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Student learning was assessed in an innovative university-community partnership in which undergraduate students enrolled, first, in a didactic course on intimate partner violence and, subsequently, in a service-learning course where they worked with children living in a shelter for survivors of intimate partner violence. Data were collected at the start and end of the first semester, and at the end of the second semester. Quantitative and qualitative methods indicated that students gained knowledge regarding intimate partner violence, resources available to survivors, and how to respond to a friend in an abusive relationship. The students' perspectives on how they changed as well as the strengths and limitations of this study are discussed.

Among Latina/o Americans, the fastest growing segment of the U.S. population, disparities exist in educational and career attainment. The emergence of research on Latina/o students has resulted in varied findings that make it difficult to draw conclusions as to which predictors are most closely associated with goal outcomes for this population. Using meta-analytic techniques, the current study examined the magnitude, direction, and heterogeneity of effect sizes across multiple educational and vocational goal outcomes for Latina/o students (i.e., educational/vocational aspirations, expectations, goals/plans, and persistence). Across 34 independent samples from 33 studies, career-related self-efficacy, peer support, adult support, barriers, and Anglo acculturation had moderate effects on at least one of the outcomes, with career-related self-efficacy and peer support being moderately related to two or more outcomes. If replicated, this research suggests that interventions focused on career-related self-efficacy and peer support could enhance the development of educational and career goals for Latina/o students.

The purpose of this study was to examine intimate partner abuse (IPA), parental attachment, and romantic attachment among college women. More specifically, IPA was examined such that women who had experienced abuse and those who had not were compared with respect to parental and romantic attachment using the lens of attachment theory. Undergraduate women (N = 502) completed an online survey assessing their experiences of IPA as well as their parental and romantic attachment styles. Bivariate correlations demonstrated that IPA was significantly associated with all study variables (i.e., love withdrawal, care, and overprotection from both mother and father; romantic anxiety) in the hypothesized directions with the exception of romantic avoidance not being associated with abuse. Regarding the comparison of women who had experienced abuse (n = 367) to women who had not experienced abuse (n = 135), one-way analyses of variance (ANOVAs) revealed significant group mean differences in the hypothesized directions between abused and nonabused women with respect to love withdrawal and overprotection from both mothers and fathers, and romantic anxiety. In addition, psychological IPA and physical IPA were examined separately, yielding additional group differences regarding care from father and care from both mother and father, respectively. This work begins to examine attachment and IPA in new ways because it examines both parental attachment and romantic attachment in relation to IPA.

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