AIDS-Related Stigmatization: Instrumental and Symbolic Attitudes1

We investigate the role that instrumental and symbolic functions of attitudes play in the rejection of people infected with HIV. In a series of studies (total N = 431), we manipulate the symbolic component of AIDS, by comparing it to a fictitious disease that is identical in every way to AIDS, excepting its symbolic association with homosexuality and IV drug use. Two studies indicated that the symbolic component had no effect on either social distance or perceptions of disease severity. A third study indicated that instrumental aspects of severity, contagiousness, and treatability were significant determinants of social distance. A fourth study found that the stigma of association with homosexuality increased a mild disease's stigma. A fifth study showed that previous research showing the importance of a symbolic component in AIDS-related attitudes may have relied on a confounded measure of the symbolic component of attitudes. These 5 studies suggest the importance of both instrumental and symbolic attitudes in illness. Instrumental functions seem to outweigh the impact of symbolic functions of AIDS-related attitudes.     

Stereotypes as justifications of prejudice

Three experiments investigate how stereotypes form as justifications for prejudice. The authors created novel content-free prejudices toward unfamiliar social groups using either subliminal (Experiment 1, N = 79) or supraliminal (Experiment 2, N = 105; Experiment 3, N = 130) affective conditioning and measured the consequent endorsement of stereotypes about the groups. Following the stereotype content model, analyses focused on the extent to which stereotypes connoted warmth or competence. Results from all three experiments revealed effects on the warmth dimension but not on the competence dimension: Groups associated with negative affect were stereotyped as comparatively cold (but not comparatively incompetent). These results provide the first evidence that-in the absence of information, interaction, or history of behavioral discrimination-stereotypes develop to justify prejudice.     

Pathological nurturance: The root of marital discord

Abstract

During the process of Adlerian Family Education, a great deal of attention is given to understanding the dynamics of the family constellation, especially sibling ordinal position and family atmosphere. The first step in interviewing a “teaching-demonstration” family is to diagram the family constellation and make some tentative guesses regarding how the children in the family have “found their place,” gained a sense of belonging, and exhibited possible adjustment problems or misbehavior. Audience participants are encouraged to share in this stochastic process based upon knowledge gained in observing previous family education sessions. Then the parents being interviewed either confirm or revise the guesses presented. At this point the parents generally specify their primary concerns, which typically involve the “misbehavior” of their “problem child.” In helping parents understand children and their misbehavior, the family educators quickly point out that it is necessary for them to understand the whole context of the family and that the Family Education Center program is designed to improve not only the “identified problem” child but the relationships between all members of the family (Dreikurs, et al., 1959, p. 23).     

Stereotype threat and arousal: effects on women's math performance

Theories of arousal suggest that arousal should decrease performance on difficult tasks and increase performance on easy tasks. An experiment tested the hypothesis that the effects of stereotype threat on performance are due to heightened arousal. The authors hypothesized that telling participants that a math test they are about to take is known to have gender differences would cause stereotype threat in women but not in men. In the experiment, each participant took two tests--a difficult math test and an easy math test. Compared to women in a "no differences" condition, women in the "gender differences" condition scored better on the easy math test and worse on the difficult math test. Men's performance was unaffected by the manipulation. These data are consistent with an arousal-based explanation of stereotype threat effects. Data were inconsistent with expectancy, evaluation apprehension, and persistence explanations of the stereotype threat phenomenon.     

Death anxiety among New Zealanders: the predictive role of gender and marital status

The aim of this cross-sectional study was to investigate attitudes of New Zealanders towards death and dying. We administered an online version of Collett–Lester Fear of Death Scale and Concerns About Dying Instrument subscales to a representative sample of the New Zealand population. In total, 1001 people responded to the survey. Women reported more anxiousness concerning their own death (p?=?.001) and dying at a young age (p?>?.001). Women also showed more agreement towards spiritual aspects of dying (p?>?.001). Single female respondents worry more about dying (p =?.02) especially when young (p?=?.003). Single participants (p >?.001) aged 18 and 29 (p?>?.001) reported higher anxiety for Items relating to the death of others especially concerning never being able to communicate with the person again. Our findings show that marital status and gender strongly predict higher levels of death anxiety among New Zealanders. This is probably due to the cultural identity of those sampled.     

School Counselor Inclusion: A Collaborative Model to Provide Academic and Social‐Emotional Support in the Classroom Setting

The increasingly diverse student demographics reflect a myriad of needs in the interrelated arenas of educational achievement, social‐behavioral adjustment, and career development, while federal legislation, the ethical standards of the American School Counselor Association (ASCA; 2004a), and the ASCA (2005a) National Model have emphasized academic achievement and success for all students. This article describes a new model of school counselor “inclusion” that involves collaboration with classroom teachers and changes the setting of school counselor interventions to the classroom for small‐group and individual work.     

Expanding Perspectives on Evangelicalism: How Non-evangelical Students Appreciate Evangelical Christianity

Evangelical students pose a distinctive set of challenges to higher education professionals. These students, though advantaged to some degree because of their Christian identity, commonly report feeling marginalized and silenced on college campuses. In light of these tensions, the purpose of this study was to examine how non-evangelical students come to an appreciative understanding of evangelical Christianity. Specifically, the research focused on the specific campus conditions and experiences that influence non-evangelical students’ appreciative attitudes toward evangelicals. Findings reveal distinct demographic, institution type, and academic major differences in those students’ perspectives toward their evangelical peers. Additionally, the results suggest that appreciative attitudes toward evangelicals are associated with non-evangelical students’ interfaith experiences, albeit to differing degrees based on self-identified worldview. Recognizing that the work of helping non-evangelical students develop an appreciative understanding of evangelicals is as complicated as it is challenging, especially in the collegiate context, the authors conclude with a discussion of implications for research and practice.     

Teacher Beliefs and Responses Toward Student Misbehavior: Influence of Cognitive Skill Deficits

This study aimed to examine whether having knowledge of student cognitive skill deficits changes teacher beliefs and responses in regard to classroom misbehavior. Teachers (N = 272) were randomly assigned to an experimental or control condition. Although teachers in both conditions read the same vignette describing a student's misbehavior, the experimental group also reviewed information about the student's cognitive skill deficits. Teachers provided with cognitive skill deficit information were, on average, less likely to believe the student had control over the misbehavior, suggesting perceptions of unintentionality. Furthermore, they were significantly more likely to indicate positive emotional responses. Results suggest that school psychologists may consider sharing cognitive skill deficits information with teachers who are working with students displaying challenging behavior.