Social scientists often have been called upon to weigh in on social issues, and same-sex marriage is no exception. We draw on quantitative and qualitative data from a national survey to evaluate four of the most prominent arguments raised by opponents of same-sex marriage in court cases. Our data undermine these claims, leading to four lessons about same-sex marriage that we can surmise from public opinion: (1) opposition to same-sex marriage is about animus, (2) marital status brings clear benefits to same-sex couples, (3) state variation in marital laws places same-sex couples in a vulnerable position, and (4) legal alternatives to same-sex marriage do not obviate the need for same-sex marriage. We briefly outline these four lessons and discuss the continuing importance of social science research—in particular, public opinion research—for understanding issues that will emerge as the perceptions of and legal rights afforded to same-sex couples change in the United States.
Although Sense of Belonging has long been an important construct in understanding student success in higher education, it has not been examined in the alumni context. In this article, we explore the association between graduate students’ Sense of Belonging and alumni engagement. We draw on an original data set ( n = 1,601) that combines administrative records on alumni giving and data from a 2017 survey. Using multivariate analyses, we show that alumni with a stronger Sense of Belonging are more likely to give to their alma mater and to hold pro-philanthropic attitudes. Furthermore, Sense of Belonging is positively associated with other forms of alumni engagement and participation, including volunteering. Our findings highlight the need to examine the link between unintentional social interactions and alumni engagement and giving.
Portugal is one of the most egalitarian countries in Europe in terms of lesbian, gay, bisexual, transgender, and intersex (LGBTI) individuals' legal rights. However, regarding education Portugal still lacks specific policies, plans and interventions to protect LGBTI students. To assess the perceptions of self-identified LGBTI youth regarding their school context, a total of 663 participants (aged from 15 to 20 years old) filled in an on-line questionnaire about their school climate. One hundred and forty-six of them answered an open-ended question about their personal experiences. A thematic analysis of these answers was conducted, and four main categories were identified: (i) victimization, (ii) coming out experiences, (iii) support networks, and (iv) demands. Most participants reported experiences of discrimination, and several sources of prejudice were identified. Furthermore, participants also recognized a lack of LGBTI information in school curriculum and made several demands. Besides inclusive laws, we suggest that the safety and the well-being of LGBTI youths in Portuguese schools depend upon others measures, such as teacher and school staff training, curricula inclusive of LGBTI diversity, and local strategies, such as Gay-Straight Alliances.
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