A Study of Prejudice Toward University Student-Athletes

The attitudes of 293 first-time entering students at a large, public eastern university were measured using the revised Situational Attitude Scale (SAS) Student-Athlete. The findings suggested that freshman students perceived student-athletes negatively in situations dealing with academic competence. The contention was made to include the student-athlete culture as one susceptible to prejudice and discrimination. Student-athletes should be educated to the “isms” they may be facing from their peers in the classroom and on the campus. These results also indicated the need to include the student-athlete culture when engaging in “ism” reduction efforts with members of the campus community. Se midieron las actitudes de 293 estudiantes del primer año en una universidad pública grande en el este, usando el Revised Situational Attitude Scale (SAS) Student-Athlete. Los resultados sugieren que los estudiantes del primer año perciben a los estudiantes-atletas de una manera negativa en situaciones que tienen que ver con la competencia académica. Se discutió la visión de la cultura estudiante-atleta como susceptible de prejuicio y discriminación. Se debe educar a los estudiantes-atletas sobre los “-ismos” que ellos podrán encontrar en el aula y en el campus. Estos resultados también indican la necesidad de incluir la cultura estudiante-atleta cuando los miembros de una comunidad universitaria intentan reducir los “-ismos.”     

The Counseling Profession's Response to Sex-Biased Counseling: An Update

Moore and Strickler summarize recent literature on sex bias in the counseling profession and challenge counselor educators to place increased emphasis in their training programs on sex equity.     

The transition to uncertainty?: The impacts of Hong Kong 1997 on personal relationships

Despite considerable previous research into acculturation processes and family stress, we know little about how different groups of individuals or families respond to planned political changes within a culture and the impact of their expectations on their daily relationships. This study examines the appraisals of 403 Hong Kong married individuals of the forthcoming handover of Hong Kong to China, the impact of these appraisals on relationship disagreements regarding the transition, and perceived changes in their relationships. Results suggest that negative (external) locus of control and pessimistic group norms are predictors of a threatening appraisal of the transition, and that this perceived threat was a significant predictor of perceived change in the couple's relationship. Age and education had direct impacts on perception of relationship change and intradyadic disagreements about the transition. Results are discussed in the light of the complex political and economic climate in the lead-up to the handover of Hong Kong to China, as well as the broader literature on family stress, personal relationships, and social change.     

Phonemic Processes in Children's Listening and Reading Comprehension

Two experiments were conducted to investigate the role of phonemic activation in children's listening and reading comprehension. Phonemically confusing stories were presented in a listening comprehension task to kindergarten and second-grade children and in a reading comprehension task to second-grade children only. Rhymes induced phonemic confusion more consistently than did alliteratives in both the listening and reading tasks at both grade levels, suggesting that rhyme is inherently more confusing than alliteration, and furthermore, that phonemic information is activated in similar ways when children listen and when they read silently. Children's reading skill was also assessed to examine a possible relationship between reading skill and phonemic sensitivity, but no significant interactions between children's reading skill and their sensitivity to phonemic confusion were found in the reading task. In the listening task, all groups showed phonemic confusion in gist recall scores, but prereaders were less likely than readers to exhibit susceptibility to phonemic confusion in verbatim recall scores.     

UNEQUAL ATTENDANCE: THE RELATIONSHIPS BETWEEN RACE, ORGANIZATIONAL DIVERSITY CUES, AND ABSENTEEISM

Although prior evidence has demonstrated racial differences in employee absenteeism, no existing research explains this phenomenon. The present study examined the roles of 2 diversity cues related to workplace support—perceived organizational value of diversity and supervisor–subordinate racial/ethnic similarity—in explicating this demographic difference among 659 Black, White, and Hispanic employees of U.S. companies. Blacks reported significantly more absences than their White counterparts, but this difference was significantly more pronounced when employees believed their organizations placed little value on diversity. Moreover, in a form of expectancy violation, the Black–White difference was significant only when employees had racially similar supervisors (and thus would expect their companies to value diversity) and perceived that the organization placed little value on diversity.     

The association between intimacy goals and plans for initiating dating relationships

This research examines the association between the strength of an individual’s intimacy goals in dating and preferences for dating partners, relationship initiation strategies, and contexts in which to pursue dating. Two studies demonstrate that intimacy goal strength positively corresponds with preferring partners who have strong intimacy and are warm and open, similar in attitudes and interests, and securely attached. The strength of intimacy goals also positively corresponds with the perceived use and effectiveness of emotional involvement as a strategy for initiating dating and negatively with meeting potential partners at campus parties. Data collected at a 4‐month follow‐up indicate that a stronger focus on intimacy goals is associated with entering a dating relationship for men, but not for women.     

Children's Cognitive and Emotional Responses to the Portrayal of Negative Emotions in Family-Formatted Situation Comedies

This experiment assesses children's cognitive and emotional responses to negative emotions in family-formatted situation comedies. Boys and girls from two grade levels (Grades K-2 vs. Grades 3–5) viewed a family sitcom that featured one of two negative emotions (anger, fear) and varied the inclusion of a positive, humorous subplot (no, yes). Results revealed that inclusion of the subplot reduced comprehension of the major story line for younger children as well as for boys. Among all children, the presence of the positive subplot also distorted perceptions of how negative and persistent the main character's emotions were, finally, children who perceived the family sitcom to be highly realistic were more concerned about similar negative emotional events in their own lives than were those whoperceived theprogram to be less realistic. The findings are discussed in terms of children's social learning from television and emotional development.