Papers by Kathleen Maas Weigert
The Journal of Social Encounters: Vol. 6: Iss. 1, 134-137. , 2022
The Journal of Social Encounters, Mar 10, 2022
Routledge eBooks, Jun 22, 2023
Encyclopedia of Violence, Peace, & Conflict, 2008
they watch player violence from the stands or on television their aggression, if anything, is inc... more they watch player violence from the stands or on television their aggression, if anything, is increased. Thus, as intuitively appealing as the concept is to most people, the body of scientific findings on the question cannot be taken to encourage them in that belief. Modern technology has enabled the media to bring a number of major violent sports to worldwide audiences. The challenge for sports officialdom is to minimize participant violence in a sport(s) while at the same time preserving what is socially beneficial. The challenge is formidable.
New Directions for Teaching and Learning, 1998
The Journal of Negro Education, 1980
Sociologists have long been concerned with the question of the "goals" which different ... more Sociologists have long been concerned with the question of the "goals" which different minority groups (and different members within groups) seek. Various typologies of goals or aims have been suggested., While groups could be examined to determine the extent of support for a particular aim, there is another task: to examine the relationship between the goal selected and the means advocated to achieve it. It is to this purpose that the present paper is directed. Data from a sample of black soldiers are utilized to suggest various profiles of ideological orientation within a particular minority group. The main question asked is whether or not there is a close relationship between the choice of the "goal" one seeks, and the selection of various "means" to attain that goal. To state the question differently: to what extent does "eclecticism" (or low interrelatedness between goal and means) rather than "coherence" (or high interrelatedness between goal and means) characterize the ideological profiles of members of a minority group? In studying minority groups, Wirth2 suggested that by focusing on their goals, they could be typed as follows: pluralistic, as-
Journal for the Scientific Study of Religion, 1998
... our deadlines if it were not for the diligent efforts of gradu-ate students Jennifer McKinney... more ... our deadlines if it were not for the diligent efforts of gradu-ate students Jennifer McKinney, Mee Sook Kim, Denise Baird, Melissa Farmer, and ... diversity.3 About three-quarters of Catholics attended Mass at least once a week; many went more often than that (Fichter, 1951, 1952 ...
This is a wide-ranging study of the working poor in America - those whose incomes are insufficien... more This is a wide-ranging study of the working poor in America - those whose incomes are insufficient to sustain either themselves or their families. It employs a data source based on the 1980 and the 1990 censuses to show how the numbers of such poor may have changed. Policy solutions are suggested.
Public Opinion Quarterly, 1974
While many social observers feel that the military offers blacks better opportunities than do civ... more While many social observers feel that the military offers blacks better opportunities than do civilian institutions, the overwhelming majority of the 454 black soldiers sampled in this study either equate the two sectors or rate civilian institutions as superior. Both position in the military hierarchy (rank) and ideological orientation (separatist, pluralist, or assimilationist) provide some assistance in differentiating those soldiers more likely to cite the military as comparatively advantageous for blacks. The author, who is presently researching political socialization among college students and continuing analysis of the data upon which this article is based, was Assistant Professor in the Department of Sociology and Anthropology at the University of Notre Dame last year.
to effect social change and promote social justice. A core belief for project implementation was ... more to effect social change and promote social justice. A core belief for project implementation was that both service-learning and community-based research1 would have to be “adopted and owned” by the faculty—in their courses and scholarly research—if they were to be sustained and institu-tionalized at the university. A decade later, this premise extends throughout the CoRAL Network’s operations among participating DC-area universi-ties. Although the practices and institutionalization process have varied considerably across CoRAL campuses, community-based learning and research (CBLR) activities have become curricular and scholarly endeavors supported by faculty—in their courses, through the curriculum, and in their schol-arship—as well as receiving continuing support through community service, campus ministry, and/or outreach program offices. The initial three-year grant (1997-2000) support-ed eight GU faculty members, 40 students, and 14 community-based organizations conducting 18 com...
