Event-related clinical distress in college students: Responses to the 2016 U.S. Presidential election

Objectives: College students have cited the 2016 U.S. presidential election as a significant source of stress. The current study examined the prevalence and demographic correlates of clinically significant election-related avoidance and intrusion symptoms among college students 2-3 months after the election. Participants: College students attending a large public university (N = 769; M_age = 19.19; 48.2% female; 58.4% White) were surveyed in January and February 2017. Methods: Participants completed a validated measure of clinically significant event-related distress symptoms (eg, intrusive thoughts, avoidance) and demographic questions. Results: One out of four students met criteria for clinically significant symptoms related to the election. Regression analyses suggested that sex, political party, religion, and perceived impact of the election on relationships were more useful predictors of stress symptoms than race or social class. Conclusions: The high level of event-related distress is concerning because elevated symptoms of event-related stress are predictive of future distress and subsequent PTSD diagnoses.

The Effects of Exposure to Positive Gender Stereotypes on Women’s and Men’s Performance in Counter-Stereotypical Tasks and Pursuit of Agentic and Communal Goals

Abstract. Two studies examined the effects of exposure to positive gender stereotypes on performance in counter-stereotypical domains and pursuit of agentic and communal goals. Exposure to stereotypes about women’s communality (Study 1, N = 108) led to impaired math performance among women, regardless of their math identification. Exposure to stereotypes about men’s agency (Study 2, N = 129) led to impaired performance in a test of socio-emotional ability among men high in domain identification. Moreover, among women with high math identification, exposure to the communality stereotype increased the pursuit of agentic goals. Among men, exposure to the agency stereotype tended to decrease the pursuit of communal goals. These results are consistent with accumulating evidence for the “dark side” of positive stereotypes, yet, for women, they also point to active attempts to counteract them.

In Pursuit of Honors: A Multi-Institutional Study of Students' Perceptions of Clerkship Evaluation and Grading

PURPOSE

To examine medical students' perceptions of the fairness and accuracy of core clerkship assessment, the clerkship learning environment, and contributors to students' achievement.

METHOD

Fourth-year medical students at 6 institutions completed a survey in 2018 assessing perceptions of the fairness and accuracy of clerkship evaluation and grading, the learning environment including clerkship goal structures (mastery- or performance-oriented), racial/ethnic stereotype threat, and student performance (honors earned). Factor analysis of 5-point Likert items (1 = strongly disagree, 5 = strongly agree) provided scale scores of perceptions. Using multivariable regression, investigators examined predictors of honors earned. Qualitative content analysis of responses to an open-ended question yielded students' recommendations to improve clerkship grading.

RESULTS

Overall response rate was 71.1% (666/937). Students believed that being liked and particular supervisors most influenced final grades. Only 44.4% agreed that grading was fair. Students felt the clerkship learning environment promoted both mastery and performance avoidance behaviors (88.0% and 85.6%, respectively). Students from backgrounds underrepresented in medicine were more likely to experience stereotype threat vulnerability (55.7% vs 10.9%, P < .0005). Honors earned was positively associated with perceived accuracy of grading and interest in competitive specialties while negatively associated with stereotype threat. Students recommended strategies to improve clerkship grading: eliminating honors, training evaluators, and rewarding improvement on clerkships.

CONCLUSIONS

Participants had concerns around the fairness and accuracy of clerkship evaluation and grading and potential bias. Students expressed a need to redefine the culture of assessment on core clerkships to create more favorable learning environments for all students.

Discrimination in the United States: Experiences of black Americans

Objective

To examine experiences of racial discrimination among black adults in the United States, which broadly contribute to their poor health outcomes.

Data Source and Study Design

Data come from a nationally representative, probability‐based telephone survey including 802 non‐Hispanic black and a comparison group of 902 non‐Hispanic white US adults, conducted January–April 2017.

Methods

We calculated the percent of blacks reporting discrimination in several domains, including health care. We used logistic regression to compare the black‐white difference in odds of discrimination, and among blacks only to examine variation by socioeconomic status, gender, and neighborhood racial composition.

Principal Findings

About one‐third of blacks (32 percent) reported experiencing discrimination in clinical encounters, while 22 percent avoided seeking health care for themselves or family members due to anticipated discrimination. A majority of black adults reported experiencing discrimination in employment (57 percent in obtaining equal pay/promotions; 56 percent in applying for jobs), police interactions (60 percent reported being stopped/unfairly treated by police), and hearing microaggressions (52 percent) and racial slurs (51 percent). In adjusted models, blacks had significantly higher odds than whites of reporting discrimination in every domain. Among blacks, having a college degree was associated with higher odds of experiencing overall institutional discrimination.

