The relation between gender and negative attitudes toward gay men and lesbians: Do gender role attitudes mediate this relation?

This study examined whether traditional gender role attitudes mediated the relation between gender and negative attitudes toward gay men and lesbians. One hundred and fifty-five heterosexual college students (59% female; 97% Caucasian) completed questionnaires that assessed their attitudes toward gay men and lesbians and their gender role attitudes. Although males reported more negative attitudes toward gay men than females, there were no gender differences in attitudes toward lesbians. Traditional gender role attitudes mediated the relation between gender and attitudes toward gay men. These findings suggest that attitudes toward gay men are more strongly related to gender role attitudes than to gender.The authors express their appreciation to Larry Kurdek and Gregory Herek for their helpful input in the early stages of this study and to Larry Kurdek for reviewing an earlier draft of this article.     

Racial Self-Identification: The Effects of Social History and Gender1

Dark and Clark's pioneering study in 1947 demonstrated that Black children were ambivalent about racial self-identification. Subsequent research indicates that during the 1950s, 1960s and 1970s, Black children were increasingly likely to demonstrate a commitment to identifying with a Black stimulus. The present study investigates the extent to which this trend persists in the 1980s and how gender of the child affects her/his racial identification. The results indicate that the 1980s may be a time in history when Black children are growing more ambivalent about racial self-identification, and that Black boys are significantly more likely than Black girls to identify with the white doll. The findings suggest that the current political climate which places Blacks at a significant social and economic disadvantage may reduce children's willingness to identify with a Black stimulus. The gender differences are explored in terms of Black boys' greater likelihood psychologically to try to identify away from Blackness.     

On the puzzle of language, pragmatics, and schizophrenia

The nature of circularity in thinking about language in schizophrenia is described, and initial observations by Byrne, et al. appropriate for breaking that circularity identified.     

The effects of limited and intensive school psychologist-teacher consultation

Effects of two modes of school psychological consultation were examined against four main outcomes: (1) changes in teacher understanding of the child, (2) the direction of the changes in teacher understanding of the child, (3) teacher satisfaction with consultation, and (4) teacher follow-through on psychologist's recommendations. The two consultative modes were differentiated by the amount of time and by the length and elaboration of the psychological report. Eight school psychologists alternated in acting out the different consultative modes, plus a control condition, with a total of 120 teachers who had referred children. Data were obtained through paper and pencil questionnaires completed pre- and postconsultation by teacher and psychologist. The results strongly supported the intensive over the limited consultation, and any consultation over no consultation.     

Some qualifying notes on the development and implementation of behavior modification programs

Value judgements are inherent in the development and implementation of any behavior modification program. However, there is concern that techniques will become the prime originator of values and that a broader new of the child and his terms will be lost.

This article has reviewed three aspects of program planning in terms of the value issues involved. These include the manipulation of both abtecedent and consequent events to the behavior, the inclusion of the child in program planning, and teacher resistance to the program.     

The comrade on the crossroads of scholarship and struggle: Troubling the exile of Frantz Fanon from social and political psychology

This article traces the presence and absence of Frantz Fanon in the field of social and political psychology. Our work is guided by an assemblage of methods— a critical analysis of mainstream scholarship, a collective interrogation with a transnational gathering of colleagues and friends, and a deep reading of Fanon's texts on struggle, internalized oppression, violence and a new humanism. Through this, our paper is a call for radical disciplinary reflection on why Fanon has been ruthlessly exiled from social/political psychology, the potential his writings hold for courses, scholarship, and struggle, and how we might more boldly theorize, as he did, from within the fire of struggles for justice and liberation.