They raised me to resist: Examining the sociopolitical pathways between parental racial socialization and Black youth's racial justice action

In a sample of 500 self-identified Black adolescents from across the United States, this study investigated the pathways between youth's experiences of parental racial socialization (RS) and their sociopolitical development. Findings from structural equation modelling reveal that RS messages and actions were positively associated with youth's awareness of racial inequality (critical reflection) and confidence and motivation in addressing racism (critical agency). Further, there were direct and indirect associations between RS and multiple forms of racial justice actions (interpersonal, political/communal, and online). Racial barriers messages were directly positively associated with political/communal and indirectly positively associated with interpersonal and online action, while cultural socialization actions were directly positively associated with all three forms of action. These findings support theoretical contentions that RS messages and actions may be powerful tools for cultivating Black youth's understanding and capacity to transform racially unjust systems. Further, parents' behaviours to racially socialize their children may be more impactful than their verbal messages in cultivating multiple forms of racial justice action. Finally, recommendations for future research and practice related to Black youth's consciousness and activism are presented. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement .     

Factor analytic evaluation of differences between black and caucasian emotionally disturbed children on the children's depression inventory

Scores on the Children's Depression Inventory (CDI) for 392 Caucasian and 159 black psychiatric inpatients between 6 and 18 years of age were subjected to principal-components factor extraction with Varimax rotation. Factors not contributing to variance were eliminated using the scree test (Cattell, 1966) and the degree of variance accounted for by remaining factors for both groups was examined through respective squared multiple correlations. A comparison of CDI factors for blacks and Caucasians indicated some differences, with blacks be ing less suicidal yet higher on other behavioral dimensions, such as oppositionality, and Caucasians higher on affective dimensions, such as sadness. The results support research on black-Caucasian differences and suggest the need to validate further the CDI with minority populations.     

Diagnostic judgments as a function of client and therapist race

The purpose of the present investigation was to examine the process of differential evaluation of clients as a function of client and therapist race. It was hypothesized that race of client and therapist would interact, influencing the judgments of client psychopathology, appropriateness for therapy, verbal facility, and likelihood of treatment success despite standardization of the clinical stimuli. Graduate students in clinical psychology and with varying levels of training (i.e., 1 to 5 years) were asked to rate videotaped interviews of clients in which race of the client and level of psychopathology (i.e., normal, neurotic, and psychotic) were systematically varied. There were significant differences in ratings as a function of race of client, race of therapist, and level of psychopathology observed. Black clients were not rated differently on degree of psychopathology but were rated as less verbally skilled and less appropriate for treatment but more likely to benefit from treatment than white clients. Contrary to expectations, white therapists tended to underrate the pathology of black clients. On the other hand, black therapists tended to overrate the pathology of white clients and made mixed judgments of black clients. The implications of these findings are discussed.This study was supported in part by NIMH Research Centers in Minority Institutions (RCMI) Grant G12RR03206-2.     

作文中借助书语优势进行口语表达策略的研究

本研究采用自然实验与实验室实验结合的方法,探讨作文中借助书语优势进行口语表达的策略及机制。结果表明,运用笔述后口述策略借助书语优势没有总体意义上的效果．但能够显著提高高水平学生与说劣写优水平学生的口述质量。这一研究可以解释作文教学中多用口述后笔述而少用笔述后口述的原因。同时指出,对于那些写作水平较高但由于某种原因口头表达较差的学生,可以运用笔述后口述的策略,借助其自身较强的笔述优势改善并提高口述质量。     

African American Women in the Workplace: Relationships Between Job Conditions, Racial Bias at Work, and Perceived Job Quality

Although studies have described work processes among employed African American women, few have examined the influence of these processes on job outcomes. This study examined relationships between African American women's exposure to a range of occupational stressors, including two types of racial bias—institutional discrimination and interpersonal prejudice—and their evaluations of job quality. Findings indicated that institutional discrimination and interpersonal prejudice were more important predictors of job quality among these women than were other occupational stressors such as low task variety and decision authority, heavy workloads, and poor supervision. Racial bias in the workplace was most likely to be reported by workers in predominantly white work settings. In addition, Black women who worked in service, semiskilled, and unskilled occupations reported significantly more institutional discrimination, but not more interpersonal prejudice, than did women in professional, managerial, and technical occupations or those in sales and clerical occupations.     

