Normative youth's attitudes toward integrating detached youth within normative youth settings: Gender and field of studies differences

Shlomo Romi

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    1 Scopus citations

    Abstract

    This two-phase study examines normative youth's attitudes toward integrating detached youth within normative youth settings. Phase I deals with high school students and focuses on sex differences in attitude. Demographic and attitude questionnaires were administered. Two hypotheses were assumed for this phase: (a) Females would show greater positive attitudes toward integrating detached youth than males; (b) Females' attitudes toward integrating detached youth would be similar at both individual and societal levels, whereas males' attitudes toward integrating detached youth would be more positive at the societal level than at the individual level. In Phase II, the same questionnaires were administered to college students. Two hypotheses were assumed: (a) females would demonstrate more positive attitudes than males toward integrating detached youth within normative youth settings; (b) students in the social sciences would demonstrate more positive attitudes than students in the natural sciences. Both Phase I hypotheses were supported. Normative youth's attitudes toward integrating detached youth within normative youth settings were found to be positive. In contrast, neither of the Phase II hypotheses were supported; there were no gender differences, nor any differences between social science students and natural science students. Theoretical and operative conclusions of these findings are presented.

    Original languageEnglish
    Pages (from-to)261-273
    Number of pages13
    JournalChild and Youth Care Forum
    Volume28
    Issue number4
    DOIs
    StatePublished - 1999

    Bibliographical note

    Funding Information:
    Correspondence should be addressed to Shlomo Romi, Ph.D., School of Education, Bar Ilan University, Ramat-Gan, Israel; e-mail [email protected]. The author would like to thank the Institute for Community Education and Research, School of Education, and the Schnitzer Foundation for Research on the Israeli Economy and Society, Bar Ilan University, for their support.

    Funding

    Correspondence should be addressed to Shlomo Romi, Ph.D., School of Education, Bar Ilan University, Ramat-Gan, Israel; e-mail [email protected]. The author would like to thank the Institute for Community Education and Research, School of Education, and the Schnitzer Foundation for Research on the Israeli Economy and Society, Bar Ilan University, for their support.

    FundersFunder number
    Bar Ilan University
    Institute for Community Education and Research, School of Education
    Schnitzer Foundation for Research on the Israeli Economy and Society

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