Expanding White Racial Identity Theory: A Qualitative Investigation of Whites Engaged in Antiracist Action

This article presents outcomes of a qualitative exploration of White racial identity. Ten participants whose characteristics were reflective of Helms's ( 1990 ) autonomy status defined their racial identities and related lifestyle choices. Findings are conceptualized within the framework of Helms's ( 1990 , 1995 ) theory of White racial identity development. Suggestions are intended to enhance White racial identity theory and provide empirical support for characteristics of Whites who are engaged in antiracist activities.     

Assumed race moderates spontaneous racial bias in a computer‐based police simulation

We demonstrated that playing the roles of different outgroup races can elicit extrapersonal racial bias associated with respective racial groups. In a modified version of a computer‐based police simulation, the police officer's race was visually manipulated to be either Black or White. Korean participants made quick decisions whether to shoot targets (Black or White, armed or unarmed) on screen. Comparison of behavioral bias in the task revealed that, as expected, playing the role of a White police officer was associated with a stronger bias against Black targets compared to playing a Black police officer's role. The result suggests that when a social category is activated, one's race‐related behavior can reflect one's beliefs about the biases that members of that category hold.     

Hoping for a Godly (White) Family: How Desire for Religious Heritage Affects Whites’ Attitudes Toward Interracial Marriage

This study examines how a desire to pass on religious heritage shapes whites’ attitudes toward interracial marriage for their children. Utilizing national survey data (Baylor Religion Survey 2007), I estimate ordered logit regression models to examine the extent to which whites’ desire to have their children and children's spouses share their religion affects attitudes toward their hypothetical daughters marrying blacks, Latinos, or Asians, net of other factors. Analyses reveal that whites who consider it more important that their children and children's spouses share their religion are less comfortable with their daughters marrying blacks, Latinos, or Asians. These effects are robust to the inclusion of measures for religiosity, political ideology, intimate interracial experiences, and other sociodemographic correlates. These findings suggest that, for whites, religious heritage has a clear ethno‐racial component. The greater their desire for descendants to share the same religious views, the more whites would prefer that these descendants themselves be white, indicating that, for many white Americans, religious heritage is equated with whiteness. I conclude by discussing the implications of these findings for research on religion and interracial families.     

When actions speak volumes: The role of inferences about moral character in outrage over racial bigotry

Inferences about moral character may often drive outrage over symbolic acts of racial bigotry. Study 1 demonstrates a theoretically predicted dissociation between moral evaluations of an act and the person who carries out the act. Although Americans regarded the private use of a racial slur as a less blameworthy act than physical assault, use of a slur was perceived as a clearer indicator of poor moral character. Study 2 highlights the dynamic interplay between moral judgments of acts and persons, demonstrating that first making person judgments can bias subsequent act judgments. Privately defacing a picture of Martin Luther King, Jr. led to greater moral condemnation of the agent than of the act itself only when the behavior was evaluated first. When Americans first made character judgments, symbolically defacing a picture of the civil rights leader was significantly more likely to be perceived as an immoral act. These studies support a person‐centered account of outrage over bigotry and demonstrate that moral evaluations of acts and persons converge and diverge under theoretically meaningful circumstances. Copyright © 2013 John Wiley & Sons, Ltd.     

Collective student characteristics alter the effects of teaching practices on academic outcomes

The goal of this study was to examine the influence of collective student characteristics (academic skills and task persistence at the beginning of first grade) and different teaching practices (child-centered, teacher-directed, and child-dominated) on the development of academic skills and task persistence during the first two years in school. We hypothesized that teaching practices would differentially impact the development of academic skills and task persistence depending on the collective needs of the classroom. Participants were 523 students (273 boys) from 32 classrooms across Estonia. By using multilevel modeling, we found several interactions indicating that both contextual influences are important in determining subsequent academic functioning and task persistence but that some teaching practices are more beneficial depending on the collective starting point of students. These findings highlight the importance of studying different contextual influences hand in hand when trying to understand what enhances young children's academic development.     