Conclusions

The extent of reported discrimination across several areas of life suggests a broad pattern of discrimination against blacks in America, beyond isolated experiences. Black‐white disparities exist on nearly all dimensions of experiences with public and private institutions, including health care and the police. Evidence of systemic discrimination suggests a need for more active institutional interventions to address racism in policy and practice.

The relationship between entrepreneurial intent, gender and personality

PURPOSE

We examine gender differences in personality traits of people with and without entrepreneurial intent to assess whether women who intend to become entrepreneurs exhibit particular tendencies that can be fostered.

DESIGN/METHODOLOGY/APPROACH

Participants completed an online battery of well-established questionnaires to cover a range of personality traits relevant to entrepreneurship and gender. Participants also answered items concerning intent to become an entrepreneur. A factor analysis of personality traits produced four factors (Esteem and Power, Ambition, Risk Propensity, and Communal Tendency, the latter reflecting Openness and Cooperation, without Hubris). We constructed four parallel regression models to examine how gender, entrepreneurial intent, and the interaction of gender with intent related to these four personality factor scores.

FINDINGS

Participants who endorsed a desire to become an entrepreneur reported higher Ambition. Women with entrepreneurial intentions endorsed higher levels of Communal Tendency than men with entrepreneurial intent. Those without entrepreneurial intent did not show gender differences in Communal Tendency.

IMPLICATIONS

Current findings suggest that men and women who intend to become entrepreneurs share many traits, but women with entrepreneurial intent show unique elevations in communal tendencies. Thus, a worthwhile locus for intervention into the gender disparity in self-employment may be providing space for and acknowledgement of prosocial motivation and goals as one successful route to entrepreneurship.

ORIGINALITY/VALUE

Given the underutilized economic potential of women entrepreneurs, there is a fundamental need for a rich array of research on factors that limit and promote women's entry into entrepreneurship. Current findings indicate that personality may be one piece of this puzzle.

Gender disparity and implicit gender bias amongst doctors in intensive care medicine: A 'disease' we need to recognise and treat

UK medical schools have trained equal numbers of male and female doctors for almost 20 years. However, within intensive care medicine only 22% of consultants are female. This article uses the classic descriptors of a disease to explain how unconscious gender bias leads to gender disparity. It provides an introduction and summary of the literature explaining how unconscious biases are formed. It then shows how through overvaluing classically male, or agentic traits, intensive care medicine is at high risk of perpetuating gender disparity to the detriment of the whole speciality. Finally, it covers practical options on how to improve bias awareness and gender disparity nationally and locally within intensive care medicine.

Coping With Stigma in the Workplace: Understanding the Role of Threat Regulation, Supportive Factors, and Potential Hidden Costs

Despite changes in their representation and visibility, there are still serious concerns about the inclusion and day-to-day workplace challenges various groups face (e.g., women, ethnic and cultural minorities, LGBTQ+, people as they age, and those dealing with physical or mental disabilities). Men are also underrepresented in specific work fields, in particular those in Health care, Elementary Education, and the Domestic sphere (HEED). Previous literature has shown that group stereotypes play an important role in maintaining these inequalities. We outline how insights from research into stigma, social identity, and self-regulation together increase our understanding of how targets are affected by and regulate negative stereotypes in the workplace. This approach starts from the basis that members of negatively stereotyped groups are not just passive recipients of negative attitudes, stereotypes, and behaviors but are active individuals pursuing multiple goals, such as goals for belonging and achievement. We argue that it is only by understanding stigma from the target's perspective (e.g., how targets are affected and respond) that we can successfully address workplace inequality. Key in this understanding is that stereotypes, prejudice, and discrimination have taken on much more subtle forms, with consequences for the way members of stigmatized groups cope. These insights lead us to propose an approach to understanding barriers to workplace equality that highlights four key aspects: (1) the different (often subtle) potential triggers of identity threat in the workplace for members of stigmatized groups; (2) the ways in which members of stigmatized groups cope with these threats; (3) the role of supportive factors that mitigate potential threats and affect self-regulation; and (4) potential hidden costs for the self or others of what appears at first to be effective self-regulation. The focus on threats, coping, support, and potential hidden costs helps us understand why current diversity efforts are not always successful in increasing and maintaining members of stigmatized groups in organizations and provides insight into how we can aid efforts to effectively lower barriers to workplace equality.

