Do the “Eyes” Have It? A Program Evaluation of Jane Elliott's “Blue‐Eyes/Brown‐Eyes” Diversity Training Exercise1

The effectiveness of Jane Elliott's well‐known “blue‐eyes/brown‐eyes” exercise in reducing college students’ stereotyping and prejudice was assessed. College students were randomly assigned to either the exercise group or a comparison group. Blue‐eyed and brown‐eyed exercise participants were given discriminatory versus preferential treatment, respectively; a procedure purportedly designed to sensitize participants to the emotional and behavioral consequences of discrimination. Participation in the exercise was found to be associated with White students (a) indicating significantly more positive attitudes toward Asian American and Latino/Latina individuals, but only marginally more positive attitudes toward African American individuals; and (b) reporting anger with themselves when noticing themselves engaging in prejudiced thoughts or actions—negative affect that theoretically could prove to be either helpful or detrimental in promoting long‐term reduction of stereotyping and prejudice.     

Introduction to the Special Issue: Defining Gender,Relationships, and Power

Limitations in our knowledge of women's lives are most strikingly revealed by social scientists' attempts to respond to the HIV/AIDS crisis. Most psychological research studies Anglo middle- and upper-middle-class college students, to the detriment of our current need for knowledge of the populations of women most at risk for HIV/AIDS, who are non-Anglo, poor, and less educated. This special issue was initiated by the Task Force on Women and HIV of the Society for the Psychology of Women, Division 35 of the American Psychological Association. Our immediate objective was to present in a single issue a full range of current research practices and needs along with any exemplary innovations, and to identify the dilemmas facing investigators that might be blocking theory development. We hope to inspire, inform, and energize those whose contributions are most needed to advance theory and research that will be helpful to researchers and practitioners of HIV prevention and services. The long-range goal of this special issue is to stimulate innovative and useful theory development by gathering empirical work that challenges current theory and shows the role of culture.     

Exploring Culture-Specific Differences in Beliefs about Causes, Kinship and the Heritability of Major Depressive Disorder: The Views of Anglo-Celtic and Chinese-Australians

The aim of this study was to explore cultural differences in causal attributions and beliefs about heritability of major depressive disorder (MDD). Face-to-face interviews with Anglo-Celtic- and Chinese-Australians community members with a family history of MDD were conducted and subjected to a rigorous qualitative analysis, using the computer software NVivo. Sixteen Anglo-Celtic-Australians and 16 Chinese-Australians were interviewed. Both groups believed that a combination of genetic and environmental factors contributed to MDD, that stress was an important cause of MDD, and that coping factors were significant moderators of the impact of stress on MDD. Both cultural groups believed that the causes of MDD affecting multiple family members included a shared family environment and a “contagion effect”, in addition to genetics. Unique to the Chinese-Australian group was the beliefs that parental pressures to exceed academically contributed to MDD; this cultural group also reported beliefs that depression was due to God’s will or alternatively fate, which in turn was related to attributions to feng shui and auspicious dates. This study documented key culture-specific differences in beliefs about causes and inheritance of MDD; such differences have major implications for clinician-patient communication about genetic risk associated with having a family history of MDD.     

Age and race differences in racial stereotype awareness and endorsement

Age and race differences in race stereotype awareness and endorsement were examined in 382 Black and White fourth, sixth, and eighth graders. Youths reported their own beliefs and their perceptions of adults' beliefs about racial differences in ability in two domains: academics and sports. Children's own endorsement of race stereotypes was highly correlated with their perceptions of adults' race stereotypes. Blacks reported stronger traditional sports stereotypes than Whites, and 4th‐ and 6th‐grade Blacks reported roughly egalitarian academic stereotypes. At every grade level, Whites reported academic stereotypes that favored Whites, and 6th‐ and 8th‐grade Whites reported sports stereotypes that favored Blacks. Results support the tenets of status theory and have implications for identity development and achievement motivation in adolescents.     

Sweet Pea Summer

For a number of years, the author, now 64, has studied the mythological theme of the mother and daughter mysteries. An earlier memoir in Psychological Perspectives, entitled “Pictures of My Mother” (2010), explored a strained and often painful relationship. In that essay, the author uncovered a previously unfelt love for the “colorful, constrained, complicated, and courageous” woman her mother was. The generative process of writing “Pictures of My Mother” opened a new understanding. In this article the author receives a fresh visitation from Mnemosyne, the Greek goddess of memory. The goddess penetrates beneath images of illness and old age and travels into an earlier time. The author was five, and her mother, at the age of 44, was still vital and alive. The mother, a gifted gardener, taught her daughter how to grow sweet peas. The flowers blossom as an expression of the bond between mother and daughter.     

