What's to Fear from Immigrants? Creating an Assimilationist Threat Scale

We argue that cultural threat, stressed in recent studies of anti-immigrant sentiment, is properly measured in the U.S. case as "assimilationist threat": a resentful perception that immigrants are failing to adopt the cultural norms and lifestyle of their new homeland. We explore the meaning and form of assimilationist threat in the minds of Americans through an analysis of four focus groups, two in Los Angeles, CA, and two in Columbus, OH. Using information from the focus groups, we develop and test a set of survey questions covering three dimensions of immigrants' commitment to their new country: language, productivity, and citizenship. We produce a summary scale of assimilationist threat that can be used by other researchers seeking to understand the causes and consequences of anti-immigrant sentiment.     

Shared Wisdom: Use of the Self in Pastoral Care and Counseling (Person, Culture, and Religion Group, American Academy of Religion, November 18, 2005)

This article summarizes the method of pastoral assessment and theological reflection detailed in Shared Wisdom, with particular attention to pastoral counselors’ countertransference or intersubjective “use of the self” as a tool for empathic understanding of clients. A model of multiplicity of mind, subjectivity, and God is advanced in contrast to more traditional views. The article concludes with an appeal for messiness, complexity, and kenosis in both psychology and theology.Pamela Cooper-White is Professor of Pastoral Theology at the Lutheran Theological Seminary at Philadelphia, and recipient of the American Association of Pastoral Counselors’ 2005 National “Distinguished Achievement in Research and Writing” Award. She is the author of four books: Many Voices: Pastoral Psychotherapy and Theology in Relational Perspective (forthcoming, Fortress, 2006), Shared Wisdom: Use of the Self in Pastoral Care and Counseling (Fortress, 2004), The Cry of Tamar: Violence Against Women and the Church's Response (Fortress, 1995) which won the 1995 Top Ten Books award from the Academy of Parish Clergy, and Schoenberg and the God Idea (UMI Research Press, 1985). An Episcopal priest and pastoral psychotherapist, Cooper-White is certified as a clinical Fellow in the American Association of Pastoral Counselors, and serves as Co-Chair of the Person, Culture, and Religion Group of the American Academy of Religion.     

Multilingual assessment of early child development: Analyses from repeated observations of children in Kenya

In many low‐ and middle‐income countries, young children learn a mother tongue or indigenous language at home before entering the formal education system where they will need to understand and speak a country's official language(s). Thus, assessments of children before school age, conducted in a nation's official language, may not fully reflect a child's development, underscoring the importance of test translation and adaptation. To examine differences in vocabulary development by language of assessment, we adapted and validated instruments to measure developmental outcomes, including expressive and receptive vocabulary. We assessed 505 2‐to‐6‐year‐old children in rural communities in Western Kenya with comparable vocabulary tests in three languages: Luo (the local language or mother tongue), Swahili, and English (official languages) at two time points, 5–6 weeks apart, between September 2015 and October 2016. Younger children responded to the expressive vocabulary measure exclusively in Luo (44%–59% of 2‐to‐4‐year‐olds) much more frequently than did older children (20%–21% of 5‐to‐6‐year‐olds). Baseline receptive vocabulary scores in Luo (β = 0.26, SE = 0.05, p < 0.001) and Swahili (β = 0.10, SE = 0.05, p = 0.032) were strongly associated with receptive vocabulary in English at follow‐up, even after controlling for English vocabulary at baseline. Parental Luo literacy at baseline (β = 0.11, SE = 0.05, p = 0.045) was associated with child English vocabulary at follow‐up, while parental English literacy at baseline was not. Our findings suggest that multilingual testing is essential to understanding the developmental environment and cognitive growth of multilingual children.     

Dialogic reflective e-journaling: providing extra field-based support to special education preservice teachers by enhancing their critical reflection skills and transformative learning

In light of the continual problem of attrition in the field of special education and the need for well-prepared new special education teachers, the purpose of this study was to examine how dialogic reflective e-journaling between the first author and undergraduate preservice teachers impacted the classroom decision-making as well as the transformative learning of these preservice teachers involved in a special education field-based experience in US schools. Performance feedback was given by the first author as part of the teacher preparation supports already in place for the field-based experience. Study findings revealed that dialogic e-journaling enhanced the reflective skills of the study participants when faced with classroom disorienting dilemmas and instigated a positive personal transformation in them as teachers.     

