prescribe pedagogical initiatives that link students to the community through service learning, which is the integration of community service activities into the curriculum through intentional analytical processes. The authors of these articles are pushing the theoretical and praxis boundaries of service learning to tackle challenging issues such as how to best enhance the student's learning experience to create self-motivated learners who become civic participants, how to structure programs and practices to best support such work, and how to alter institution- and discipline-driven reward systems to promote and sustain faculty involvement in service learning.

The authors synthesize what has been learned from the two-issue series of American Behavioral Scientist on universities' responses to troubled times. They argue that educators and community leaders should channel the vast resources of volunteerism toward social change for a more just society and discuss ways that service-learning endeavors contribute to this process. They contrast the current state of higher education with a vision of a transformed institution they think preferable to the status quo and then focus on the difference between charity and social justice. Through service learning, acts of charity—which typically end up reproducing the status quo—can facilitate the politicization of students and help them to become active promoters of a more just society. Six questions are posed to assess the extent to which community-based education or research endeavors engage in charity or facilitate social justice.