Using Security Questions to Link Participants in Longitudinal Data Collection.

Anonymous data collection systems are often necessary when assessing sensitive behaviors but can pose challenges to researchers seeking to link participants over time. To assist researchers in anonymously linking participants, we outlined and tested a novel security question linking (security question linking; SEEK) method. The SEEK method includes four steps: (1) data management and standardization, (2) many-to-many matching, (3) fuzzy matching, and (4) rematching and verification. The method is demonstrated in SAS with two samples from a longitudinal study of adolescent dating violence. After an initial assessment during a laboratory visit, participants were asked to complete an online assessment either (a) once, 3 months later (Sample 1, n = 60), or (b) three times at 1-month intervals (Sample 2, n = 140). Demographics, eye color, and responses to nine security questions were used as key variables to link responses from the laboratory and online follow-up assessments. The rates of matched cases were 100% in Sample 1 and from 94.3 to 98.3% in Sample 2. To quantify the confidence in the data quality of successfully matched pairs, we reported the means and standard deviations of the number of matched security questions. In addition, we reported the rank order and counts of the mismatched components in key variables. Results indicate that the SEEK method provides a feasible and reliable solution to link responses in longitudinal studies with sensitive questions.

Beyond Performance: A Motivational Experiences Model of Stereotype Threat.

The contributing role of stereotype threat (ST) to learning and performance decrements for stigmatized students in highly evaluative situations has been vastly documented and is now widely known by educators and policy makers. However, recent research illustrates that underrepresented and stigmatized students' academic and career motivations are influenced by ST more broadly, particularly through influences on achievement orientations, sense of belonging, and intrinsic motivation. Such a focus moves conceptualizations of ST effects in education beyond the influence on a student's performance, skill level, and feelings of self-efficacy per se to experiencing greater belonging uncertainty and lower interest in stereotyped tasks and domains. These negative experiences are associated with important outcomes such as decreased persistence and domain identification, even among students who are high in achievement motivation. In this vein, we present and review support for the Motivational Experience Model of ST, a self-regulatory model framework for integrating research on ST, achievement goals, sense of belonging, and intrinsic motivation to make predictions for how stigmatized students' motivational experiences are maintained or disrupted, particularly over long periods of time.

America's changing attitudes toward homosexuality, civil unions, and same-gender marriage: 1977-2004.

On May 17, 2004, Massachusetts became the first state to legalize same-gender marriage. From California to Missouri, nearly all states now face legislative challenges to the once firmly entrenched notion that marriage can only exist between a man and a woman. Public opinion polls conducted from 1977 to 2004 found that Americans' attitudes toward gay men and lesbians and marriages or civil unions for same-gender couples have evolved. Opposition persists, however. The most recent data indicate support for some legal recognition of gay and lesbian couples, but most Americans favor civil unions over same-gender marriages. Although the future of civil unions and same-gender marriages remains uncertain, social workers can serve gay and lesbian clients and their families best by staying informed of the attendant legal, social, and policy issues.