Jessica Lee Lucero

Exploring Gender Differences: Socially Interactive Technology Use/Abuse Among Dating Teens

This qualitative study explored gender differences in socially interactive technology (SIT) use/abuse among dating teens from Michigan (N = 23). Focus group transcripts were coded using three categories: (1) type of SIT (e.g., social networking); (2) abusive action (e.g., monitoring); and (3) consequence (e.g., jealousy). Texting and social networking were the most commonly used types of SIT. Spying/monitoring, sexting, and password sharing/account access were the most common abusive actions. Distrust and jealousy were the most frequent consequences. Young men and women differed in their conceptualization of SIT abuse. Most participants agreed that some abusive actions were typical parts of adolescent dating experiences.

Adrift at the Margins of Urban Society What Role Does Neighborhood Play

We quantify how social detachment (measured as neither working nor attending school) of low-income African-American and Latino young adults relates to their teen neighborhood conditions. Data come from retrospective surveys of Denver Housing Authority (DHA) households. Because DHA household allocation mimics quasirandom assignment to neighborhoods throughout Denver County, this program represents a natural experiment for overcoming geographic selection bias. Our multilevel, mixed-effects logistic analyses found significant relationships between neighborhood safety and population composition and odds of social detachment of low-income, minority young adults that can be interpreted as causal effects. The strength of these relationships was often contingent on gender and ethnicity, however. We draw conclusions for macroeconomic, income-support, subsidized housing and community development policy.

Employment of Low-Income African American and Latino Teens: Does Neighborhood Social Mix Matter?

We quantify how teen employment outcomes for low-income African Americans and Latinos relate to their neighborhood conditions during ages 14–17. Data come from surveys of Denver Housing Authority (DHA) households who have lived in public housing scattered throughout Denver County. Because DHA household allocation mimics random assignment to neighborhood, this program represents a natural experiment for overcoming geographic selection bias. Our logistic and Tobit regression analyses found overall greater odds of teen employment and more hours worked for those who lived in neighborhoods with higher percentages of pre-1940 vintage housing, property crime rates and child abuse rates, though the strength of relationships was highly contingent on gender and ethnicity. Teen employment prospects of African Americans were especially diminished by residence in more socially vulnerable, violent neighborhoods, implying selective potential gains from social mixing alternatives.

Accountability and Risk Assessment: Members’ and Leaders’ Perspectives about Psychoeducational Batterers’ Group

This study reports group leaders’ assessment of group members’ risk for reassault and level of accountability during a psychoeducational group intervention with male domestic violence perpetrators. It also examines members’ assessment of their own risk for reassault and level of accountability over the 18-week program. Group leaders and group members completed surveys every 2 weeks. Bivariate analyses examining differences in accountability rating and risk assessment between group leaders and group members show little agreement between leaders and members and few changes over time. Group leaders assessed group members as showing some increases in level of accountability near the end of the group. These findings suggest group leaders perceived increased accountability among group members, but they were rarely able to fulfill their goal of educating members about the connection between accountability and risk of reassault.

How Neighborhood Effects Vary: Childbearing and Fathering among Latino and African American Adolescents

This study examines what neighborhood conditions experienced at age 15 and after are associated with teen childbearing and fathering among Latino and African American youth and whether these neighborhood effects vary by gender and/or ethnicity. Administrative and survey data from a natural experiment are used for a sample of 517 Latino and African American youth whose families were quasi-randomly assigned to public housing operated by the Denver (CO) Housing Authority (DHA). Characteristics of the neighborhood initially assigned by DHA to wait list applicants are utilized as identifying instruments for the neighborhood contexts experienced during adolescence. Cox Proportional Hazards (PH) models reveal that neighborhoods having higher percentages of foreign-born residents but lower levels of social capital robustly predict reduced odds of teen parenting though the magnitude of these effects was contingent on gender and ethnicity. Specifically, the presence of foreign-born neighbors on the risk of teen parenting produced a stronger dampening effect for African American youth when compared to Latino youth. Additionally, the effects of social capital on teen parenting were stronger for males than females.

Using Community-Based Research to Improve BSW Students’ Learning in Community Practice: Bringing the Macro into Focus for Traditional and Distance Learners

ABSTRACT This article describes community–university partnership building, course development/management, and evaluation outcomes related to an intensive community-based research project that was integrated in two sections of an undergraduate course on community practice. Pre- and posttest data were collected from 60 BSW students who were enrolled in community practice and who participated in a community-based research project with their state’s fair housing office. The evaluation outcomes focus on changes in professional interest in macro practice, students’ self-efficacy, and differences in students’ learning experiences, based on traditional bricks-and-mortar or distance learning contexts. Results show that students experience increases in self-efficacy related to community assessment and intervention. Qualitative results show that students experienced shifts in their professional goals related to macro practice, increased competence and understanding, and personal transformation. A number of differences emerged between traditional and distance learners. Results are discussed in the context of curriculum development and next steps for institutionalizing CBR in community practice courses.

Social Service Workers’ Knowledge of and Attitudes Toward Fair Housing Laws

ABSTRACT The purpose of this study was to explore social service workers’ awareness, knowledge, and attitudes about fair housing in Utah. Using a fair housing awareness scale, a fair housing knowledge scale, a fair housing attitude scale, and fair housing vignettes, 195 social service workers were surveyed in Utah. Descriptive results demonstrated that although social service workers knew about fair housing laws, they did not know whom to contact for fair housing violations. In addition, while they had a basic knowledge of the Fair Housing Act provisions, they were unsure of the specifics of the Act (e.g., who was protected and how that protection worked). ANOVA results indicated that nonprofit social service workers had higher pro–fair housing opinions than social service workers in government agencies as did social service workers who work directly with clients. These results indicate that further trainings to educate social service workers about fair housing are needed. Drawing on the findings, future research should focus more on the clients perspective of the effectiveness of services received.

Technology-Enhanced Practice Courses and Collaborative Learning in Distance Education

ABSTRACT This article describes the use of a research-based teaching model using digital technology to enhance self-efficacy and group work practice skills in an undergraduate social work course. Our project focused on the development of group leadership interactional skill training for undergraduate social work students. We present pedagogical and theoretical approaches explaining a teaching model, which is designed to utilize digital technology and collaborative learning strategies in Interactive Video Connected (IVC) and traditional face-to-face classrooms. We explore how the teaching model impacts student perception of self-efficacy regarding group work practice skills.