The Political Manipulation of Group Composition: Engineering the Decision Context

Group decisions are not made solely by evaluating the merits of the contending positions. Instead, actors may engage in manipulation to increase the fortunes of their policy preference. Actors may manipulate information, group procedures, or group composition. Using a model of group socialization, this paper argues that a manipulator may seek to alter the group composition as to access and/or status. In doing so, the manipulator seeks to create a more favorable decision environment. This political perspective maintains that the dynamic nature of group composition provides an opportunity for a manipulator to engineer the decision context, potentially affecting the group's decisional output. Strategies and tactics of composition manipulation are presented and then utilized to analyze the American decision process during the Iranian revolution.     

PROPERTY OR PERSONS: ON A “PLAIN READING” OF THE UNITED STATES CONSTITUTION

The views of Frederick Douglass, Thurgood Marshall, and Clarence Thomas on how the United States Constitution should be read are examined. Thomas claims that his understanding of the Constitution aligns with Douglass. I conclude that Thomas misunderstands the strategy of Douglass and fails to appreciate the honesty of Marshall.     

Is this a good time? Political activism and other in the temenos

This paper discusses raciality and Africanist culture as elements of the analytical clinical experience. The history of American Jungian psychology, and its relationship with the African diaspora, is reviewed with a perspective that seeks to deepen understanding of racism as an aspect of psychoanalytical institutional life. An attempt to separate political activism from the clinical setting is explored with consideration of the necessary intertwining relationship between socialization, racial identity and racism. Diversity and inclusion are becoming cultural signature markers of clinical work with individuals who have oftentimes, within the psychoanalytical clinical setting, been described due to ethnicity, as other. Political activism such as the Black Lives Matter movement stretches consciousness towards an insistence that blackness matters, skin colour matters and the lives of Africanist individuals matter. This paper reflects on cultural racial identity, the influence of politics on the individual, and the effects of these on the analytical relationship.     

The Relationship Between Artificial and Second Language Learning

Artificial language learning (ALL) experiments have become an important tool in exploring principles of language and language learning. A persistent question in all of this work, however, is whether ALL engages the linguistic system and whether ALL studies are ecologically valid assessments of natural language ability. In the present study, we considered these questions by examining the relationship between performance in an ALL task and second language learning ability. Participants enrolled in a Spanish language class were evaluated using a number of different measures of Spanish ability and classroom performance, which was compared to IQ and a number of different measures of ALL performance. The results show that success in ALL experiments, particularly more complex artificial languages, correlates positively with indices of L2 learning even after controlling for IQ. These findings provide a key link between studies involving ALL and our understanding of second language learning in the classroom.     

学校群体构成对流动儿童数学学业成就的影响:一项多水平分析

学校群体构成是影响儿童学业成就的重要环境变量,并对流动儿童具有不同于本地儿童的特殊效应。本研究数据来自"中国儿童青少年心理发育特征调查"项目建立的数据库,被试是我国发达地区32个区县141所学校的4960名2-6年级儿童,流动儿童所占比例为14.5%。结果发现:(1)无论流动儿童还是本地儿童,学校社会经济地位越高,儿童的数学学业成就越好;学校流动儿童比例对儿童的数学学业成就没有影响;(2)学校社会经济地位越高,短期流动儿童相对于本地儿童的数学学业劣势越大;(3)学校流动儿童比例越高,长期流动儿童相对于本地儿童的数学学业劣势越小。