Human, Animal and Automata Attributions: an Investigation of the Multidimensionality of the Ontologization Process

The ontologization process involves the use of social representation relating to the human–animal binary to classify ingroup and outgroup members. To date, no study has investigated the multidimensional nature (i.e. human, animal and automata) of the ontologizing process via structural equation modelling (SEM). Four hundred and twenty-one Italian participants were asked to attribute 24 positive/negative, human/animal/automata associates to each of three target groups: typical Roma/Chinese/Italian. Results showed that the proposed six-factor model (i.e. positive/negative, human/animal/automata essence) was statistically robust for each of the three groups. The Roma group was animalized by attributing more animal negative associates than any other target group, whereas the Chinese group was mainly given a robot positive essence.

Ethnic identity concealment and disclosure: Contexts and strategies

Ethnic minority group members' responses to their prejudicial treatment can take several forms. One involves identity concealment (e.g., 'passing'). In order to understand such a response, we must explore participants' understandings of the interactional context before them, their meta-perceptions of the identity others ascribe to them, and the varied meanings that identity concealment/non-disclosure may have in that context. Our analysis of interview data (N = 30) obtained with Roma in Hungary reveals diverse forms of, and motivations for, the concealment of their Roma identity. Some participants reported examples of proactive identity concealment, others reported more reactive forms (in which they went along with others' mistaken assumptions concerning their identity). The motivations for identity concealment (whether proactive or reactive) included the desire to: secure material benefits; avoid conflict; take pleasure from seeing others' assumptions blinding them to the reality before them; test (and expose) majority group members' attitudes; allow themselves opportunities to experience the world in new ways. Our analysis highlights the importance of social identity researchers recognizing the diverse motivations for ethnic identity concealment: From the actors' perspective concealment is not always assimilatory, and in some contexts can be experienced as empowering.

Whose Norms, Whose Prejudice? The Dynamics of Perceived Group Norms and Prejudice in New Secondary School Classes

Ethnic prejudice can lead to exclusion and hinder social integration. Prejudices are formed throughout socialization, and social norms inform individuals about the acceptability of prejudice against certain outgroups. Adolescence is a crucial period for the development of intergroup attitudes, and young people are especially prone to follow the norms they perceive in their reference groups. At the same time, the effect of perceived norms on prejudice in school classes has been rarely studied. In Hungary, where prejudice against the Roma is widespread and there is no clear social norm proscribing prejudiced manifestations, this topic is especially relevant. In the present paper, based on multi-level analyses of panel data from Hungarian ninth-graders, we find that adolescents adjust their attitudes to those they perceive to be dominant among their classmates and that classmates serve as more important reference groups than teachers do. More contact with Roma is found to be associated with less prejudice against them. Looking at school classes, we find that at the beginning of the school year, many students underestimate the rejection of prejudiced expressions in their classes. By the end of the year, many students are found to adjust their own attitudes to the falsely perceived class norm. Based on our findings, we argue that school classes should be treated as important normative contexts for the socialization of intergroup attitudes and should receive special attention from both scholars and practitioners working in the fields of prejudice research and reduction. Furthermore, we suggest that teachers can most successfully hinder prejudices by working on a common, visible, shared class norm rather than "teaching" students that prejudices are not acceptable.

The development of the Compulsive Sexual Behavior Disorder Scale (CSBD-19): An ICD-11 based screening measure across three languages

BACKGROUND

Compulsive Sexual Behavior Disorder (CSBD) is included in the eleventh edition of The International Classification of Diseases (ICD-11) as an impulse-control disorder.

AIMS

The aim of the present work was to develop a scale (Compulsive Sexual Behavior Disorder Scale-CSBD-19) that can reliably and validly assess CSBD based on ICD-11 diagnostic guidelines.

METHOD

Four independent samples of 9,325 individuals completed self-reported measures from three countries (the United States, Hungary, and Germany). The psychometric properties of the CSBD-19 were examined in terms of factor structure, reliability, measurement invariance, and theoretically relevant correlates. A potential threshold was determined to identify individuals with an elevated risk of CSBD.

RESULTS

The five-factor model of the CSBD-19 (i.e., control, salience, relapse, dissatisfaction, and negative consequences) had an excellent fit to the data and demonstrated appropriate associations with the correlates. Measurement invariance suggested that the CSBD-19 functions similarly across languages. Men had higher means than women. A score of 50 points was found as an optimal threshold to identify individuals at high-risk of CSBD.

CONCLUSIONS

The CSBD-19 is a short, valid, and reliable measure of potential CSBD based on ICD-11 diagnostic guidelines. Its use in large-scale, cross-cultural studies may promote the identification and understanding of individuals with a high risk of CSBD.

Beyond dislike: Blatant dehumanization predicts teacher discrimination

School teachers have been shown to favor ethnic majority over minority students. However, it is unclear what psychological processes motivate ethnicity-based discrimination. Of the studies that have examined the psychological roots of teacher discrimination, most have focused on implicit or explicit prejudice. We propose an alternate predictor: dehumanization. Using a within-subject paradigm with a small-scale experiment ( N = 29) and a larger scale replication ( N = 161), we find that Hungarian preservice teachers consistently discriminate against Roma minority students by recommending that they be denied entry to higher track secondary schools, and preferentially placing them into lower track schools, relative to equally qualified ethnic majority Hungarian students, and that the severity of the ethnic tracking bias is predicted by dehumanization (but not prejudice). In fact, the relationship between dehumanization and discrimination holds (and may be significantly stronger) for teachers who express the lowest levels of prejudice towards the Roma.