ON MOTIVATED ROLE SELECTION: GENDER BELIEFS, DISTANT GOALS, AND CAREER INTEREST

Despite widespread changes in occupational opportunities, men and women continue to show divergent preferences for careers. This research invoked a motivational framework to explain sex-differentiated career interest. From a role congruity perspective ( Diekman & Eagly, 2008 ), the internalization of gender roles leads people to endorse gender-stereotypic goals, which then lead to interest in occupations that afford the pursuit of those goals. Three studies provided evidence for the hypotheses. Study 1 found that male- and female-stereotypic careers were perceived to afford different goals. Studies 2 and 3 found that men and women endorsed different goals and that this gender-normative goal endorsement predicted gender-stereotypic career interest. In addition, structural equation modeling (Study 3) indicated that internalization of gender roles fully accounted for sex-differentiated goal endorsement. These findings thus extend the social role theory framework to consider processes related to self-selection into specific social roles.     

Perceived discrimination amongst young people in socio‐economically disadvantaged communities: Parental support and community identity buffer (some) negative impacts of stigma

There is increasing acceptance that children are not unaware of when they are targets of discrimination. However, discrimination as a consequence of socio‐economic disadvantage remains understudied. The aim of this study was to examine the impact of perceived discrimination on well‐being, perceptions of safety and school integration amongst children growing up within socio‐economically disadvantaged communities in Limerick, Ireland. Mediation analysis was used to explore these relationships and to examine the potential role of parental support and community identity in boys and girls in the 6th to 9th year of compulsory education (N = 199). Results indicate perceived discrimination contributed to negative outcomes in terms of school integration, perceptions of safety and levels of well‐being. Age and gender differences were observed which disadvantaged boys and younger children. All negative outcomes were buffered by parental support. Community identity also protected young people in terms of feelings of school integration and risk but not in terms of psychological well‐being. Findings are discussed in terms of the different role of family and community supports for children negotiating negative social representations of their community.     

Community reintegrating former child soldiers in Northern Uganda: A qualitative study on the road to recovery

This study aimed to profile the qualities of a holistic community reintegration program for former child soldiers (FCS) in the Lira region of Northern Uganda. Informants were a convenience sample of 37 FCS (age range 17 to 34, mean age 23.86, SD = 4.715 years; females = 29.73%). FCS completed semi-structured interviews on their current living situations and existing resources. This was aimed at assessing how they were transitioning back into the community and identifying gaps in resources. About 24% of FCS reported feeling unwelcome in their communities, suggesting a need for additional support and resources through the community integration models. Thematic analysis of the data suggests that the FCS would benefit from a holistic community reintegration program with the following qualities: psychosocial support, workforce development training, and job placement. FCS emphasised the need for skills training and employment opportunities over health and wellness; suggesting that mental health support and health care are not sufficient alone for them to successfully reintegrate into the community. FCS community integration policies and practices should prioritise holistic approaches.     

Neural correlates of acquired color category effects

Category training can induce category effects, whereby color discrimination of stimuli spanning a newly learned category boundary is enhanced relative to equivalently spaced stimuli from within the newly learned category (e.g., categorical perception). However, the underlying mechanisms of these acquired category effects are not fully understood. In the current study, Event-Related Potentials (ERPs) were recorded during a visual oddball task where standard and deviant colored stimuli from the same or different novel categories were presented. ERPs were recorded for a test group who were trained on these novel categories, and for an untrained control group. Category effects were only found for the test group on the trained region of color space, and only occurred during post-perceptual stages of processing. These findings provide new evidence for the involvement of cognitive mechanisms in acquired category effects and suggest that category effects of this kind can exist independent of early perceptual processes.     

Media use, face-to-face communication, media multitasking, and social well-being among 8- to 12-year-old girls

An online survey of 3,461 North American girls ages 8-12 conducted in the summer of 2010 through Discovery Girls magazine examined the relationships between social well-being and young girls' media use--including video, video games, music listening, reading/homework, e-mailing/posting on social media sites, texting/instant messaging, and talking on phones/video chatting--and face-to-face communication. This study introduced both a more granular measure of media multitasking and a new comparative measure of media use versus time spent in face-to-face communication. Regression analyses indicated that negative social well-being was positively associated with levels of uses of media that are centrally about interpersonal interaction (e.g., phone, online communication) as well as uses of media that are not (e.g., video, music, and reading). Video use was particularly strongly associated with negative social well-being indicators. Media multitasking was also associated with negative social indicators. Conversely, face-to-face communication was strongly associated with positive social well-being. Cell phone ownership and having a television or computer in one's room had little direct association with children's socioemotional well-being. We hypothesize possible causes for these relationships, call for research designs to address causality, and outline possible implications of such findings for the social well-being of younger adolescents.     

Race differences in the receipt of mental health services among young adults

This study investigates race and ethnic differences in the receipt of mental health services among young adults. Research has indicated that racial minorities receive treatment at a much lower rate than those with middle and upper incomes and whites. We use data from the National Longitudinal Study of Adolescent Health, a nationally representative study of young adults, first interviewed when in Grades 7 through 12. We find significant differences across race-ethnicity. Consistent with prior research, blacks are less likely to have received mental health services. Findings for gender and education differed from previous studies. The relationship of gender on services receipt is mediated by depression. The relationship of race-ethnicity on services receipt is moderated by levels of education and prior services use. Education is associated with greater services use for Whites, but less services use for blacks. Also, blacks who used services in the past are significantly less likely to be current users. The implications of these results are discussed.