Moral Imperatives for the Millennium: The Historical Construction of Race and Its Implications for Childhood and Schooling in the Twentieth Century

This essay argues strongly that racism in the United States hurts thefuture of all children. To eradicate this pernicious mindset inits institutional forms requires that we understand that race,as an idea that shapes social organization in this country,is a unique historical product dating from the colonial periodof the southern colonies of mainland British North America.Further, the mythology about American history, as it is taughtin school, excuses and legitimates continued inequality,oppression, and racism today. This essay traces the historyof class oppression from the 17th century, when the institutionof slavery was invented as a means of securing the unpaidchattel bonded labor of Anglo-Europeans, to the emergenceof unfree labor as a form of racial oppression, and subsequently the institutionalization of racial slavery inthe 18th century. Racial slavery, which elevated whitesupremacy and privilege, was still not synonymous with themodern form of pseudo-scientific racism that emerged as adefense of slavery in the antebellum period and its aftermathin the Civil War and Reconstruction. Racism and the legacyof white privilege is still used as a means of social controlto mask class relations and to thereby control and diminishcollective social action that potentially would occurin the absence of the color line. Knowledge of race as anhistorical construct created by human beings in particularcircumstances raises the possibility that race, racism, and its effects can also be changed by human beings acting in opposition to the conditions that artificially separate us.     

The motivating impact of informing women smokers of a link between smoking and cervical cancer: the role of coherence.

This research assessed the role of having a coherent explanation of the link between smoking and cervical cancer in motivating women to stop smoking. In the 1st study, women were given a leaflet with either a detailed or a minimal explanation of the link or no leaflet. The leaflets were similarly effective at providing a coherent explanation. In a cross-sectional analysis, having a coherent explanation moderated the relationship between perceived vulnerability and intention: Higher perceived vulnerability to cervical cancer was associated with greater intention to quit smoking only amongst women with a more coherent explanation of the link between smoking and cervical cancer. This finding was replicated in a 2nd study. These results are consistent with H. Leventhal et al.'s (1997) self-regulatory model, which suggests that motivation to change behavior depends not only on perceiving a threat but also on having a coherent model linking the behavior with the threat.     

Scale validation via quantifying item validity using the Dm index

While most validity indices are based on total test scores, this paper describes a method for quantifying the construct validity of items. The approach is based on the item selection technique originally described by Piazza in 1980. Unfortunately, Piazza's P2 index suffers from some substantial limitations. The Dm coefficient provides an alternative which can be used for item selection and provides a validity index for a set of items. The index is similar to that of traditional criterion-related validity indices. Criterion-related validity is used to demonstrate the accuracy of hypothesized relations of the measure with outcome variables of interest in research and practice. This method may be useful when the sample of items or persons is small, rendering more traditional approaches such as factor analysis or item response theory inappropriate. An example of how to use the technique is provided.     

Perceptions of morality and competence in (non)interdependent games

Individuals’ actions and their stated beliefs affect how others perceive them. In a prisoner’s dilemma, a defector who expects others to cooperate is perceived as less moral than a defector who expects others to defect; a cooperator who expects others to defect is perceived as less competent than a cooperator who expects others to cooperate (Experiment 1). This pattern suggests that in a context of interdependence, a stated expectation that the behavior of others will resemble one’s own may protect one’s social reputation. When outcomes are not interdependent, expectations do not moderate the effects of behavior on reputation (Experiment 2). In such a context, inductive reasoning is sufficient to explain social projection. Both types of results are replicated in a modified N-person social dilemma (Experiment 3), further validating the inductive-reasoning hypothesis.     

The midwife case: Do they “walk the talk”?

Expertise depends on hours and hours of practice within a field before a state of proficiency is achieved. Normally, expert skills involve bodily knowledge associated to the practices of a field. Interactional expertise, i.e. the ability to talk competently about the field, however, is not causally dependent on bodily proficiency. Instead, interactional experts are verbally skilled to an extent that makes them impossible to distinguish from so-called contributory experts, the experienced practitioners. The concept of interactional expertise defines linguistic skills as contingent on bodily knowledge. However, recent neuropsychological findings make it plausible that “first-person”-related neural activations would be relevant with respect to the subjects' verbal output, at least when subjects address concepts that refer to tangible objects. Using imitation games, we explore and expand on the apparently arbitrary relation between bodily experiences and linguistic skills in midwifery. In alignment with several findings within grounded cognition studies, the results presented suggest that somehow personal experiences make a linguistic difference, noticeable to contributory experts.     

Perceptions and Punishments of Workplace Aggression: The Role of Aggression Content,Context, and Perceiver Variables1

Aggressiveness and sanctioning ratings made by 360 undergraduates to scenarios of workplace aggression suggest that aggressor gender, occupational status of aggressor relative to the target of aggression, and type of aggression content (i.e., hostility, obstructionism, or overt) affected these ratings. The results support hypothesized main effects for aggression content and aggressor gender, and also a significant interaction between occupational status and aggressor gender. However, the results failed to confirm hypotheses that perceiver variables (e.g., trait aggression) would add significantly to the prediction of either aggressiveness ratings or sanctioning ratings. Implications for policy formation to manage aggressive individuals in organizations are discussed.     

Can I dismiss the stereotype – as my teacher did? Influence of stereotype activation and an immigrant teacher on student learning

Social Psychology of Education - Lower vocabulary in German is repeatedly reported for students with Turkish migration background attending school in Germany. We investigated whether in students of...     

Emotional labor demands and compensating wage differentials

The concept of emotional labor demands and their effects on workers has received considerable attention in recent years, with most studies concentrating on stress, burnout, satisfaction, or other affective outcomes. This study extends the literature by examining the relationship between emotional labor demands and wages at the occupational level. Theories describing the expected effects of job demands and working conditions on wages are described. Results suggest that higher levels of emotional labor demands are associated with lower wage rates for jobs low in cognitive demands and with higher wage rates for jobs high in cognitive demands. Implications of these findings are discussed.