Reappraising academic and social adversity improves middle school students' academic achievement, behavior, and well-being

The period of early adolescence is characterized by dramatic changes, simultaneously affecting physiological, psychological, social, and cognitive development. The physical transition from elementary to middle school can exacerbate the stress and adversity experienced during this critical life stage. Middle school students often struggle to find social and emotional support, and many students experience a decreased sense of belonging in school, diverting students from promising academic and career trajectories. Drawing on psychological insights for promoting belonging, we fielded a brief intervention designed to help students reappraise concerns about fitting in at the start of middle school as both temporary and normal. We conducted a district-wide double-blind experimental study of this approach with middle school students (n = 1,304). Compared with the control condition activities, the intervention reduced sixth-grade disciplinary incidents across the district by 34%, increased attendance by 12%, and reduced the number of failing grades by 18%. Differences in benefits across demographic groups were not statistically significant, but some impacts were descriptively larger for historically underserved minority students and boys. A mediational analysis suggested 80% of long-term intervention effects on students' grade point averages were accounted for by changes in students' attitudes and behaviors. These results demonstrate the long-term benefits of psychologically reappraising stressful experiences during critical transitions and the psychological and behavioral mechanisms that support them. Furthermore, this brief intervention is a highly cost-effective and scalable approach that schools may use to help address the troubling decline in positive attitudes and academic outcomes typically accompanying adolescence and the middle school transition.

Technology makes older adults feel older

The current study aims to examine the effect of technology use on the assessment of subjective age across the adult lifespan, with the assumption that using technology might make older people feel older. One-hundred and fifty-one participants (ages 18-83) assessed their subjective age before and after using familiar and unfamiliar applications on a touchscreen tablet. Subjective age was assessed either by line marking or by numerical response. The oldest participants felt older after the manipulation relative to their pre-manipulation baseline, unlike the youngest participants in the sample. This effect was stronger for the unfamiliar application than for the familiar application. We suggest that using technology evokes stereotype threat. Although this threat does not impair performance, it still changes self perception. These findings could have far-reaching implications for the well-being of older adults in an ever more technological world.

Power leads to action because it releases the psychological brakes on action

Why does power lead to action? Theories of power suggest it leads to action because it presses the psychological gas pedal. A review of two decades of research finds, instead, that power releases the psychological brakes on action. Power releases the psychological brakes on action by making failure seem less probable and feel less painful, thereby decreasing the downside risks of action. Power releases the psychological brakes on action by shrouding the feelings and thoughts of others, thereby diminishing the perceived social costs of action. Power releases the psychological brakes on action by limiting goal-inhibiting distractions, thereby promoting greater goal focus and focusing the mind on action. By removing these psychological barriers to action, power leads to action.

Effects of a brief psychological intervention on students' sense of belonging and educational outcomes: The role of students' migration and educational background

Disadvantaged students who or whose parents immigrated (i.e., migration background) and first-generation students (i.e., non-academic background) have a higher risk of dropping out of school or university, earning poor grades, and facing mental health problems. This is likely in part a result of their impaired sense of belonging (e.g., feeling accepted and valued by peers and others) at educational institutions. In the current study, we tested the effectiveness of a belonging intervention that aims to reduce social disparities in sense of belonging-for the first time outside North America. Past research has demonstrated that the intervention supports disadvantaged students during the transition to middle school as well as to university. The intervention, at its core, is a brief reading-writing-exercise, which teaches that worries about belonging are common among freshmen and diminish over time. We conducted a pre-post-follow-up randomized control study with 86 freshmen (34.9% academic background, 44.2% non-academic background, 20.9% migration background). The intervention had differential effects on sense of belonging and self-reported grades after the first semester: For students without a migration background, the intervention had lasting positive effects on belonging; for students with a migration background, the positive effect diminished over time. Further, compared to students without a migration background, students with a migration background reported worse grades in the control condition and similar grades in the intervention condition. In addition, the intervention had positive-but no differential-effects on depression symptoms: students in the intervention group experienced less fluctuation and lower levels of depression symptoms than in the control group. The intervention had no significant effects on intentions to persist and emotional burden after six months. In sum, we found that the presented brief psychological intervention, adapted for the students with migration background, is effective but needs further customization to achieve positive and lasting outcomes.

Socioeconomic status and the structure of the self-concept

Individuals have a myriad of potential identities that they can use to define who they are, yet little research has investigated which types of identities people tend to prioritize within their self-concepts, and how this may vary across individuals. We analyse data from two large UK social surveys (Ns = 16,966 and 44,903) that assessed the importance respondents attached to various identities within their self-concepts, and find that social class plays a crucial role. Our results show that respondents attached high importance to identities that are indicative of their social class (income, education, and professional), and at least as much importance as they gave to identities more commonly studied by psychologists (such as ethnicity, nationality, or gender). Furthermore, respondents' objective social class was one of the strongest predictors of the importance they attached to different types of identities: Higher class respondents placed greater importance on identities that are indicative of their social class, but less importance on identities based on basic demographics, chosen communities, or their sociocultural orientation. Our results suggest that social class plays an important role in structuring the self-concept, and that researchers should pay more attention to the importance of social class to self and identity processes.

