Crossing the Threshold: The Spillover of Community Racial Diversity and Diversity Climate to the Workplace

We examined the spillover of community diversity to the workplace using a sample of 2,045 professionals living in communities across the U.S. Spillover effects were examined using 2 measures of community diversity: the degree to which employees were racially or ethnically similar to others in their community and perceptions of their community's diversity climate. Aligned with theories of group threat and racial segregation, Whites who were racially dissimilar to their communities expressed stronger intentions to leave their communities, and ultimately their workplaces, than those living in primarily White communities. However, community diversity climate offset these relationships; Whites who lived in communities that were racially dissimilar to them, but experienced the climate as inclusive, had lower moving intentions than those in communities that were experienced as racially intolerant. In contrast, for people of color, community diversity climate, rather than racial similarity to the community, predicted moving intentions. For both groups, the diversity climate in the community predicted moving intentions, which in turn predicted work turnover intentions, job search behaviors, and physical symptoms of stress at work. These findings suggest that the intention to leave one's community, and ultimately one's workplace, is influenced by community experiences and the community's perceived diversity climate.     

Scale of organizational learning in schools. Organizational learning is a key element for the development of organizations

Organizational learning is a key element for the development of organizations. School organizations are not exempt from this challenge and they currently face a highly dynamic and demanding context of education policies that emphasize the school's ability to learn. Thus, research on organizational learning in educational contexts requires valid instruments that are sensitive to the specifics of schools as organizations. In this study, we adapted and validated a scale of organizational learning in a sample of 119 Chilean municipal schools (N= 1,545). The results suggest a structural model made up of three factors: culture of learning, strategic clarity, and group learning. These factors predicted dimensions of educational achievement, as measured through the National Assessment System of Educational Achievement (SNED). Results are discussed in view of the literature on school improvement.     

Neighborhood context and adjustment in African American youths from single mother homes: the intervening role of hopelessness

African American youths from single mother homes are more likely to live in neighborhoods characterized by greater risk and fewer resources than youth from two parent homes or European American youths; in turn, such adverse conditions are associated with increased adjustment problems. Despite this well-established vulnerability, relatively little is known about variables linking neighborhood context to youth adjustment. With the aim of identifying a potential youth-focused intervening variable amenable to intervention, this study examined the intervening role of hopelessness in the association between neighborhood context and adjustment problems in a sample of 171 African American youths (11-16 year olds) from single mother homes. Findings revealed direct associations between neighborhood context and youth adjustment, as well as indirect associations through youth hopelessness, although findings varied by the marker of neighborhood context (sense of community or perceived crime) and adjustment (internalizing or externalizing problems). Building on prior work noting that hopelessness is amenable to psychosocial intervention, the present findings suggest that hopelessness may afford a valuable target for prevention and intervention programming among African American youths from single mother homes in the context of adverse neighborhood conditions.     

Instance‐based Learning: A General Model of Repeated Binary Choice

A common practice in cognitive modeling is to develop new models specific to each particular task. We question this approach and draw on an existing theory, instance‐based learning theory (IBLT), to explain learning behavior in three different choice tasks. The same instance‐based learning model generalizes accurately to choices in a repeated binary choice task, in a probability learning task, and in a repeated binary choice task within a changing environment. We assert that, although the three tasks are different, the source of learning is equivalent and therefore, the cognitive process elicited should be captured by one single model. This evidence supports previous findings that instance‐based learning is a robust learning process that is triggered in a wide range of tasks from the simple repeated choice tasks to the most dynamic decision making tasks. Copyright © 2010 John Wiley & Sons, Ltd.     

Existential Counseling as a Vehicle to Support Latina Breast Cancer Survivors

Latinas in the United States experience high incidences of breast cancer diagnosis (American Cancer Society, 2012 ). Researchers (e.g., Abraído‐Lanza, Chao, & Gammon, 2004 ; Ashing‐Giwa, Padilla, Bohorquez, Tejero, & Garcia, 2006 ) indicated that Latinas report heightened levels of psychological distress (i.e., depression, anxiety, existential concerns) when compared with other cancer survivors. The purpose of this article is to (a) provide an overview of the mental health concerns of Latina breast cancer survivors and their families, (b) discuss the use of existential counseling to decrease psychological distress, and (c) integrate cultural variables to support cancer recovery from a culturally sensitive perspective.     

Looking at the eyes of happiness: Positive emotions mediate the influence of life satisfaction on attention to happy faces

Despite significant advancements in the research of subjective well-being (SWB), little is known about its connection with basic cognitive processes. The present study explores the association between selective attention to emotional stimuli (i.e. emotional faces) and both the emotional and cognitive components of SWB (i.e. emotional well-being and satisfaction in life, respectively). Participants (N?=?83) were asked to freely watch a series of 84 pairs of emotional (happy, angry, or sad) and neutral faces from the Karolinska Directed Emotional Faces database. Eye-tracking methodology measured first fixations, number of fixations, and the time spent looking at emotional faces. Results showed that both the emotional and cognitive components of SWB were related to a general bias to attend to happy faces and avoid sad faces. Yet, bootstrapping analyses showed that positive emotions, rather than life satisfaction, were responsible for the positive information-processing bias. We discuss the potential functionality of these biases and their implications for research on positive emotions.