We use data from the General Social Survey (1983 to 1991) to test Wolfgang and Ferracuti's hypothesis that violent values are widespread among African‐Americans. Contrary to the expectations of the black subculture of violence thesis, our analyses indicate that white males are significantly more likely than blacks to express violent tendencies in defensive situations and that there is no significant difference between white and black males in offensive situations, ceteris paribus. Thus, we have rejected, within the limitations of our data, the hypothesis that a unique subculture of violence exists among the general population of African‐Americans in the United States.

Community Health Workers (CHWs) are often incorporated into efforts to reduce health disparities for vulnerable populations. However, their voices are rarely the focus of research when considering how to increase their job effectiveness and sustainability. The current study addresses this gap by privileging the voices of 28 CHWs who work with Latinx communities in Nebraska through in-depth, semistructured interviews. Using a multilevel, Culture-Centered Approach (CCA) to Health Communication, we identified two key structural communication issues: (a) increasing language accommodation and (b) increasing (and stabilizing) network integration across three ecological levels of health behavior ( individual, microsystem, and exosystem). This study shows the uniquely valuable perspective that CHWs have as they navigate hierarchical health care structures and community cultures to meet the needs of their Latinx clients. Findings suggest that CHWs should be included in health care organization and policy discussions to reduce health disparities for Latinx populations.

This article examines school discipline and violence. First, a distinction is made between different notions of violence. Clarity is brought to the concept of discipline, and an attempt is also made to demonstrate how these concepts of violence and discipline are wed. Second, the article traces approximately four decades of school disciplinary techniques and attempts to explain their growth and decline. The techniques range from corporal punishment of the past to the medicalization of disruptive youths in the present. Third, the conflict resolution and peaceable school movements are surveyed. Fourth, the findings from a number of studies are reviewed to provide a synthesis of the current research and lay the basis for a set of recommendations for constructing orderly school environments and reducing violence.

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The effect of service-learning on college and university students has attracted considerable scholarly attention in the last decade. However, few attempts to replicate studies are conducted. The purpose of the research reported in this article is threefold: (1) to assess the reliability of a modified version of Kelly, Chase, and Tucker's (1979) taxonomy to discriminate accurately between sub-categories of replication in studies of service-learning outcomes; (2) to determine the extent of replications in the service-learning outcomes literature; and (3) to make recommendations based on the study's results. The research sample consists of data-based articles published in peer-reviewed journals between[space] 1993 and 2004. The taxonomy's ability to discriminate [between] types of replications yields an inter-rater reliability of 88 percent. The results indicated that 31 (70.4 percent) of the studies were classified as either operational or constructive replications. Many of the studies were “within-study” replications, meaning that researchers are replicating their own research. Several recommendations for improving the quality of service-learning outcomes research are proposed.