Volume 34, Issue 1

This study supports the contention that certain features of acquaintance rape prevention programs are more effective than others in changing the attitudes of first year college men about the sexual assault of women.

Cults in Our Midst: The Hidden Menance in Our Everyday Lives by Margaret Thaler Singer with Janja Lalich

The author explores the myths fashioned during the growth of student affiars and discusses their implications for student affairs administrators. Among the myths she contests are that the field lacks a professional philosophy, that it was founded "by default", and that it must have an educational mission equal to that of the faculty.

This study examines the differences in autonomy development between second year college students who typically stayed on campus on weekends and those who often left campus on weekends during their freshman year. Possible implications for activities programming on college campuses, particularly in residence halls, are explored.

Reflecting on a Shaker hymn, the author finds lessons for student affairs practice. To be effective in a rapidly changing world, the student affairs administrator should remain aware of such basic values as simplicity, freedom, self-realization, and caring for others.

The author examines social host liability doctrines as interpreted by the courts and discusses them in relation to the college and university. Based on a study of campus fraternity chapters, their attitudes and knowledge about social host liability, and their methods of addressing this possible problem, the author suggests ways that university administrators can assist in preventing these cases.

The authors explore traditional assumptions about the relative emphasis faculty members and student affairs administrators place on cognitive and affective development in the classroom. Through use of the Instructor Self-Assessment Forms and the Student Assessment Form, both groups' perceptions of the extent to which faculty and student affairs administrators emphasized these goals in a freshman orientation course are examined.

The study examines black student culture at a predominantly white liberal arts and engineering university; the values, beliefs, academic orientation to the college, and interactions of black students are studies, using a questionnaire and a theory of interpersonal environments. The findings raise issues relevant to retention services and to institutional response to black students and black student culture.