"Why Can't I Become a Manager?"-A Systematic Review of Gender Stereotypes and Organizational Discrimination

Women continue to lag behind for accessing managerial positions, partially due to discrimination at work. One of the main roots of such discrimination is gender stereotyping, so we aim to comprehend those biased procedures. First, we have analyzed those highlighted gender lawsuit cases in the scientific literature that have dealt with stereotypes both in the American and the European work contexts. Second, meta-analytic studies regarding organizational consequences of gender stereotypes have been synthetized. Third, gender stereotypes have been grouped by means of a content analysis of the existing literature after processing 61 articles systematically retrieved from WOS, SCOPUS, and PsycINFO databases. As a result, a taxonomy of gender stereotypes has been achieved evidencing that descriptive and prescriptive stereotypes have an impact on decision-making procedures through the apparently perception of women as less suitable for managerial positions. Moreover, we offer a deep explanation of the gender discrimination phenomenon under the umbrella of psychosocial theories, and some measures for successfully overcoming management stereotyping, showing that organizational culture can be improved from both the perspective of equal employment opportunities and the organizational justice frameworks for reaching a balanced and healthier workplace.

Voices of the unheard: A qualitative survey exploring bereaved parents experiences of stillbirth stigma

BACKGROUND

Every year, 2.6 million babies are stillborn worldwide. Despite these figures, stillbirth remains a relatively ignored public health issue. The wider literature suggests that this is due to the stigma associated with stillbirth. The stigma of stillbirth is seen as possibly one of the greatest barriers in reducing stagnant stillbirth rates and supporting bereaved parents. However, empirical evidence on the extent, type, and experiences of stillbirth stigma remain scarce.

AIM

This study aimed to explore the stigma experiences of bereaved parents who have endured a stillbirth.

METHODS

An online survey of closed and open-questions with 817 participants (n=796 female; n=17 male) was conducted in high-income countries.

FINDINGS

Based on self-perception, 38% of bereaved parents believed they had been stigmatised due to their stillbirth. Thematic data analysis revealed several themes consistent with Link and Phelan's stigma theory- labelling, stereotyping, status loss and discrimination, separation, and power. One more theme outside of this theory- bereaved parents as agents of change was also discovered.

CONCLUSION

Bereaved parents after stillbirth may experience stigma. Common experiences included feelings of shame, blame, devaluation of motherhood and discrimination. Bereaved parents also reported the silence of stillbirth occurred during their antenatal care with many health care providers not informing them about the possibility of stillbirth. Further research needs to be undertaken to explore further the extent and type of stigma felt by bereaved parents after stillbirth, and how stigma is impacting the health care professional disseminating and distributing resources to pregnant women.

Does social context impact metacognition? Evidence from stereotype threat in a visual search task

While recent studies have emphasized the role of metacognitive judgments in social interactions, whether social context might reciprocally impact individuals’ metacognition remains an open question. It has been proposed that such might be the case in situations involving stereotype threat. Here, we provide the first empirical test of this hypothesis. Using a visual search task, we asked participants, on a trial-by-trial basis, to monitor the unfolding and accuracy of their search processes, and we developed a computational model to measure the accuracy of their metacognition. Results indicated that stereotype threat enhanced metacognitive monitoring of both outcomes and processes. Our study thus shows that social context can actually affect metacognition.

Stereotype Threat Reduces the Positivity of Older Adults' Recall

OBJECTIVES

As people get older, they show a relative preference to remember positive information over negative information. In two experiments, we tested whether the positivity of older adults' memory is affected by stereotype threat about age-related cognitive declines. We also tested whether highlighting a positive aging stereotype (older adults are wise) would inoculate older adults from stereotype threat's adverse effects.

METHOD

In Experiments 1 and 2, we manipulated whether stereotypes about age-related cognitive decline were highlighted (stereotype threat) or mitigated (stereotype alleviation). In Experiment 2, we included a third condition (intervention + stereotype threat), which highlighted positive and negative aging stereotypes. Participants then saw emotionally evocative pictures and completed a memory test.

RESULTS

In both experiments, stereotype threat selectively reduced older adults' memory for positive pictures but did not affect their memory for negative pictures. This eliminated the positivity effect (i.e., the Age × Valence interaction; Experiment 1). Our positive stereotype intervention did not reduce stereotype threat's adverse effect (Experiment 2).

DISCUSSION

Our findings show that the positivity effect is more robust when testing situations minimize stereotype threat. They also suggest that health interventions designed to capitalize on the positivity effect should ensure that ageist stereotypes are mitigated in the environment.

Social influences of interest: Conceptualizing group differences in education through a self-regulation of motivation model

Understanding group-based inequalities in education requires attention not only to performance and achievement outcomes, but also to whether and how students sustain motivation for their educational and career paths over long periods of time. The self-regulation of motivation (SRM) model describes how students’ choices to persist are driven by the dynamic interaction between goals-defined motivation, which typically guides choices to start or reengage in an activity, and experience-defined motivation (or interest), which becomes a proximal predictor of persistence once engaged in the activity. Social influences can shape both kinds of motivations in ways that systematically contribute to differences in student persistence across groups and in how people self-regulate motivation. In this paper, we detail the ways in which social roles and group norms, interpersonal bias, and institutional structural barriers can shape motivational experiences and persistence of underrepresented groups of students through several specified processes within the SRM model. We describe how the model might illumine underlying causes of differential participation rates in certain fields, and we discuss key directions for future research.

