Interconnecting Race and Gender Relations: Racism, Sexism and the Attribution of Sexism to the Racialized Other

This article analyzes the way that attitudes about gender and race relations are interconnected. Based on a survey study conducted in Switzerland with a sample of 273 Swiss nationals (125 men and 148 women), it shows that the attribution of a higher level of sexism to “racialized Others” than to Swiss individuals is a racist process resulting in the justification and naturalization of the ordinary Swiss sexism seen in the gendered division of labor. However, this study also shows that the attribution of a higher level of sexism to the Other can be countered by simultaneously adopting both feminist and non-racist attitudes.     

Race,Gender, and Perceptions of Peer Delinquency: A Within-Subject Analysis

ABSTRACT

We generated a within-subject analysis that assessed whether changes in delinquency from the same youth were associated with changes in the degree to which the youth perceived the delinquency of their peers across three waves of data. We hypothesized that the effect of within-person changes in perceptions of peer delinquency on changes in delinquency across time should be greatest among young black males. The results revealed that a within-person change in the youths’ perceptions that their peers were engaging in greater delinquency increased offending across time. They also showed that young black males were more likely than young white males and young black and white females to increase their level of delinquency, within-person and across time, when they perceived an increase in their peers’ levels of delinquency. We conclude that scholars may generate deeper theoretical insights and policies that are more efficacious when they reveal the causes of crime that are universal and those that uniquely affect a specific group.     

Distribution of Traumatic and Other Stressful Life Events by Race/Ethnicity, Gender, SES and Age: A Review of the Research

Much research has shown that reports of stressful life events are related to a wide variety of psychiatric and physical health outcomes. Relatively little research exists, however, on the distribution of the events according to gender, age, racial/ethnic background, and socioeconomic status (SES). Such information would help identify groups at greatest risk for further investigation. This paper presents a review of the relevant studies. We find that traumatic (e.g., life threatening) events appear to be more frequent for men, while men and women differ more consistently on types rather than on overall numbers of stressful events other than traumatic. Traumatic and other stressful events tend to be more frequent in low SES and racial/ethnic minorities groups, and finally, both traumatic and other stressful events are reported more by younger age groups in samples 18 years of age and older. The limitations and implications of these findings for further research and preventive interventions are discussed, especially the need for more detailed information about individual events.     

Race,Class, and Gender: A Constellation of Positionalities With Implications for Counseling

Race, class, and gender are social, political, economic, and cultural constructs that describe the positionalities of people. How these constructs are defined depends on the status occupied by individuals and the individual, institutional, and societal status of the individuals who have the power to construct hierarchies. The authors examine the intersection of race, class, and gender and the dimensions of oppression and discrimination in counseling. Historical and contemporary dimensions of racism, misogyny, and classism are presented. La Raza, clase social, y el género son construcciones sociales, políticas, económicas, y culturales que describen las posicionalidades de la gente. La definición de éstas construcciones depende de la posición social ocupada por los individuos e instituciones que tienen el poder de construir estas jerarquías. Los autores examinan el cruce de la raza, la clase, y el género y las dimensiones de la opresión y la discriminación en la consejería. Las dimensiones históricas y contemporáneas del racismo, la misoginia, y el clasismo se presentan.     

How to measure post-error slowing: A confound and a simple solution

In many response time tasks, people slow down after they make an error. This phenomenon of post-error slowing (PES) is thought to reflect an increase in response caution, that is, a heightening of response thresholds in order to increase the probability of a correct response at the expense of response speed. In many empirical studies, PES is quantified as the difference in response time (RT) between post-error trials and post-correct trials. Here we demonstrate that this standard measurement method is prone to contamination by global fluctuations in performance over the course of an experiment. Diffusion model simulations show how global fluctuations in performance can cause either spurious detection of PES or masking of PES. Both confounds are highly undesirable and can be eliminated by a simple solution: quantify PES as the difference in RT between post-error trials and the associated pre-error trials. Experimental data are used as an empirical illustration.     

