Search results

The purpose of this study was to compare men and women for differences in affective and cognitive processes associated with impulse buying behavior and to identify gender differences in terms of impulsive purchases made from a variety of product categories. A total of 277 students served as the sample. Using analysis of variance tests, males and females were found to be significantly different with respect to affective process components (irresistible urge to buy, positive buying emotion and mood management) and cognitive process components (cognitive deliberation and unplanned buying). Significant differences were also found between men and women in the frequency with which the following product categories were purchased on impulse: shirts/sweaters, pants/skirts, coats, underwear/lingerie, accessories, shoes, electronics, hardware, computer software, music CDs or DVDs, sports memorabilia, health/beauty products, and magazines/books for pleasure reading.

Strong home-school partnerships consistently and substantially benefit children’s academic and social development. Home-school partnerships are considerably affected by the settings in which they take place (e.g., rural, urban, suburban), the characteristics of the partners (e.g., parents and teachers), and their relationships with one another (parent-teacher partnerships). In rural communities, supportive home-school partnerships promote young children’s success but have proven difficult to implement. African American families with young children residing in rural communities experience unique social and institutional challenges and benefits that are particularly salient for fostering home-school partnerships. Thus, the landscape of rural communities is an important and essential consideration for understanding the intersection between race and home-school partnerships. This chapter focuses on the promise of positive home-school partnerships for rural African American children, their families, and their schools. Home-school partnership as an essential component of children’s academic and social development is defined, and sample home-school partnership intervention programs are described. Finally, existing policy investments related to the facilitation of home-school partnerships are explored and policy recommendations that promote such partnerships are discussed.

Much research has focused on the police response to domestic violence; however, relatively little research has considered performance differences of various types of police officers. Although there has been widespread adoption of community policing by police departments across the country, it is not conclusive as to whether units with a specific community policing philosophy perform better than traditional units when handling domestic violence calls. The current study addresses this issue by analyzing the factors associated with victim participation; specifically, do officers and detectives operating under a specific community policing mandate produce higher rates of victim participation? Bivariate and multivariate analyses indicate that victim participation rates did not differ by a community policing orientation; rather, situational factors exert the strongest effect on victim participation.