Racism and Health: Evidence and Needed Research

In recent decades, there has been remarkable growth in scientific research examining the multiple ways in which racism can adversely affect health. This interest has been driven in part by the striking persistence of racial/ethnic inequities in health and the empirical evidence that indicates that socioeconomic factors alone do not account for racial/ethnic inequities in health. Racism is considered a fundamental cause of adverse health outcomes for racial/ethnic minorities and racial/ethnic inequities in health. This article provides an overview of the evidence linking the primary domains of racism-structural racism, cultural racism, and individual-level discrimination-to mental and physical health outcomes. For each mechanism, we describe key findings and identify priorities for future research. We also discuss evidence for interventions to reduce racism and describe research needed to advance knowledge in this area.

Impact of Diagnosis Threat on Neuropsychological Assessment of People with Acquired Brain Injury: Evidence of Mediation by Negative Emotions

Objective

Some studies have shown that diagnosis threat (DT) could negatively impact the cognitive performance of undergraduate students who had sustained a mild traumatic brain injury. This study was designed to examine DT in people with acquired brain injury (ABI). As a second goal, we investigated the effect of stereotype lift as a way to overcome DT's harmful impact. The purpose of this study was also to examine the mechanisms mediating stereotype effects.

Method

People with ABI and control participants were assigned to one of three conditions: DT, cognitive-neutral (in which the cognitive status of participants with ABI and the cognitive characteristics of the tasks were deemphasized), and stereotype lift (in which a downward comparison was made with another neurological group). Participants then completed neuropsychological tasks. Negative emotions, intrusive thoughts, task expectancy, and self-efficacy were assessed for mediation analyses.

Results

Instructions impacted the performance of people with ABI, but not control participants. Compared to the cognitive-neutral condition, participants with ABI in the DT condition performed worse on memory and executive tasks (but not on attention tasks). These effects were mediated by negative emotions. There was no increase in performance in the stereotype lift condition compared to the DT condition.

Conclusions

This study showed that DT can aggravate the cognitive difficulties of people with ABI during neuropsychological assessment. The mediating role of negative emotions and the selective impact of DT on tasks that rely heavily on executive functioning are discussed in the light of the stereotype threat model.

Educational attainment predicts negative perceptions women have of their own climate change knowledge

Education may encourage personal and collective responses to climate change, but climate education has proven surprisingly difficult and complex. Self-perception of knowledge and intelligence represent one factor that may impact willingness to learn about climate change. We explored this possibility with a case study in Raleigh, North Carolina in 2015 (n = 200). Our goal was to test how gender and ethnicity influenced perceptions people had of their own climate change knowledge. Survey respondents were asked how strongly they agreed with the statement “I feel knowledgeable about climate change” (1 = strongly disagree, and 5 = strongly agree). Our survey instrument also included demographic questions about race, age, income, gender, and education, as well as respondent’s experience with natural disasters and drought. We observed an interaction between education and gender where women’s self-perceived knowledge was higher than men among people with low levels of educational attainment, but was higher for men than women among people with high levels of educational attainment. In addition, minority respondents self-reported lower perceived climate change knowledge than white respondents, regardless of educational attainment. This study enhances our understanding of the gender gap in self-perceptions of climate knowledge by suggesting it is contingent on educational attainment. This could be the result of stereotype-threat experienced by women and minorities, and exacerbated by educational systems. Because people who question their knowledge are often more able to learn, particularly in ideologically charged contexts, highly educated women and minorities may be more successful learning about climate change than white men.

Gender Stereotypes in a Children's Television Program: Effects on Girls' and Boys' Stereotype Endorsement, Math Performance, Motivational Dispositions, and Attitudes

