Pushing the frontiers of multicultural training in community psychology

Suarez-Balcazar, Durlak, and Smith (1994) have provided the field with important baseline information regarding multicultural training practices in community psychology. This report can serve as a catalyst in our quest to place an understanding of human diversity, in particular, ethnic-cultural diversity, at the heart of community psychology. To do so, we need to move beyond the teaching of culturally sensitive research and practice to a reconceptualization of the knowledge base and methods of community psychology, to an examination of the conflicts engendered by the inclusion of multiple voices, and to the implementation of institutional arrangements that can support such a challenging task in constructive ways.     

Masculinity and hockey violence

Qualitative research on the relationship between masculinity and hockey violence has suggested that players endorsing traditional masculine behavior were more likely to engage in violence than players who held weaker masculine beliefs. Data were collected from white, middle class players on five Toronto hockey teams representing two different age groups (14.3 and 17.7 years respectively) and skill levels (Bantam and Junior A). Moderate support was found for the predicted relationship between higher masculinity and increased violence, particularly at the preprofessional Junior A level. Subscales of the Brannon Masculinity Scale, applied to a sport situation, were seen to be a valid measure of gender typing. Increased levels of violence (especially fist fights), more than playing or skating skills were seen to lead to greater perception of competence by both teammates and coaches.     

The development of adolescent sexual intimacy: implications for counseling

This paper proposes a perspective for understanding the development of adolescent sexual intimacy. A "transitional stage" is described in which adolescents, driven by a variety of developmental needs influenced by external forces such as peers and family, experiment with sexual behaviors. The completion of the transitional stage results in the adolescent's ability to achieve "relational" sexual intimacy, which is also described. The problems and implications for counseling associated with the biophysiological and family dynamic influences on the development of adolescent sexual intimacy are discussed.     

Increasing the Salience of Risky Sexual Behavior: Promoting Interest in HIV-Antibody Testing Among Heterosexually Active Young Adults1

The present study examines whether making the risk associated with unsafe sexual behavior more salient would increase interest in HIV testing. The HIV-related beliefs and behaviors reported by a sample of college students were assessed both before and after they had viewed a vulnerability-oriented film about HIV/AIDS. Viewing the film heightened sexually active participants' belief that they might currently be HIV seropositive. Among participants who were currently sexually active, heightened perceptions of risk and concern about sexual behavior predicted intentions to utilize HIV testing services (controlling for initial risk perceptions and behavior). Those who engaged in behaviors related to HIV testing during the 4-week period after the film had expressed stronger HIV intentions and more pronounced feelings of anxiety and concern about prior sexual behavior. These results suggest that risk-enhancing interventions can stimulate interest in HIV testing.     

Volunteer Participation in Context: Motivations and Political Efficacy Within Three AIDS Organizations

Employed quantitative and qualitative data in a contextual examination of participation in three San Francisco-area HIV/AIDS organizations: an urban, gay community-based social change setting; an urban, broadly focused information/referral setting; and a suburban individual support setting. The settings attracted different kinds of volunteers and engaged them differently with the setting, each other, and community. In quantitative analyses external political efficacy (belief in the responsiveness of sociopolitical systems to change efforts) significantly distinguished settings, but was best predicted by setting-moderated relationships to scaled motivations. Qualitative data more clearly illuminated volunteers' motivations for participation, as well as complex, embedded relationships between setting, motivations, attitudes about sociopolitical participation, and personal and community experience and identification. Together the findings underscore three unique but related stories for the three AIDS organizations, and the value of contextual approaches to participation and empowerment.     

Modeling the Role of Child Ethnicity and Gender in Children's Differential Response to Teacher Expectations1

This study examined the relationship between fall teacher expectations and year‐end achievement among 561 children in 1st, 3rd, and 5th grades. Specifically, we hypothesized that children from academically stigmatized groups (African Americans generally and girls in mathematics) are more likely to be responsive to negative teacher expectancies than are children from nonstigmatized groups. Controlling for prior achievement and class membership, moderator effects were tested with hierarchical linear models in the whole sample and with loglinear models in a subsample of children who were targets of extreme teacher over‐ and underestimates of ability. Among targets of extreme teacher over‐ and underestimates, in 3rd and 5th grade, ethnicity moderated expectancy effects in reading; and in 5th grade, gender moderated expectancy effects in math but not reading. Members of stigmatized groups were more susceptible to teacher underestimates of ability. Implications are discussed in terms of differential response to teacher expectations and in terms of how susceptibility to teacher expectations is conceptualized and inferred.     

Reducing racial bias in the penalty phase of capital trials

Past research (e.g. Lynch & Haney, 2000) has shown that race plays a significant role in juror decision making in the penalty phase of capital murder trials. This study investigates the possibility of reducing juror bias towards Blacks by altering the content of jury instructions. White and non-White participants received trial information and jury instructions in which the defendant's race (Black or White) and the instruction type (standard or simplified) were manipulated. Participants rendered a sentence recommendation, identified factors they considered to be aggravating or mitigating, and responded to instruction comprehension questions. Bias against the Black defendant was significantly reduced when simplified instructions were used and when the defendant was judged by racially diverse jurors. Simplification also led to better comprehension of sentencing instructions. Implications for capital trials are discussed.