Perceived Discrimination Among Ethnic Minority Young People: The Role of Psychological Variables1

Because of difficulties in objectively determining discrimination, attention has turned to individual differences in perceptions of discrimination. This study aimed to build on such work by investigating the role of psychological variables in predicting perceived discrimination (PD) in a UK sample of ethnic minority young people (n= 154). A series of multiple regression analyses yielded 3 pathways leading to PD. There was a direct effect of gender on PD. Depression and low self‐esteem and need for approval predicted anxiety, which in turn was related to higher PD. Finally, private collective self‐esteem correlated with public collective self‐esteem, which in turn predicted lower PD. The results point to the importance of psychological variables, both personal and collective, in the perception of ethnic discrimination. Furthermore, the findings enhance our understanding of the complex associations between self‐esteem, affect, and PD.     

Gender Differences in Integration of Images in Visuospatial Memory

We examined gender differences in mental integration of images in visuospatial short-term memory. College students were asked to imagine the combined abstract shape that would be formed by integrating two separate shapes briefly shown on a computer screen. The shapes were presented in four conditions: (1) simultaneously at the center of the screen, (2) simultaneously side-by-side, (3) sequentially at the center, and (4) sequentially side-by-side. Men were faster than women in all four conditions, but were significantly more accurate than women only when the two separate shapes were presented simultaneously side-by-side or sequentially at the center of the screen. We suggest that gender differences in basic visuospatial processes such as image integration may help to explain well-established gender differences in more complex spatial tasks.     

I Can't Wait to Get Married: Gender Differences in Drive to Marry

In this study we examined a new construct—the Drive to Marry (DTM). Young single men and women (149 men and 246 women) rated their desire to get married and completed measures of their valuing of marital, parental, and occupational roles; concern about others' views of them; and feminist attitudes. We found that women had a higher DTM than did men. In both genders, DTM was predicted by the value of parental role and by concern about others' views of them. In women, DTM was also predicted by traditional attitudes toward gender roles, and there was a trend for women who valued the occupational role to have a lower DTM. Conservative women, women who valued the parental role, and women with a higher DTM were also more likely to want to use the title “Mrs.” and to adopt their husband's surname. An earlier version of this paper was presented at the annual meeting of the Midwestern Psychological Association in May 2004.     

Children’s distributive justice: the role of gender norms in different settings

Children ages 6, 8 and 10 (N = 66) distributed resources to a boy and a girl when the proportion of feminine and masculine resources varied, when the preferences of the boy and the girl varied, and when the setting was public or private. Children used gender norms to sort the resources but they primarily sorted the resources equally, even when it required violating gender norms. When there was an atypical preference, participants provided more atypical resources to the children. However, when the setting was public, they provided fewer atypical resources. Overall the results indicate that gender norms are especially strong in public settings but explicit information about preferences can lead children to be flexible about gender norms.     

Delaware School Climate Survey-Student: its factor structure, concurrent validity, and reliability

The Delaware School Climate Survey—Student (DSCS—S) was developed to provide schools with a brief and psychometrically sound student survey for assessing school climate, particularly the dimensions of social support and structure. Confirmatory factor analyses, conducted on a sample of 11,780 students in 85 schools, showed that a bifactor model consisting of five specific factors and one general factor (School Climate) best represented the data. Those five factors are represented in five subscales of the DSCS—S: Teacher-Student Relations, Student-Student Relations, Fairness of Rules, Liking of School, and School Safety. The factor structure was shown to be stable across grade levels (i.e., elementary, middle, and high school), racial-ethnic groups (i.e., Caucasian, African American, and Hispanic), and gender. As evidence of the survey's concurrent validity, scores for each of the five subscales and the total scale correlated moderately, across groups and at the school level, with academic achievement and suspensions and expulsions.     

Consciousness: a neurological perspective

Consciousness is a state so essentially entwined with human experience, yet so difficult to conceptually define and measure. In this article, we explore how a bidimensional model of consciousness involving both level of arousal and subjective awareness of the contents of consciousness can be used to differentiate a range of healthy and altered conscious states. These include the different sleep stages of healthy individuals and the altered states of consciousness associated with neurological conditions such as epilepsy, vegetative state and coma. In particular, we discuss how arousal and awareness are positively correlated in normal physiological states with the exception of REM sleep, while a disturbance in this relationship is characteristic of vegetative state, minimally conscious state, complex partial seizures and sleepwalking.     

“I’m Just Who I Am”: Self-Continuity and the Dialogical Self in a Study of Migrants

Drawing on dialogical self theory, this study aimed to develop understanding of the processes of self-continuity in migrants with complex trajectories. Twelve participants of various nationalities and ages took part in qualitative interviews in the United Kingdom and the United States. An iterative, three-step analysis for multivoicedness suggested participants initially adopted stabilizing I-positions that acted as foundations for subsequent development and evolution of new selves. A clear and dynamic progression of positioning, repositioning, and innovation in the dialogical self emerged. Findings suggest that change and rupture may act as catalysts for positive development and innovation, resulting in a robust, enhanced sense of self-continuity.     

Gender Differences in Wayfinding Strategies and Anxiety About Wayfinding: A Cross-Cultural Comparison

Two studies examined gender and cultural differences in wayfinding strategies and anxiety about wayfinding. Men in both Hungary and the United States reported greater preference for a strategy of orienting to global reference points, whereas women reported greater preference for a strategy based on route information. A higher level of wayfinding anxiety was reported by Americans, and women in both countries reported greater wayfinding anxiety than did men. Women in the United States, but not in Hungary, reported less childhood wayfinding experience than did men; women in both countries reported feeling less safe than did men. Feeling of personal safety and wayfinding strategy preferences mediated the gender difference in wayfinding anxiety.