Television programs are a central part of children's everyday lives. These programs often transmit stereotypes about gender roles such as "math is for boys and not for girls." So far, however, it is unclear whether stereotypes that are embedded in television programs affect girls' and boys' performance, motivational dispositions, or attitudes. On the basis of research on expectancy-value theory and stereotype threat, we conducted a randomized study with a total of 335 fifth-grade students to address this question. As the experimental material, we used a television program that had originally been produced for a national TV channel. The program was designed to show children that math could be interesting and fun. In the experimental condition, the program included a gender stereotyped segment in which two girls who were frustrated with math copied their math homework from a male classmate. In the control condition, participants watched an equally long, neutral summary of the first part of the video. We investigated effects on boys' and girls' stereotype endorsement, math performance, and different motivational constructs to gain insights into differential effects. On the basis of prior research, we expected negative effects of watching the stereotypes on girls' performance, motivational dispositions, and attitudes. Effects on the same outcomes for boys as well as children's stereotype endorsement were explored as open questions. We pre-registered our research predictions and analyses before conducting the experiment. Our results provide partial support for short-term effects of gender stereotypes embedded in television programs: Watching the stereotypes embedded in the video increased boys' and girls' stereotype endorsement. Boys reported a higher sense of belonging but lower utility value after watching the video with the stereotypes. Boys' other outcome variables were not affected, and there were also no effects on girl's performance, motivational dispositions, or attitudes. Results offer initial insights into how even short segments involving gender stereotypes in television shows can influence girls' and boys' stereotype endorsement and how such stereotypes may constitute one factor that contributes to gender differences in the STEM fields.

The distinct effect of multiple sources of stereotype threat

Stereotype threat (ST) refers to the risk of confirming a negative stereotype about one's group. Distinct forms of ST can be elicited based on both the target and the source of the threat. Here, we focused on how peculiar ST sources distinctly impact performance for individuals who face self-based threats. More particularly, we hypothesized that the decrease in performance would be stronger for individuals who face a self-concept threat (triggered by a private self-evaluation) in comparison with those who face an own-reputation threat (triggered by a public evaluation). In two studies, participants were randomly assigned to one of the following experimental conditions: control, self-concept, or own-reputation threat. Results confirmed the hypothesis by showing that participants in the control condition perform better than those in the own-reputation threat condition, who performed better than those in the self-concept threat condition. The contributions of this work as well as the limitations are discussed.

Language Diversity, Nonnative Accents, and Their Consequences at the Workplace: Recommendations for Individuals, Teams, and Organizations

As the workplace is becoming increasingly global, organizations are employing more persons who work in a nonnative language. Moreover, challenges in communication between employees with different linguistic background is inevitable in international mergers and acquisitions, and failure to recognize and address these challenges can create major obstacles to achieving effective integration benefits. Thus, it is imperative for global leaders and managers to understand the effects of language diversity on intraorganizational dynamics. The purpose of this article is to (1) examine the cognitive and affective experiences of both native and nonnative English speakers when they interact with one another and illustrate how language diversity can affect intergroup dynamics in organizations and (2) provide recommendations and interventions to global leaders and managers on how to create a productive and inclusive environment for both native and nonnative language-speaking employees at the individual, team, and organizational level.

Math Self-Efficacy and STEM Intentions: A Person-Centered Approach

Research pertaining to STEM interest and persistence continues to be a top priority in the educational research arena. The current study employed a person-centered approach to examine the impact of math self-efficacy and various distal predictors, such as individuals' demographic information, beliefs about math, and social group identification, on STEM interest and intentions. Specifically, we conducted a latent profile analysis (LPA), thereby inferring three homogeneous subgroups of individuals or latent classes from their response patterns on the 18-item sources of math self-efficacy measure. Our analyses showed that individuals' ethnicity, implicit theories of math ability, and other group orientation were predictive of class membership (Mastery, Moderate, and Unconfident). We also found that there were significant differences in interest in STEM subjects, interest in STEM activities, individuals' majors, and retention grade point average across the three latent classes. Our findings support the importance of math self-efficacy in choice of major as well as overall academic performance regardless of whether a student is in a STEM field or a non-STEM field.

Persistence Mindset among Adolescents: Who Benefits from the Message that Academic Struggles are Normal and Temporary?

Research proposing that mindset interventions promote student achievement has been conducted at a frenetic pace nationwide in the United States, with many studies yielding mixed results. The present study explores the hypothesis that mindset interventions are beneficial for students only under specific circumstances. Using a randomized controlled trial with student-level random assignment within two public schools (School 1: n = 198 seventh-graders, 73% Black, 27% White, 53% male; School 2: n = 400 ninth-graders, 98% White, 2% Black, 52% male), this trial conceptually integrated elements from three evidence-based mindset interventions. It then examined two theoretically driven moderators of student performance following the transition to middle or high school: students' racial backgrounds and students' educational expectations. Results indicated that the intervention was effective for a particular subset of students-Black students with high educational expectations-resulting in higher grades over the course of the year. Among students with low educational expectations (regardless of race), the intervention did not impact grades. For White students with high educational expectations, the control activities actually benefitted grades more than the mindset intervention. Both theoretical and practical implications for mindset research are discussed.

