Multiculturalism and Social Justice: Two Sides of the Same Coin

The development of multicultural and advocacy competencies evolved out of the multicultural and social justice movements. To help readers more fully understand the complementary nature between these 2 sets of competencies and to connect both movements, this article introduces the Multicultural and Advocacy Dimensions model. Implications are also discussed. El desarrollo de las competencias multiculturales y de defensoría surgió a partir de los movimientos multiculturales y de justicia social. Para ayudar a los lectores a comprender en más detalle la naturaleza complementaria entre estos 2 niveles de competencias y conectar ambos movimientos, este artículo introduce el modelo de Dimensiones Multiculturales y de Defensoría (MAD, por sus siglas en inglés). También se discuten sus implicaciones.     

Both Sides of the Coin: Randomization from the Perspectives of Physician-Investigators and Patient-Subjects

Randomization is the "gold standard" design for clinical research trials, and is accepted as the best way to reduce bias. Although some controversy remains over this matter, we believe equipoise is the fundamental ethical requirement for conducting a randomized clinical trial. Despite much attention to the ethics of randomization, the moral psychology of this study design has not been explored. This paper analyzes the ethical tensions that arise from conducting these studies, and examines the moral psychology of this design from the perspectives of physician-investigators and patient-subjects. We conclude with a discussion of the practical implications of this analysis.     

Both Sides of the Coin: Randomization from the Perspectives of Physician-Investigators and Patient-Subjects

Randomization is the “gold standard” design for clinical research trials and is accepted as the best way to reduce bias. Although some controversy remains over this matter, we believe equipoise is the fundamental ethical requirement for conducting a randomized clinical trial. Despite much attention to the ethics of randomization, the moral psychology of this study design has not been explored. This article analyzes the ethical tensions that arise from conducting these studies and examines the moral psychology of this design from the perspectives of physician-investigators and patient-subjects. We conclude with a discussion of the practical implications of this analysis.     

Party Support,Values, and Perceptions of Electoral Integrity

The legitimacy of the electoral process is crucial for the consolidation of democracy. We here focus on individual perceptions of electoral integrity (IPEI) and seek to understand what factors can explain different degrees of IPEI. In particular, we use the sixth wave of the World Values Survey (2010–14) to examine how antiauthoritarian values affect individuals' directional bias, driven by political party support, in evaluating electoral integrity. The results show that IPEI do depend on an interaction of political party support and the strength of antiauthoritarian values. However, the addition of the latter does not lead to a convergence of integrity evaluations among winners and losers, as may be expected under the assumption that antiauthoritarian values drive voters to more carefully monitor and evaluate the electoral process. Instead, it leads to greater polarization between electoral winners and losers. We explain the result with reference to the motivated reasoning literature on biased information processing: While antiauthoritarian convictions lead people to obtain more information on the electoral process, their political leanings bias their reading of this information, which in effect leads to stronger polarization in perceptions.     

Workplace Integrity: Differences in Perceptions of Behaviors and Situational Factors

Pre-employment integrity tests assume differences between honest and dishonest individuals in their perceptions of the degree of dishonesty of given behaviors. This exploratory study investigated whether individuals classified as dishonest by an overt integrity test had different perceptions of the honesty of behaviors than those classified as honest. Differences in perceptions of situational factors promoting or deterring honesty were also examined. Dishonest individuals had different perceptions of behaviors and situations than honest individuals, suggesting that the relative influence of situational interventions may vary with the general integrity of a workforce.     

Looking at Both Sides of the Coin: Mixed Representation Moderates Attribute‐framing Bias in Written and Auditory Messages

Objects and events are often evaluated more favourably when presented in a positive frame than when presented in the complementary negative framing. Recent studies show that this attribute‐framing bias can be moderated when both positive and negative frames are represented in the message. Most attribute‐framing studies used written messages, although important messages are often conveyed auditorily. Unlike written messages, recipients cannot reread auditory messages and have to rely on their memory when evaluating them; consequently, the moderating effect of mixed representation may depend on memory constraints. The current study compared the framing bias in single‐attribute versus mixed‐attribute representations in written and auditory messages. In both written and auditory messages, single‐attribute representation yielded substantial framing bias whereas mixed‐attribute representation moderated the bias. The results are discussed in terms of the role of memory and attention in the attribute‐framing bias. Theoretical and practical implications are considered, and future research is suggested. Copyright © 2016 John Wiley & Sons, Ltd.     

Reaching Up,Down, In,and Around: Couple and Family Coping During the Coronavirus Pandemic

The worldwide coronavirus (COVID-19) has had profound effects on all aspects of life: physical health, the ability to travel locally or to more distant destinations, material and financial resources, and psychosocial wellbeing. Couples, families, and communities and individual persons in those relationships have struggled to cope with emerging depression, anxiety, and trauma, and the rise of relational conflict. In this article, we suggest that the existential nature of the pandemic’s challenges requires more than just the usual psychosocial interventions. We propose a taxonomy of responses to foster coping and resilience—“Reaching Up, Down, In, and Around.” “Reaching Up” includes accessing spiritual, religious, and ethical values. “Reaching Down” includes ideas and practices that foster a revised relationship with the Earth and its resources, and that engage families to participate in activities that aid the Earth’s recovery from decades of human-caused damage. “Reaching In” represents a turn towards experiences available in the mind and in shared minds in relationships that provide pleasure, excitement, joy, and peace, given that external sources of these emotions are of limited availability due to quarantine. “Reaching Around” involves reframing the mandate for “social distancing” as fostering social connection and support while maintaining physical distancing. The challenges for family therapists, whose practices are confined largely to online therapy, and who are struggling with the same fears and constraints as those persons they are attempting to help, are also discussed.     

