Much of what is known about emotions and sexuality explores the relationship enhancing qualities of positive affect. This research extends the current literature by focusing on the association between negative feelings and sexual thoughts and experiences in the context of close relationships, controlling for the effect of positive feelings. Specifically, the unique effects of daily negative feelings toward one's partner in general and specific negative feelings (i.e., anger, anxiety, and sadness) on the sexual experience of heterosexual, gay male, and lesbian relationships were explored. Participants completed an initial questionnaire followed by daily diary measures for 14 consecutive days. Positive feelings were positively associated with sexual variables as expected. Negative feelings were associated with increases in sexual behaviors for heterosexual men and women and gay men, but not lesbian women. Sadness showed a unique positive association with arousal, lust, wanted sexual behavior, and sexual behavior for heterosexual men and women and gay men, but not lesbian women. Neither anger nor anxiety was uniquely associated with the sexual experience for heterosexual or same-sex couples.

No abstract

ABSTRACT. Latina/o students in rural communities face unique challenges in their efforts to access higher education opportunities that lead to a four-year college degree. We describe a pilot distance degree program in which a four-year research university in southern Arizona partnered with a rural community college to offer a Bachelor of Science degree in family studies and human development (FSHD) to place-bound students. This program enables students located near the community college to attend courses both on that campus and virtually at the partnering university. We address specific experiences and lessons learned in terms of the partnership required to maintain high academic standards, while being culturally responsive, and meeting the unique needs of these distance degree students. Family Science as a Pathway to Higher Education Attainment for Rural, Latina/o Students: Lessons from a Pilot Distance Degree ProgramLatina/o students in rural communities face a number of challenges accessing higher education opportunities that can lead to successful completion of a four-year college degree. These students may have opportunities to attain an associate's degree, but avenues for obtaining a bachelor's degree from a distance are typically limited. In this paper, we identify some of the unique issues and challenges facing place-bound, rural Latina/o students in their path toward higher education, including the role of family. We then describe a small pilot distance B.S. degree program in family studies and human development (FSHD) designed to meet the needs of this population. The pilot program is based on a partnership between the School of Family and Consumer Sciences at a four-year research university in southern Arizona and a rural community college located in an agricultural community near the border of Mexico. Latina/o Higher Education Attainment: Issues & ChallengesAccording to recent statistics, the state of Arizona has the sixth largest Latina/o population in the United States (Excelencia in Education, 2012). Our use of the term Latina/o for purposes of this paper is based on the U.S. Census Bureau (2014a) definition which specifies that "Hispanics or Latina/os are those people who classified themselves in one of the specific Spanish, Hispanic, or Latina/o categories listed on the Census 2010 questionnaire -'Mexican,' 'Puerto Rican,' or 'Cuban.' In Arizona, Latina/os comprise approximately 30% of the total population and 43% of the K-12 population; individuals of Mexican origin account for almost 26% of the state population (U.S. Census Bureau, 2010). An important challenge for higher education in the state of Arizona (and nationally) is to improve college completion for Latina/o college students. The Higher Education Attainment GapAlthough Latina/o educational attainment has increased over the last ten years, the rate of college enrollment and completion among Latina/os continues to lag behind that of other groups. According to 2013 statistics, only 22% of Latina/o adults earned an associate's degree or h...

No abstract

No abstract