Toward Understanding Each Other: Bridging Gaps in the Science-and-Religion Dialogue

Abstract. The high degree of specialization in society and compartmentalization in education have resulted in increasing difficulty in communicating across different fields of study. I propose that these gaps in communication across disciplines must be addressed to ensure a fruitful ongoing science‐and‐religion dialogue.     

Intimate Partner Violence in African Immigrant Communities in the United States: Reflections from the IDVAAC African Women’s Round Table on Domestic Violence

African women face many challenges when they come to the United States due to the immigration experience, acculturation, and leaving family members in countries of origin. Intimate partner violence (IPV) complicates African women’s experience within their home countries as well as in the United States. There is little literature on IPV in African ethnic groups. This information is even sparser regarding IPV among African immigrant and refugee communities in the United States. To better address the needs of these communities, the Institute on Domestic Violence in the African American Community brought together service providers and survivors representing 16 different African countries to attend a roundtable and explore issues of IPV. This article highlights the unique challenges they identified.     

Children's peer selection: experimental examination of the role of self-perceptions

Although previous studies have examined characteristics of children selected as friends, little research has examined the role played by characteristics of the selecting child. In 2 experimental studies that examined the role of self-perceptions in peer selection, participants (91 seventh graders in Study 1 and 83 third graders in Study 2) viewed various evaluations of themselves. Participants either believed evaluations were written by unfamiliar peers (Study 1) or were asked to imagine that the views of puppets were views of unfamiliar peers (Study 2). Participants were asked to select the peers they wished to meet and interact with. When evaluations were related to specific competence domains, 7th graders preferred positive peers to negative peers, whereas 3rd graders selected peers who viewed them as they viewed themselves. When evaluations were related to global self-worth, children's selections were unrelated to views of their own global worth. Selection of a globally negative peer was associated with attachment-insecurity/maternal-rejection and depressive symptoms.