Race-Based Stress in White Adults: Exploring the Role of White Racial Identity Status Attitudes and Type of Racial Events

The impact of racial experiences on Whites has been underresearched and has rarely been considered traumatic. To understand these experiences, it is important to consider variation in one's orientation to their racial group (i.e., racial identity) and the type of racial encounter. Using a White adult sample and hierarchical cluster analysis, the authors found that reactions to race-based encounters were associated with varying levels of psychological distress and well-being and racial identity statuses. Clinical implications are discussed. El impacto de las experiencias raciales en personas blancas no ha sido suficientemente investigado y en raras ocasiones ha sido considerado traumático. Para comprender estas experiencias, es importante considerar la variación en la orientación de cada individuo hacia su grupo racial (es decir, la identidad racial) y el tipo de encuentro racial. Usando una muestra de personas adultas blancas y un análisis jerárquico de clústeres, los autores hallaron que las reacciones a los encuentros raciales estaban asociadas a niveles variables de malestar psicológico, así como de estados de bienestar e identidad racial.     

Holistic but with reduced right-hemisphere involvement: The case of dyslexia in Chinese character recognition

Psychonomic Bulletin & Review - Recent research on visual object recognition has suggested that the right hemisphere can engage either holistic or part-based processing depending on whether the...     

“Do as I do,not as I say”: Using social learning theory to unpack the impact of role models on students' outcomes in education

Role modeling has received much attention in education research, uncovering the mechanisms by which imitation occurs (e.g., the aspects of role models that make them more or less effective) and identifying the outcomes associated upon imitating the model. Nonetheless, certain social‐cognitive processes involved in role modeling tend to be overlooked. This oversight is puzzling given that these processes, such as retention and reproduction of modeled behavior, are of great importance to role modeling processes—the consideration and inclusion of such processes can provide crucial insight. This paper provides an overview of the role model research in education to date, detailing researchers' focus and emphasis on identifying aspects of role model effectiveness. We then analyze how including the component processes of social learning or observational theory can add value and application to advance role modeling research. Finally, we provide recommendations to close the gap between current research trends and what has been previously theorized on modeling to help inform ongoing future investigations.     

Parental Sacrifice,Filial Piety and Adolescent Life Satisfaction in Chinese Families Experiencing Economic Disadvantage

Applied Research in Quality of Life - This study examines the relationships amongst perceived paternal and maternal sacrifice, filial piety and adolescent life satisfaction in a sample of 716 poor...     

Child-rearing expectations and developmental knowledge according to maternal age and parity

A convenience sample of 6% mothers was surveyed according to their attitudes toward childrearing and knowledge of developmental milestones. A majority of mothers, regardless of age, were incorrect in their assessment of when key infant abilities occur. When the responses were analyzed according to age, the youngest group of mothers (16 years and less) were least knowledgeable and had the least desirable child-rearing attitudes of the three age groups, although these differences were no more than would be expected by chance alone. Parity (operationalized as no child versus at least one child) had few associations with maternal knowledge or attitudes within any of the three age groups analyzed. The results are discussed in terms of future research as well as in the context of the ongoing expansion of parenting programs for mothers and fathers of all ages.     

Problem and program linkage: The early and periodic screening,diagnosis and treatment program as a means of preventing and detecting child abuse

This paper presents a case model for linkage of social service delivery programs with the prevention and detection of child abuse. The example of problem and problem linkage is given for the Early and Periodic Screening, Diagnosis and Treatment Program (EPSDT), the nation's largest preventive child health screening program designed to detect and treat early childhood medical and developmental conditions in indigent children. The screening activities combined with the efforts to educate parents as to the nature of normal child development suggests that the EPSDT program may be used to prevent the development of conditions that may lead to abuse as well as to identify children who have been abused.     

Distributive Justice and Enviromental Sustainability

Andrew Dobson has outlined three conceptions of environmental sustainability: the 'critical natural capital' conception; the 'irreversibility' conception; and the 'natural value' conception. He has also attempted to map out the various 'dimensions of social justice'– his purpose in so doing being to analyze the 'encounter' of each conception of environmental sustainability with the points on his map. Not surprisingly, Dobson concludes that as one moves from the 'critical natural capital' conception through the 'irreversibility' conception to the 'natural value' conception of 'sustainability', the 'points of contact' with his map of 'the dimensions of social justice' are found to 'become fewer and further apart'. In this article I argue that Dobson is fundamentally confused in his reason for thinking why this is so. I also argue that a core argument he deploys concerning future generations cannot do the work he requires of it.     

INSTRUMENTAL AND EXPRESSIVE TRAITS, TRAIT STEREOTYPES, AND SEXIST ATTITUDES What Do They Signify?

College students rated die typical male and female student and themselves on 22 instrumental (I) and 16 expressive (E) items from the PAQ (Spence & Helmreich, 1978) and the BSRI (Bern, 1974), as well as on the BSRI items "masculine" and "feminine." They also completed measures of gender stereotypes and sexist attitudes. Significant gender stereotypes were found on all but two I and E items in both genders. Significant gender differences in self-report were found on all the E items but on only 41% of the I items, confirming our hypotheses that societal changes have led women to develop more agentic self-conceptions. The pattern of relationships found between the self-report, stereotype, and attitude measures supports the utility of a multidimensional approach to gender. Responses to the items "masculine" and "feminine" confirm the implications of our hypothesis that these items primarily assess men's and women's basic sense of gender identity.