Neural correlates of deficient response inhibition in mentally disordered violent individuals

In this study, response inhibition and associated neural activation during a motor inhibition paradigm were investigated in (i) men with antisocial personality disorder (APD) with a history of violence (n = 14), (ii) men with schizophrenia with a history of violence (n = 12), (iii) men with schizophrenia without a history of violence (n = 12), and (iv) healthy control subjects (n = 14) using functional magnetic resonance imaging (fMRI). At the behavioural level, individuals with schizophrenia showed impaired performance across all conditions, whereas an increased error rate was seen in the APD group only during the conditions requiring inhibition. At the neural level, both violent groups showed reduced thalamic activity, compared with controls, in association with modulation of inhibition by task demands. In addition, the violent schizophrenia group, compared with controls, showed reduced activity in the caudate nucleus during the condition requiring inhibition. It is concluded that violence may not be specifically associated with impaired voluntary inhibition in schizophrenia but this is likely in APD. Reduced thalamic function, perhaps due to its known association with sensorimotor disturbances, is implicated in violent behaviour across both disorders. In addition, caudate dysfunction may contribute, given its role in timing and temporal processing as well as suppression of motor actions, to deficient inhibition and violent behaviour in schizophrenia.     

Career Development From Adolescence Through Emerging Adulthood Insights From Information Technology Occupations

Career development theories suggest that social-contextual experiences are influential in individuals' career interests, aspirations, and skill development and may be a source of gender and ethnic differences in certain career fields. In this mixed methods study, we examine the supportive and obstructive career-related experiences of 13 men and 13 women (modal age 25). Interviews focused primarily on the pathway toward or away from an information technology (IT) career. Thematic coding indicated that parents were mostly supportive, while experiences in school and work occasionally made individuals reconsider their career plans. Social influences often changed developmentally as participants entered full-time jobs. Gendered participation in IT was often attributed to women's perception that it is a male-oriented field.     

The influence of social factors and implicit racial bias on a generalized own‐race effect

The current study sought to determine whether the experimentally reported ‘own‐race effect’ is other‐race specific, or whether it is a generalized effect. The perceptual processing of own‐ versus two groups of other‐race faces was therefore explored in White and South Asian individuals. Participants completed a computer‐based discrimination task of White, South Asian and Black face‐morphs. Results showed a generalized own‐race effect for White and South Asian participants discriminating own‐ versus other‐race (White/South Asian and Black) faces, such that individuals demonstrated a perceptual discrimination advantage for own‐ versus other‐race faces in general. These findings were linked to implicit racial bias and other‐race individuating experience, demonstrating that social variables play an important role in the magnitude of the own‐race effect. Copyright © 2007 John Wiley & Sons, Ltd.     

When bonuses backfire: an inaction inertia analysis of procrastination induced by a missed opportunity

An inaction inertia analysis of procrastination was used to generate the prediction that using bonuses to encourage early task completion will have two opposing effects, encouraging early task completion by some but also inducing procrastination for those who miss the bonus. Study 1 showed that the addition of bonuses for early completion produced both of these effects and also led to overall task completion rates that were either equal to (large bonus) or actually less than (medium and small bonuses) those obtained by simply establishing a completion deadline with no bonus. In Study 2, a lottery methodology was used to manipulate the size of a missed bonus for all participants. Even under these conditions of reduced personal responsibility the larger missed bonus led to increased procrastination as predicted by the inaction inertia analysis. Possible mediating processes based on anticipated regret and perceived fairness were discussed. Copyright © 2007 John Wiley & Sons, Ltd.     

Responsibility for believing

Many assume that we can be responsible only what is voluntary. This leads to puzzlement about our responsibility for our beliefs, since beliefs seem not to be voluntary. I argue against the initial assumption, presenting an account of responsibility and of voluntariness according to which, not only is voluntariness not required for responsibility, but the feature which renders an attitude a fundamental object of responsibility (that the attitude embodies one’s take on the world and one’s place in it) also guarantees that it could not be voluntary. It turns out, then, that, for failing to be voluntary, beliefs are a central example of the sort of thing for which we are most fundamentally responsible.