Gender differences in individual variation in academic grades fail to fit expected patterns for STEM

Fewer women than men pursue careers in science, technology, engineering and mathematics (STEM), despite girls outperforming boys at school in the relevant subjects. According to the 'variability hypothesis', this over-representation of males is driven by gender differences in variance; greater male variability leads to greater numbers of men who exceed the performance threshold. Here, we use recent meta-analytic advances to compare gender differences in academic grades from over 1.6 million students. In line with previous studies we find strong evidence for lower variation among girls than boys, and of higher average grades for girls. However, the gender differences in both mean and variance of grades are smaller in STEM than non-STEM subjects, suggesting that greater variability is insufficient to explain male over-representation in STEM. Simulations of these differences suggest the top 10% of a class contains equal numbers of girls and boys in STEM, but more girls in non-STEM subjects.

"You Know if You Quit, That's Failure, Right?": Barriers to Professional Lactation Certification

BACKGROUND

Researchers have confirmed that breastfeeding disparities persist and that International Board Certified Lactation Consultants (IBCLCs) play a key role in reducing them. However, there continues to be a limited availability of IBCLCs throughout the United States, with racial minorities facing persistent barriers during the certification process. Research aim: Using a critical race theory framework, the aim was to describe the barriers and supports that IBCLCs experience during the course of their certification.

METHODS

This study used a prospective, cross-sectional, qualitative design with semistructured interviews with IBCLCs ( N = 36) from across the United States. Interviews were audio-recorded and professionally transcribed. Results were analyzed using an in-depth thematic analysis from the perspective of critical race theory.

RESULTS

Women made up the majority ( n = 35; 97.22%) of the sample. People of color made up slightly less than half of the sample ( n = 16; 44.44%). Barriers were initially coded by the stages of the certification process. Existing healthcare providers experienced advantages in the certification process because of their connection to social networks and resources in their hospital or place of employment. Cost and racial discrimination were identified, using a structural racism lens, as primary barriers for certification. Race-related barriers were particularly pervasive and were detailed by each stage of the certification process.

CONCLUSION

Lactation organizations and care providers need to consider ways to mitigate these perceived differences in support and infrastructure. These changes could help to ensure equity in the profession and may reduce racial discrimination in lactation care.

A Brief Introduction to the Multidimensional Intercultural Training Acculturation Model (MITA) for Middle Eastern Adolescent Refugees

The large number of adolescent refugees around the world constitutes a great challenge for societies. However, current models of acculturation have been developed for migrants, but not specifically for adolescent refugees. Crucial factors to describe adolescent refugee acculturation, such as intentions to return to their homeland, especially with respect to adolescent refugees with temporary residency and experiences of potentially traumatic events, are missing. Hence, the Multidimensional Intercultural Training Acculturation (MITA) model is introduced. The model proposes that two major concerns for adolescent refugees, which are socio-cultural adjustment and mental health, are predicted by intercultural and social–emotional competence, intentions to return to their homeland, and experiences of traumatic events. Moreover, the effects of three modes of acculturation are also proposed in the model. It is expected that these variables mediate the effects of intercultural competence, social–emotional competence, intentions to return to the homeland, and experiences of traumatic events on socio-cultural adjustment as well as mental health. Finally, it is also expected that in-group social support and out-group social support moderate the direct connection between the experiences of traumatic events and mental health.

African American adolescents' gender and perceived school climate moderate how academic coping relates to achievement

Using stereotype threat and motivational resilience theories as the guiding frameworks, this study examined how African American adolescents' academic coping strategies (i.e., problem solving, help seeking, self-encouragement, comfort seeking, and commitment) were associated with academic achievement, and whether these associations varied by adolescents' gender and perceptions of school climate (i.e., school mastery goal structure and support for cultural pluralism). Data were collected from 274 African American seventh graders (M_age = 12.84 years; 55% female; 91% low-income). Results suggested that associations between academic coping and achievement depended on adolescents' gender and school climate perceptions. Problem solving was associated with higher achievement for males only. Comfort seeking was associated with lower achievement among females and for adolescents who perceived their schools to be less mastery-oriented. Commitment related to lower achievement among males who perceived less supportive school climates. Importantly, self-encouragement was associated with higher achievement among males who perceived greater school support for cultural pluralism. Replication analyses with White adolescents from the same schools indicated that these findings were unique to African American adolescents.

Autistic people's perspectives on stereotypes: An interpretative phenomenological analysis

Autism stereotypes can often portray autistic people in a negative way. However, few studies have looked at how autistic people think they are perceived by others, and none have specifically asked autistic people what they think the autistic stereotypes are. Semi-structured interviews with 12 autistic adults (aged between 20 and 63 years) were conducted. Using interpretative phenomenological analysis, three main themes emerged from the data. These were as follows: (1) the primary stereotype is that autistic people are 'weird'; (2) autistic stereotypes have negative effects and consequences; and (3) autistic people are heterogeneous. This study makes an important and novel contribution to understanding the experience of being autistic by exploring how autistic people feel they are perceived by others and identifying some of the ways in which negative stereotypes are believed to have negative consequences for autistic people.