Journal of Catholic Higher Education, 2018
All Catholic colleges and universities share in the Catholic Church’s rich history of Catholic So... more All Catholic colleges and universities share in the Catholic Church’s rich history of Catholic Social Teaching (CST). This article explores two key research questions that focus on that grounding in today’s world: First, how strongly is CST woven into the institutional fabric of those institutions; second, is that done implicitly or explicitly? We offer an analysis of mission statements, curricular offerings, and established centers at eleven Catholic colleges and universities as a pilot study for examining current efforts to embed CST into the structures of Catholic institutions of higher learning. All Catholic colleges and universities share a grounding in the Catholic Church’s rich history of CST (inclusively, Catholic Social Teaching, Catholic Social Thought, and Catholic Social Tradition), in addition to the specifi c charism of the founding religious community, diocese or papal charter. This article, which is part of a larger project called the CST Learning and Research Initia...
Conversations continue as to whether and how community-based learning and research (CBLR) can be ... more Conversations continue as to whether and how community-based learning and research (CBLR) can be most effectively integrated into the mission and practice of institutions of higher education (IHEs). In 2005, eight District of Columbia- (DC-) area universities affiliated with the Community Research and Learning (CoRAL) Network engaged in a planning and evaluation exercise, applying a "rapid assessment" method to gauge baseline levels of CBLR institutionalization on each campus, envisioning progress in key areas, and proposing ways in which the CoRAL Network could achieve institutionalization goals. Aggregate analysis of the assessment data suggests several areas of similarity across extremely diverse university settings. Principle among the areas of similarity is the clearly articulated need for a network structure, external to any given university, to play a strategic role in enabling CBLR institutionalization goals. ********** This paper examines a university-community ne...
International Journal of Group Tensions, 1976
This volume is part of a series of 18 monographs on service learning and the academic disciplines... more This volume is part of a series of 18 monographs on service learning and the academic disciplines. This volume offers a collection of essays on the integration of service learning in the field of peace studies.
Michigan Journal of Community Service Learning, 2008
Conversations continue as to whether and how community-based learning and research (CBLR) can be ... more Conversations continue as to whether and how community-based learning and research (CBLR) can be most effectively integrated into the mission and practice of institutions of higher education (IHEs). In 2005, eight District of Columbia-(DC-) area universities affiliated with the Community Research and Learning (CoRAL) Network engaged in a planning and evaluation exercise, applying a "rapid assessment" method to gauge baseline levels of CBLR institutionalization on each campus, envisioning progress in key areas, and proposing ways in which the CoRAL Network could achieve institutionalization goals. Aggregate analysis of the assessment data suggests several areas of similarity across extremely diverse university settings. Principle among the areas of similarity is the clearly articulated need for a network structure, external to any given university, to play a strategic role in enabling CBLR institutionalization goals. This paper examines a university-community network created to support community-based learning and research in Washington, D.C. The Community Research and Learning (CoRAL) Network serves as the focus of this analysis aimed at identifying some of the value-added components of and challenges to operating a network among institutions of higher education (IHEs) and community partners. For analysis, we utilize an innovative self-assessment technique developed to measure social capital and adapt it to assess institutional and inter-institutional dimensions of universities' civic engagement. We conclude with a discussion of our findings, particularly in light of the limitations of our self-assessment based method, to support the value of regional IHE networks. History of the CoRAL Network The Community Research and Learning (CoRAL) Network had its origins at Georgetown University (GU), catalyzed by a 1997 capacitybuilding grant from the Bonner Foundation. The grant was used to develop expertise in undertaking collaborative, community-driven research designed
The Educational Forum, Jan 30, 2008
International Encyclopedia of the Social & Behavioral Sciences, 2015
International Encyclopedia of the Social & Behavioral Sciences, 2015
Journal of Education for Business, 1996
In its Standard C.1.1, the American Assembly of Collegiate Schools of Business (AACSB) requires t... more In its Standard C.1.1, the American Assembly of Collegiate Schools of Business (AACSB) requires the treatment of ethics and diversity issues in the curricula of the institutions it accredits. Addressing these issues in the statistics classroom not only provides an opportunity for meeting the accreditation criteria; it also crates interesting and relevant applications of statistical tools. This article suggests learning
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Papers by Kathleen Maas Weigert