Emotional Intelligence in Personnel Selection: Applicant reactions,criterion, and incremental validity

In two studies, based on four samples and more than 600 participants, the authors examined applicant reactions, criterion and incremental validity, and differential prediction of emotional intelligence (EI) in personnel selection using the Mayer–Salovey–Caruso Emotional Intelligence Test. The first study examined applicant reactions in terms of face validity and fairness evaluation of the EI test. The second study examined across three samples (salespeople, front‐desk public employees, and hospital chief executive officers) the criterion validity, incremental validity, and differential prediction of EI. Results suggest that the EI test is perceived as a fair selection tool, and is predictive of performance. The EI test has incremental validity over cognitive abilities and personality (big five) when predicting subjective and objective performance criteria. Based on these results, the authors encourage further research on the use of EI in selection settings.     

Fairness Reactions to Personnel Selection Methods: A look at professionals in Mumbai,India

This study expands upon Steiner and Gilliland's selection fairness research. Professionals (N = 114) from Mumbai, India rated 12 employee selection methods on favorability and provided the bases for those ratings. In line with previous research, interviews and resumes were rated most favorably, while graphology and honesty tests were rated least favorably. Perceived face validity, opportunity to perform, and widespread use of selection methods were highly correlated with favorability ratings, while interpersonal warmth, scientific evidence, and respectful of privacy exhibited weak correlations with favorability ratings. Work sample tests, which have previously been rated favorably, were rated unfavorably. Exploratory analysis showed that participants viewed assessment centers favorably and online information unfavorably. Outcome favorability was highly correlated with favorability ratings.     

Peer Aggression by Secondary School Learners in a South African School Setting: Effects of Race,Ethnicity, and Gender

This study reports the experience of aggression by secondary school learners attending a South African school. There were 14 participants ranging in age from 16 to 19 years (Gender: 6 young women and 8 young men; Ethnicity: 7 Black; 3 Coloured; 2 Indian and 2 White). Data were collected using open ended interviews and analysed using Tesch's (1990) thematic panning method. The findings suggest these learners have little understanding or appreciation of diversity in their multicultural schools. Consequently, they experience negative interpersonal relationships with peers and teachers. The accompanying aggression they experience and display has racial and gender overtones that are shaped by the violence in their communities.     

Gender, Race, and Perceived Similarity Effects in Developmental Relationships: The Moderating Role of Relationship Duration

The authors examine the doctoral student-faculty advisor dyad as a developmental relationship and investigate how gender, race, and perceived similarity are related to doctoral student perceptions of mentoring received. They hypothesized that the relationship of similarity with mentoring received would be moderated by duration of the relationship. Specifically, they expected that gender and race dissimilarity would lead to less mentoring early in the relationship but that such effects would dissipate later in the relationship. Furthermore, the authors predicted that perceived similarity, conceptualized as underlying similarity of attitudes, values, and beliefs, would be more strongly related to outcomes for longer duration versus shorter duration dyads. They found that, in general, duration of the relationship moderated the effects of gender similarity and perceived similarity on mentoring received, although the pattern of means was more complex than originally hypothesized.     

履历数据测评的效度分析

履历数据是人员测评的重要手段, 但其组织情景性限制使得国外同类工具不能适用于国内人事选拔, 国内也缺乏实证研究验证其信度、效度。本研究结合某通信企业的招募选拔工作, 开发履历数据分析工具, 选取250名应聘者的履历数据、一般认知能力、大五个性和面试结果数据, 通过效标关联效度、增量效度思想, 分析履历数据有效性。结果表明, 以面试结果为效标, 履历数据具有良好的效标关联效度, 与其他测评工具组合使用时有良好的增量效度。     

The Intersection of Race,Ethnicity, Gender,and Social Class in Counseling: Examining Selves in Cultural Contexts

The author discusses the importance of counselors considering the intersection of multiple cultural identities in working with clients. The article serves as the introduction to the special issue, Race, Ethnicity, Gender, and Social Class in Counseling, of the Journal of Multicultural Counseling and Development. La autora discute la importancia de considerar el cruce de las identidades culturales multiples de los clientes en la consejería. El artículo sirve como la introducción a la publicación especial, Raza, Etnicidad, y Clase Social, en la Consejería de la Revista de Consejería y Desarrollo Multicultural.     