Perfectionism,Components of Stress Reactivity,and Depressive Symptoms

The current study examined the associations among dimensions of perfectionism, facets of stress reactivity, and self-reported depressive symptoms in 191 university students. Participants completed the Multidimensional Perfectionism Scale, the Perfectionism Cognitions Inventory, the Perceived Stress Reactivity Scale (PSRS), and a measure of depressive symptoms. The PSRS is a relatively new instrument that measures several distinguishable facets of stress reactivity including prolonged stress reactivity, reactivity to failure, and reactivity to social evaluation. Analyses confirmed that most of the perfectionism measures were associated with stress reactivity to failure experiences. Socially prescribed perfectionism and perfectionistic automatic thoughts were also associated with prolonged stress reactivity and reactivity to social evaluation. Moreover, all facets of stress reactivity were correlated with depressive symptoms. Finally, prolonged stress reactivity and reactivity to social evaluation mediated the links between perfectionism dimensions and depressive symptoms. The current findings provide general support for models of perfectionism and stress, and suggest that perfectionists have heightened sensitivities to stressors related to their self-definitions that are activated when threatening stressors involving these themes are experienced.     

A longitudinal investigation of the reliability of memories for trauma and other emotional experiences

This study examined the relative consistency and characteristics of memories for trauma and other non‐traumatic emotional experiences over time. A community sample of 52 participants who reported a recent traumatic event were asked to recall both the traumatic and a positive emotional experience in two interviews separated by approximately three months (M = 105.39 days). The recollections were elicited with either a free narrative, cognitive interview, guided imagery, or written narrative approach. Results indicated that traumatic experiences were recalled more reliably over time than other emotional experiences. Traumatic memory imagery tended to persist in memory (with no apparent impairment), whereas features of positive memories were subject to considerable distortion, regardless of interview style. The findings contribute to the understanding of the impact of trauma on memory with the passage of time. Copyright © 2004 John Wiley & Sons, Ltd.     

Masculine/feminine: A personological perspective

How might our expanding knowledge of gender contribute to a deeper understanding of personality? This paper offers a personological perspective for considering the import of contemporary work, and focuses on the ten substantive papers included in this issue of the Journal of Personality An agenda for our future inquiry is proposed that includes (a) revising our ideology of science in a postpositivist era, (b) recognizing the complexity of personality as a domain distinguished from “human being theory,” (c) developing richer and more comprehensive personality theory, and (d) studying persons over time The papers reported in this issue contribute in various ways to the enrichment of personological understanding     

ETHICAL AND EPISTEMOLOGICAL TENSIONS IN APPLYING A POSTMODERN PERSPECTIVE TO FEMINIST RESEARCH

We examine tensions that arise in applying postmodernism to feminist research. First, we consider epistemological tensions generated in the process of deconstructing existing knowledge and constructing new knowledge that benefits women. Second, we examine six ethical issues that reflect the tensions in feminist practice as we attempt to justify the dialectic between knowledge and power. In keeping with a postmodernist perspective, we pose these six issues as questions: Is feminist post-modernism postfeminist? Does postmodernist language mystify feminist practice and goals? Are qualitative methods more feminist than quantitative ones? Must feminists have a liberatory purpose in their research? Is the personal too personal? Whose aims are served, feminists or their collaborators? We conclude that by adopting a postmodern feminist perspective, we can embrace the struggle between knowledge and practice rather than privilege one over the other.     

Hydrocortisone infusion exerts dose- and sex-dependent effects on attention to emotional stimuli

Glucocorticoid administration has been shown to exert complex effects on cognitive and emotional processing. In the current study we investigated the effects of glucocorticoid administration on attention towards emotional words, using an Affective Go/No-go task on which healthy humans have shown an attentional bias towards positive as compared to negative words. Healthy volunteers received placebo and either low-dose (0.15 mg/kg) or high-dose (0.45 mg/kg) hydrocortisone intravenously during two separate visits in a double-blind, randomized design. Seventy-five minutes post-infusion, the subjects performed tests of attention (Rapid Visual Information Processing [RVIP]), spatial working memory (Spatial Span) and emotional processing (Affective Go/No-go task [AGNG]). On the attention task, performance was impaired under both hydrocortisone doses relative to placebo, though the effect on error rate was not significant after controlling for age; Spatial Span performance was unaffected by hydrocortisone administration. On the AGNG task, relative to the placebo condition the low-dose hydrocortisone infusion decreased response time to emotional words while high-dose hydrocortisone increased response time. In the females specifically, both high and low dose hydrocortisone administration attenuated the normal attentional bias toward positively valenced words. These data suggest that, in healthy women, the modulation of attention by the emotional salience of stimuli is influenced by glucocorticoid hormone concentrations.