"What about me?" Perceptions of exclusion and whites' reactions to multiculturalism

A 5-study investigation of reactions of dominant group members (i.e., White Americans) to diversity (relative to racial minority reactions) provides evidence of implicit and explicit associations between multiculturalism and exclusion and of a relationship between perceived exclusion and reactions to diversity. In Study 1, Whites but not racial minorities were faster in an implicit association task at pairing multiculturalism with exclusion than with inclusion. This association diminished in Study 2 through a subtle framing of diversity efforts as targeted toward all groups, including European Americans. In Study 3, in a "Me/Not Me" task, Whites were less likely than minorities to pair multiculturalism concepts with the self and were slower in responding to multiculturalism concepts. Furthermore, associating multiculturalism with the self (Study 3) or feeling included in organizational diversity (Study 4) predicted Whites' endorsement of diversity and also accounted for the oft-cited group status difference in support for diversity initiatives. Study 5 showed that individual differences in need to belong moderated Whites' interest in working for organizations that espouse a multicultural versus a color-blind approach to diversity, with individuals higher in need to belong less attracted to organizations with a multicultural approach. Overall, results show that the purportedly "inclusive" ideology of multiculturalism is not perceived as such by Whites. This may, in part, account for their lower support for diversity efforts in education and work settings.     

Same clinic,different conceptions: Drug users’ and healthcare professionals’ perceptions of how stigma may affect clinical care

Stigma experienced by drug users by their healthcare professionals can be a barrier to treatment engagement, which in turn affects mortality and morbidity rates. Attribution theory suggests that stigma will be greatest whenever drug use is attributed to factors within personal control. Here, clients (n = 76) and healthcare professionals (n = 62) identified features that characterize good and bad clinical interactions, and responded to a vignette about a drug user who attributed his use to personal control or situational factors. Healthcare professionals completed the vignette and drug users gave their best guess of how healthcare professionals would react to this vignette. Clients and professionals held overlapping prototypes of clinical interactions. Clients overestimated both how negative healthcare professionals’ reactions would be, and the extent to which healthcare professionals’ reactions would accord with attribution theory. Despite healthcare professionals’ believing they are acting in nonstigmatizing ways, they may engender stigma in clinical situations more than they realize. Discrepancies between professionals’ hypothetical responses and clients’ anticipation of these responses are discussed in terms of the influence of self‐stigma and societal understandings of drug use and control. Attribution theory only offers a limited explanation for these discrepancies, because professionals’ beliefs about drug users are complex. Implications for theories of stigma and engagement with services are discussed, and the importance of clients’ anticipation of stigma is highlighted as a primary target for addressing treatment disengagement. Anti‐stigma campaigns may also benefit from changing their focus from individuals’ attributions to holistically addressing discrepant conceptions of treatment.     

Comparative Sacred Texts and Interactive Interpretation: Another Alternative to the “World Religions” Class

In this article we argue for an introductory course in the study of religion that proceeds through interactive interpretation as a responsible form of comparison. Interactive interpretation proceeds provisionally, and encourages students to formulate new questions of the materials instead of making final categories about the materials. We use examples from a typical classroom to show how we work with three pedagogical principles: (1) critical reading; (2) pluralism within religious traditions as well as between religious traditions; and (3) the use of the working hypothesis as a tool in analyzing religious texts. We also make an argument for textual reading as a form of living intellectual practice, which can work alongside of, and not in opposition to, other approaches to the study of religion, such as ethnographic or historical approaches.     

Book reviews

Private Practice Youngstown, Ohio 44512     

The effect of subject-generated and experimentersupplied code words on the phonetic mnemonic system

The hypothesis tested proposed that subjects using the phonetic mnemonic system who were supplied code words by the experimenter would recall more numbers than either subjects generating their own code words or a control group. In Experiment 1,36 undergraduate subjects serving in a 3 × (3) mixed-factorial design confirmed the hypothesis, but the possibility existed that the superiority of the experimenter-supplied group was attributable to the failure of the subject-generated group to devise a complete set of code words. In Experiment 2 a new group of 12 self-generated subjects was tested with a modified procedure designed to maximize number of correct code words. However, the experimenter-supplied group recalled significantly more numbers than this group, too. In Experiment 3 the possibility was tested that the superiority of the experimenter-supplied subjects was an artifact based on insufficient training in the phonetic method of subjects creating code words. Accordingly, all 28 subjects received extended training before recall of a subject-generated group was tested against that of an experimenter-supplied group in a 2 × (2) factorial design. Once again the experimentersupplied group recalled significantly more numbers, confirming the hypothesis. These results represent an exception to the general finding that subject-generated mnemonics are superior to those supplied by the experimenter. The data suggest that the relative efficacy of the two sources interacts with the difficulty of the mnemonic.     

The spatial attributes of stimulus frequency and their role in monaural localization of sound in the horizontal plane

Listeners, whose right ears were blocked, located low-intensity sounds originating from loudspeakers placed 15 deg apart along the horizontal plane on the side of the open, or functioning, ear. In Experiment 1, the stimuli consisted of noise bursts, 1.0 kHz wide and centered at 4.0 through 14.0 kHz in steps of .5 kHz. We found that the apparent location of the noise bursts was governed by their frequency composition. Specifically, as the center frequency was increased from 4.0 to about 8.0 kHz, the sound appeared to move away from the frontal sector and toward the side. This migration pattern of the apparent sound source was observed again when the center frequency was increased from 8.0 to about 12.0 kHz. Then, with center frequencies of 13.0 and 14.0 kHz, the sound appeared once more in front. We referred to this relation between frequency composition and apparent location in terms of spatial referent maps. In Experiment 2, we showed that localization was more proficient if the frequency content of the stimulus served to connect adjacent spatial referent maps rather than falling within a single map. By these means, we have further elucidated the spectral cues utilized in monaural localization of sound in the horizontal plane.     

Long-lasting aftereffect of brief prism exposure

The aftereffect of 15 min of active adaptation to wedge prism displacement was shown to persist for as long as 2 weeks.