A closer look at the discrimination outcomes in the IAT literature

To what extent the IAT (Implicit Association Test, Greenwald et al., 1998) predicts racial and ethnic discrimination is a heavily debated issue. The latest meta‐analysis by Oswald et al. (2013) suggests a very weak association. In the present meta‐analysis, we switched the focus from the predictor to the criterion, by taking a closer look at the discrimination outcomes. We discovered that many of these outcomes were not actually operationalizations of discrimination, but rather of other related, but distinct, concepts, such as brain activity and voting preferences. When we meta‐analyzed the main effects of discrimination among the remaining discrimination outcomes, the overall effect was close to zero and highly inconsistent across studies. Taken together, it is doubtful whether the amalgamation of these outcomes is relevant criteria for assessing the IAT's predictive validity of discrimination. Accordingly, there is also little evidence that the IAT can meaningfully predict discrimination, and we thus strongly caution against any practical applications of the IAT that rest on this assumption. However, provided that the application is thoroughly informed by the current state of the literature, we believe the IAT can still be a useful tool for researchers, educators, managers, and students who are interested in attitudes, prejudices, stereotypes, and discrimination.     

Intervention-enabled autonomy-supportive teaching improves the PE classroom climate to reduce antisocial behavior

BackgroundAutonomy-supportive teaching interventions enhance PE student outcomes. According to previous research, these benefits occur because autonomy-supportive teaching enhances students’ psychological needs, though they may also occur because such teaching enhances the classroom climate. The student benefit of interest was reduced classroom-wide antisocial behavior.ObjectivesWe predicted that teacher participation in the intervention would enhance both classroom climate and psychological needs assessed at the classroom level. We further predicted that improvements in the classroom climate would better explain decreased antisocial behavior.MethodUsing a cluster randomized control trial design with longitudinally-assessed dependent measures, we randomly assigned 49 physical education secondary-grade Korean teachers to participate (or not) in an autonomy-supportive teaching intervention (25 experimental, 24 control). The 1487 students in these 49 classrooms reported their individually-experienced need satisfaction and frustration and their classroom-level supportive climate, conflictual climate, and antisocial behavior across three waves.ResultsA series of doubly latent multilevel structural equation modeling analyses showed that, at the classroom level, (1) intervention-enabled autonomy-supportive teaching improved both students’ psychological needs (more satisfaction, β = 0.84; less frustration, β = −0.66) and the prevailing classroom climate (more supportive, β = 0.77; less conflictual, β = −0.68) and (2) the improved climate best explained why antisocial behavior declined (overall R² = 0.86).ConclusionThese findings show the importance of incorporating classroom climate effects to understand why autonomy-supportive teaching interventions improve student outcomes.     

Dynamic mechanisms of exercise to improve body satisfaction: Perceived or actual fat loss?

We examined the dynamic mechanisms of aerobic training (AT) and strength training (ST) to improve body satisfaction. Sixty-six participants were randomised to either the AT or ST condition and completed an 8-week intervention. Participants completed 3 weekly, 30-minute sessions of moderate intensity AT (65–75% VO₂max) or ST (65–75% 1-RM). The energy consumption of each session was approximately equivalent under both conditions. Body satisfaction, body composition, perceived fitness and exercise self-efficacy were measured at baseline and biweekly during the intervention. Exercise improved individuals' body satisfaction (p < .05). When the energy expenditures of AT and ST were equal, there was no difference in body satisfaction improvement. There were dynamic mechanisms underlying the effects of exercise on body satisfaction. Specifically, perceived fitness influenced body satisfaction improvements during the early stages of the exercise program, while changes in body composition influenced body satisfaction toward the end of the exercise program. There were sex differences in the mechanisms underlying body satisfaction. For women, perceived fat was more important in the early intervention period; for men, actual body fat was more valuable in the late intervention period. An effective strategy to improve body satisfaction is to initially target perceived fitness before focusing on changing body composition.     

武汉市老年护理医院出院患者疾病构成帕累托图分析

为了解武汉市老年护理医院患者主要病种、多发病种构成情况,以武汉市5家老年护理医院的病案统计数据为资料,运用帕累托图分析法对1236例出院患者的情况进行分析。武汉市老年护理医院患者中病种以心血管病、脑血管病、脑卒中后遗症、慢性支气管炎、糖尿病、肺气肿、骨折等疾病为主,其构成占到老年护理医院出院病例疾病构成的90％以上。