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Correctional policies, such as the elimination of Pell Grants to prisoners, often limit inmate educational opportunities. Thus, examination of the possible negative consequences of such actions seems important. Though characterized by some inconsistency, previous research has suggested that post-secondary education within prison has the beneficial effect of reducing recidivism. What is missing is an explicit comparison of the effects of different types of correctional education programs, with a specific focus on discerning the relative effects of college versus non-college education. The present study addresses this issue through analysis of 972 Ohio inmates paroled or released from prison between 1989 and 1992. Our results suggest that college has a substantially stronger negative impact upon recidivism hazard rates than do other forms of correctional education (e.g. high school, GED, vocational education) and imply that, perhaps, the current policy regarding postsecondary correctional education programs is misguided.

Instructional technologies can be effective tools to foster student engagement, but university faculty may be reluctant to integrate innovative and evidence-based modern learning technologies into instruction. Based on Rogers' diffusion of innovation theory, this quantitative, nonexperimental, one-shot cross-sectional survey determined what attributes of innovation (relative advantage, compatibility, complexity, trialability, and observability) predict the probability of faculty adopting the audience response system (ARS) into instruction. The sample of the study consisted of 201 faculty at a university in the southeastern United States. Binary logistic regression analysis was used to determine the attributes of innovation that predict the probability of faculty adopting the ARS into instruction. Out of the five attributes, compatibility and trialability made significant contributions to the model. The implication of the findings is that, in order to maximize adoption, the faculty needs to be given the opportunity to pre-test the ARS prior to implementation, and they need to know how the technology will assist them in achieving their pedagogical goals. Recommendations were made to leverage these attributes to foster faculty adoption of the ARS into instruction.

Current discussions within symbolic interaction point to a concern with (a) returning to Mead's original insights, (b) extending Meadian thought beyond the micro realm, and (c) linking Mead's ideas to constructive social action. These concerns complement an effort within contemporary Marxist literature to provide a systematic social psychology for understanding new forms of domination in capitalist society. In exploring the philosophical foundations of Mead and Marx, the authors identify fundamental similarities in their approaches to the relation between consciousness and community. The authors criticize the current attempts to synthesize Marx and Freud and call for a more thoroughly sociological approach. A Meadian reading of Marx, unlike the Marx‐Freud synthesis, is consistent with sociological assumptions and points to the practical possibility of transformative social change through the interpersonal act.