Distinguishing Adding and Averaging Models in a Personnel Selection Task: When Missing Information Matters

Two experiments were conducted to determine if the manner in which information is combined to make personnel evaluations might depend on the correlation between the pieces of information. Introductory psychology students evaluated hypothetical employees for promotion to a supervisory position in a computer-systems department based on personnel test scores in management and computer programming. The management scores were from either a high or a low validity test. In addition some employees were missing test scores. The correlation between the test scores varied across groups of subjects (−.84, .00, .84). Responses were consistent with a relative-weight averaging model in the positive-correlation condition, but not in the negative- or zero-correlation conditions. A constant-weight averaging model seemed most appropriate in the zero-correlation condition, but it was not really possible to distinguish an additive from a constant-weight averaging strategy in the negative-correlation condition. The test to distinguish these strategies involves comparing the ratings of single-test employees to those of two-test employees. However, subjects developed various strategies for rating the single-test employees which tended to invalidate the test. Configural strategies were evident in the negative- and zero-correlation conditions for employees with lopsided score combinations. Employees with one test score were penalized particularly in the negative-correlation condition and when the available score was low in validity.     

Treating stimuli as a random factor in social psychology: a new and comprehensive solution to a pervasive but largely ignored problem

Throughout social and cognitive psychology, participants are routinely asked to respond in some way to experimental stimuli that are thought to represent categories of theoretical interest. For instance, in measures of implicit attitudes, participants are primed with pictures of specific African American and White stimulus persons sampled in some way from possible stimuli that might have been used. Yet seldom is the sampling of stimuli taken into account in the analysis of the resulting data, in spite of numerous warnings about the perils of ignoring stimulus variation (Clark, 1973; Kenny, 1985; Wells & Windschitl, 1999). Part of this failure to attend to stimulus variation is due to the demands imposed by traditional analysis of variance procedures for the analysis of data when both participants and stimuli are treated as random factors. In this article, we present a comprehensive solution using mixed models for the analysis of data with crossed random factors (e.g., participants and stimuli). We show the substantial biases inherent in analyses that ignore one or the other of the random factors, and we illustrate the substantial advantages of the mixed models approach with both hypothetical and actual, well-known data sets in social psychology (Bem, 2011; Blair, Chapleau, & Judd, 2005; Correll, Park, Judd, & Wittenbrink, 2002).     

Sport,Girls, Trouble and Humour: Black and Indian Boys Negotiating Gender,Race and Class in a Formerly White Single Sex School in South Africa

This article reports on an interview study conducted by Deevia Bhana and Rob Pattman of Grade 11 (16–17 year old) boys attending different kinds of public schools in the Durban, South Africa. It investigated their accounts personal lives and identities as young men and women in and outside their schools. We conducted semi-structured interviews with the participants to determine how they experienced school and how they presented themselves in the interviews, their interests, aspirations, relations with other boys and girls in and out of school, and the kinds of identifications they made. The data for this are from two interviews conducted with black and Indian boys at Elmsdale, a formerly white boys' high school near Durban with an excellent academic and sporting reputation. We analyzed the data using narrative and discourse analysis. Concerns about being marginalised in school were expressed by both the black and the Indian boys. Issues of gender, race, class, sexuality and power were prominent in the interviews, notably when the boys were discussing sport, trouble, being funny and girls.     

Plots, Personnel, and Relationships: More on the Introduction of Narrative Ideas in Human Service Organizations and Other Systems

In a follow-up to Juba (1997), the author suggests how a direct service practitioner can use Gustafson's (1992, 1995) concept of plot to help introduce narrative ideas within human service organizations and other systems. A general procedure is described and the concept is used to help practitioners develop specific strategies which may facilitate steps toward such introduction.