Controlling the Past to Control the Future: Christian Nationalism and Mandatory Patriotic Education in Public Schools

Recent debates about whether educators should teach America's racist history have sparked activism and legislation to ensure students are taught American history in such a way that promotes “patriotism,” amplifying cherished national myths, emphasizing American exceptionalism, and erasing negative historical facts. Building on insights from both social dominance theory and Christian nationalism research, we propose Christian nationalism combines legitimizing myths that whitewash America's past with authoritarian impulses and thus seeks to enforce “patriotic” content in public school classrooms. We also theorize this connection varies across racial, partisan, and ideological identities. Data from a nationally-representative survey of Americans affirm Christian nationalism is by far the leading predictor Americans believe “We should require public school teachers to teach history in a way that promotes patriotism.” This association is consistent across race (possibly due to divergent meanings of both “Christian nationalism” and “patriotism” across groups), but varies by partisanship and ideological identity for whites. Specifically, Christian nationalism brings whites who identify with the ideological and political left into complete alignment with their conservative counterparts who are already more likely to support mandatory patriotic education. Our findings provide critical context for ongoing battles over public-school curricula and education's role in perpetuating social privilege.     

“We are better and happier if we are inclusive.” Therapist perspectives on the importance of LGB cultural competence in a mental health setting

Lesbian, gay and bisexual people are more likely than their heterosexual counterparts to report dissatisfaction after accessing a counselling or psychological service. Greater dissatisfaction may result from therapists who focus on psychopathology without considering cultural context. Research has demonstrated therapists' cultural competence (attitudes, knowledge and skills) may influence effective service provision to LGB people. Counsellors and psychologists (N = 10) were interviewed to determine the sources of information influencing the cultural competence and LGB cultural competence practices used by therapists in their clinical practice. Three themes were developed from semistructured interviews: (1) the importance of multiple sources of cultural competence; (2) applying cultural competence improves the therapeutic process; and (3) ensuring visual cues of affirmation are affirming, not pathologising. Theme 1 highlighted that initial professional training, cultural competence training and lived experience could be triangulated to assist therapists in improving their cultural competence. Theme 2 highlighted that cultural competence improves the therapeutic process by ensuring therapists can demonstrate affirming attitudes, knowledge about LGB people and culturally affirming skills to work effectively with LGB clients. The final theme explored the need for therapists to create an inclusive space for LGB clients. Recommendations for improving clinical practices and tools to enhance cultural competence are discussed.     

Safety first,but for whom? Shifts in risk perception for self and others following COVID-19 vaccination

Vaccines can affect the mind as well as the body. Research on the psychological impact of vaccines has largely focused on risk-related judgments and behaviors involving the recipient. Here, we extend this work to risk-related judgments of others. In a prospective cohort study involving three samples and two timepoints (N = 588 adults), we tested competing hypotheses about the effects of receiving a COVID-19 vaccine on perceived risks to the unvaccinated: (1) a self/other differentiation hypothesis (vaccination will lead to estimation of lower risk for the self but higher risk for others) versus (2) a self/other correspondence hypothesis (vaccination will lead to estimation of lower risk from contracting COVID-19 for both self and others). Results revealed risk estimates as well as preferences for COVID-related social policies more consistent with the former hypothesis. We discuss potential psychological mechanisms and implications of these findings.     

On the Unity of Compound Things: Living and Non-Living

There appear to be at least two kinds of compound physical substances: compound pieces of matter, which have their parts essentially, and living organisms, which do not. Examples of the former are carbon atoms, salt molecules, and pieces of gold; and examples of the latter are protozoa, trees, and cats. Given that there are compound entities of these two kinds, and given that they can be created or destroyed by assembly or disassembly, questions naturally arise about the nature of the causal relations which unite their parts. In answer to these questions, we first argue that the parts of a compound piece of matter are connected via a relation of dynamic equilibrium of attractive and repulsive forces. We then argue that the parts of an organic living thing are united in a different way: they are functionally connected in a broadly Aristotelian sense which is compatible with an ultimately non-teleological, naturalistic biology.     

What Does the Narcissistic Personality Inventory Measure Across the Total Score Continuum?

The Narcissistic Personality Inventory (NPI) is the most widely used measure of narcissism in the social-personality psychology literature. It contains 40 items that tap into a variety of traits that theoretically comprise narcissism, such as feelings of superiority and willingness to exploit others. Most researchers focus on the total score produced by the NPI and may logically assume that increments in total NPI score correspond with similar increments in underlying narcissism traits. However, research presented in this article suggests that the traits measured by the NPI do not increment at the same rate. Traits reflecting intrapersonally healthy qualities (e.g., leadership, superiority) increment most rapidly within the lower portions of the NPI total score continuum, whereas traits reflecting interpersonally harmful qualities (e.g., entitlement, exploitativeness) increment most rapidly within the upper portions of the NPI continuum. These differences have implications for the meaning of scores on the NPI and how they correlate with other variables. For example, we demonstrate that lower NPI scores best predict self-esteem and higher NPI scores best predict psychopathy.     

What Do Gestational Mothers Deserve?

This paper analyzes the following question: What do women deserve, ethically speaking, when they agree to gestate a fetus on behalf of third parties? I argue for several claims. First, I argue that gestational motherhood’s moral significance has been misunderstood, an oversight I attribute to the focus in family ethics on the conditions of parenthood. Second, I use a less controversial version of James Rachels’s account of desert to argue that gestational mothers deserve a parent-like voice as well as significant care and support, conclusions that have implications for commercial surrogacy. Finally, I argue that we should not make requests of others when fulfilling them will lead others to deserve goods we cannot reasonably expect them to receive, and I conclude based on this thesis, what I call the “strings attached thesis,” that pro-life arguments in support of prohibitions on abortion commit their proponents to policies which they may not be willing to support.     

The interactive effects of age,education, and BMI on cognitive functioning

We examined the moderating effects of age and cognitive reserve on the relationship between body mass index (BMI) and processing speed, executive function, and working memory based on the literature suggesting that obese individuals perform more poorly on measures of these abilities. Fifty-six healthy, dementia-free community-dwelling older (mean age 65.72 ± 7.40) and younger (mean age 21.10 ± 2.33) adults completed a neuropsychological battery and reported height and weight. Mixed effects models were used to evaluate the interactive effects of age, education (a proxy for cognitive reserve), and BMI on cognitive scores. Higher education was protective for executive deficits in younger, but not older adults. Age differences in executive functions were reduced at higher education levels but increased in individuals with higher BMI. Results suggest the inter-relationships between cognitive reserve – as measured by education – and BMI differ across age, and that obesity may accelerate the cognitive aging process.