Differential Identification of Females and Males with Reading Difficulties: A Meta-Analysis

Males are more likely than females to be identified as having reading difficulties, but it is unclear if this is a result of sample ascertainment or identification bias. The purpose of this meta-analysis was to determine the magnitude of gender differences in reading difficulties using available studies in which researchers investigated this difference and an additional dataset with a representative U.S.

SAMPLE

After conducting a literature search, sixteen studies and a restricted use dataset were included in the present analysis (N = 552,729). A random-effects odds ratio (OR) model indicated that males are 1.83 times more likely than females to have reading difficulties. Moderator analyses revealed that the gender ratio is greater when the identified reading difficulties were more severe. Further, this difference in identification rates across males and females was found without evidence of publication bias. Implications for the identification of students with reading difficulties are discussed.

Reducing negative affect and increasing rapport improve interracial mentorship outcomes

Research suggests that interracial mentoring relationships are strained by negative affect and low rapport. As such, it stands to reason that strategies that decrease negative affect and increase rapport should improve these relationships. However, previous research has not tested this possibility. In video-chats (Studies 1 and 2) and face-to-face meetings (Study 3), we manipulated the degree of mutual self-disclosure between mentees and mentors, a strategy that has been shown to reduce negative affect and increase rapport. We then measured negative affect and rapport as mediators, and mentee performance (quality of speech delivered; Studies 1 and 3) and mentor performance (warmth and helpfulness; Studies 2 and 3) as key outcomes. Results revealed that increased self-disclosure decreased negative affect and increased rapport for both mentees and mentors. Among mentees, decreased negative affect predicted better performance (Studies 1 and 3). Among mentors, increased rapport predicted warmer feedback (Studies 2 and 3). These effects remained significant when we meta-analyzed data across studies (Study 4), and also revealed the relationship of rapport to more helpful feedback. Findings suggest that affect and rapport are key features in facilitating positive outcomes in interracial mentoring relationships.

Negative Aging Stereotypes Disrupt both the Selection and Execution of Strategies in Older Adults

BACKGROUND

Age-based cognitive deficits are exacerbated by stereotype threat effects (i.e., the threat of being judged as cognitively incapable due to aging). We tested whether age-based stereotype threat effects can occur via impair- ing older adults' ability to select the best strategy and/or to execute strategies efficiently.

METHODS

Older adults (age range: 64.3-89.5 years) were randomly assigned to a stereotype threat or control condition before taking an episodic memory task. They encoded pairs of concrete words and of abstract words, with either a repetition or an imagery strategy, and then took a cued-recall task. Whereas participants in experiment 1 could choose between these two strategies, those of experiment 2 were forced to use either the repetition or the imagery strategy.

RESULTS

Our findings showed that age-based stereotype threat disrupts both the selection and execution of the most efficient, but also most resource-demanding, imagery strategy, and that these stereotype threat effects were stronger on concrete words.

CONCLUSION

Our findings have important implications to further understand age-based (and other) stereotype threat effects, and how noncognitive factors modulate age-related changes in human cognition.

Overdiagnosis of ADHD in boys: Stereotype impact on neuropsychological assessment

There is vigorous debate regarding the possibility that ADHD is overdiagnosed in boys. We investigated the impact of the gender stereotype depicting boys as inattentive and impulsive on neuropsychological assessment (observation of psychology students and child's cognitive performance). In experiment 1, after the stereotype was activated, psychology students rated a "boy," a "girl," or a "child" on a behavioral assessment scale. In experiment 2, 103 children (boys and girls) completed neuropsychological tasks under stereotype threat or neutral conditions. The gender stereotype led psychology students to assess a child's behaviors more negatively if they thought the child was a boy. Boys' performance on one cognitive score declined following stereotype threat. Regression path analyses suggested moderation by stigma consciousness. Additionally, there were mediating and suppressing (through stereotype endorsement) effects. Our results suggest that the gender stereotype might contribute to the overdiagnosis of ADHD in boys.

Communicating Gender-Equality Progress, Reduces Social Identity Threats for Women Considering a Research Career

Since the majority of top-level researchers are men, how does this vertical gender-segregation affect students’ perceptions of a research career? In the current study, an experimental manipulation either reminded students of academia’s current dominance of men or of its improving gender-balance. The results showed that women primed with the dominance of men anticipated much higher social identity threats (e.g., fear of discrimination) in a future research career as compared to a control group. In contrast, women primed with the improving gender-balance anticipated much lower threat. Further, the dominance of men prime increased men’s interest in the PhD program, as compared to controls. Women’s interest was unaffected by the prime, but their lower interest as compared to men’s across conditions was mediated by their lower research self-efficacy (i.e., competence beliefs). The results imply that communicating gender-equality progress may allow women to consider a career in research without the barrier of social identity threat.