Promoting Ethics and Integrity in Management Academic Research: Retraction Initiative

Science and Engineering Ethics - In the management academic research, academic advancement, job security, and the securing of research funds at one’s university are judged mainly by...     

Academic Integrity of Millennials: The Impact of Religion and Spirituality

The majority of traditional students enrolled at most colleges and universities are a part of what has been termed the Millennial Generation, also known as Generation Y, which typically describes the group of individuals born in most of the 1980s and 1990s. This cohort’s life has been shaped by corporate scandals, economic instability, and worldwide tragedies. Concurrently, business ethics has become a popular topic in the news within the last 2 decades due to the increase in the number of high-profile business scandals. Unfortunately, this trend has also been accompanied by an increased number of reported incidents of academic dishonesty at many major universities. Two underresearched factors that may be related to academic dishonesty and cheating behavior are religiosity and spirituality. This article attempts to shed more light on the relationship between religious beliefs and unethical behavior, with a focus on millennial college students. It is posited that religiosity and spirituality influence an individual’s attitudes, views, decisions, and ultimately behaviors. The results of this study indicate that religiosity but not spirituality is a predictor of students’ attitudes toward cheating and cheating behavior.     

College Students' Perceptions of the Relationship Between Fee and Counseling

Fee as a variable that could have an impact on college students' perceptions of counseling was explored because of the authentic concerns about college counseling centers needing to charge direct fees for their services. Participants (N = 350) represented a cross-section of potential consumers of psychological services, not just individuals currently receiving services. On an overt level, fees seemed to be less influential in counseling considerations, but were taken into account on a more covert level. This study supports the psychological literature, which suggests that fee is not the most important factor in clients' decisions to seek counseling. Implications for counselors, administrators, researchers, and program planners are discussed.     

Differing Perceptions of Mothers,Fathers, and children Concerning Children's Academic Performance

This study examined the hypothesis that mothers' views of their child's performance on an academic task are more synchronous with those of their child than are fathers' views. Parents of 30 sixth-grade children were asked to predict their child's memory spans on a recall and a recognition task given to each child. Parents and children were also asked to judge the importance for the child's performance on 10 attribution factors created for use with memory tests. In line with the hypothesis, mothers predicted the child's memory span more accurately than fathers, and the mothers' attributions were more congruent with those of their children. Mothers were also more aware than fathers of the different demands of the two memory tasks. These findings suggest that mothers may be more aware than fathers of their child's academic progress and that mothers' attitudes and expectations may be more influential in determining the child's path of development.     

Student and Staff Understanding and Reaction: Academic Integrity in an Australian University

Academic integrity is becoming increasingly important to managing academic institutions. Accordingly there are efforts to uniformly assess campus attitudes to such issues as cheating in assessments along with the policies and procedures in place to address them. This paper seeks to summarize and understand the attitude of the students and academic staff at an Australian university towards academic integrity, as reflected in the results of a campus-wide survey, using both qualitative and quantitative analysis. The main finding of the quantitative results was the disconnect between academic staff and students belief’s about academic honesty and the reactions of students and academics to dishonest behaviour. Four key themes of academic honesty were identified through qualitative analysis, being those of cheating, student, solutions to cheating and general concerns.     

Students' Perceptions of Expressiveness: Age and Gender Effects on Teacher Evaluations

In this study we investigated the relationship between college students' perceptions of professors' expressiveness and implicit age and gender stereotypes. Three hundred and fifty-two male and female students watched slides of an age- and gender-neutral stick figure and listened to a neutral voice presenting a lecture, and then evaluated it on teacher evaluation forms that indicated 1 of 4 different age and gender conditions (male, female, “old,” and “young”). Main and interaction effects indicated that students rated the “young” male professor higher than they did the “young” female, “old” male, and “old” female professors on speaking enthusiastically and using a meaningful voice tone during the class lecture regardless of the identical manner in which the material was presented. Implications of biased teacher-expressiveness items on student evaluations are discussed.     

Students' Self-Concept and Academic Achievement in Zimbabwe: A Preliminary Study

Students' personal beliefs about their capabilities to learn influence their motivation and learning. This study determined the relationship between self-concept and academic achievement of Zimbabwean primary school students. A qualitative approach was used to collect data from 75 pupils (36 girls, 39 boys: age range 9–12 years). Data were also collected from five of the students' teachers. Pupils' perceptions of comments or feedback from classmates and teachers comprised the self-concept measures. Academic achievement was measured using teachers' ratings of pupils' academic performance. Pupils who reported receiving positive comments from classmates and teachers were more likely to be rated by their teachers as having higher academic achievement compared to those who perceived themselves to be less favourably regarded by teachers.