How do teachers think about pluralism in a Jewish Community School?

Pluralism is a notion that regularly appears in education literature regarding social injustice or teaching for democracy. Over the last decade, a new type of Jewish Day School has emerged, the Jewish Community School. These Jewish Community Schools distinguish themselves by adopting pluralism as one of their core values. What is unclear is how teachers within such a school think about the notion of pluralism. This case study describes and analyses the way that members of a Jewish Studies faculty in one Jewish Community High School thinks about pluralism and the pedagogical implications of this thinking.     

The medium can influence the message: Print-based versus digital reading influences how people process different types of written information

While electronic reading devices are extremely popular, research is equivocal regarding their benefits for outcomes such as reader comprehension. Integrating literatures on reading medium comparisons and matching effects in persuasion, this research tested whether comprehension is maximized when the content of the material (e.g., whether it is traditional vs. modern) matches the medium (e.g., reading from a traditional book vs. digital e-reader). In Study 1, participants read a traditional- or modern-themed short story from either a book or an e-reader. Story comprehension was greater when participants read from the printed medium compared to the e-reader, an effect that was marginally moderated by story content, consistent with a matching effect. In Study 2, participants read a persuasive message that emphasized either a traditional versus modern solution to improving health in either a magazine format or on an iPad. Message comprehension was marginally greater among participants who read their message in a printed format. Participants’ interest in weight loss showed evidence of a matching effect – participants were more interested in losing weight when a modern solution to obesity article was presented on an iPad compared to a printed format. The results are applied to the study of reading and attitude change.     

Community-Engaged Neighborhood Revitalization and Empowerment: Busy Streets Theory in Action

Busy streets theory predicts that engaging residents in physical revitalization of neighborhoods will facilitate community empowerment through the development of sense of community, social cohesion, collective efficacy, social capital, and behavioral action. Establishing safe environments fosters positive street activity, which reinforces neighborhood social relationships. A community-engaged approach to crime prevention through environmental design (CE-CPTED) is one promising approach to creating busy streets because it engages residents in collaborative interactions to promote safer environments. Yet, few researchers have studied how CE-CPTED may be associated with busy streets. We interviewed 18 residents and stakeholders implementing CE-CPTED in Flint, Michigan. We studied three neighborhoods with different levels of resident control over CE-CPTED. Participants described how CE-CPTED implementation affected their neighborhood. Participants from all three neighborhoods reported that CE-CPTED was associated with positive street activity, sense of community, and collective efficacy. Participants from neighborhoods with higher resident control of CE-CPTED reported more social capital and behavioral action than those from neighborhoods with less resident control. Our findings support busy streets theory: Community engagement in neighborhood improvement enhanced community empowerment. CE-CPTED that combines physical revitalization with resident engagement and control creates a potent synergy for promoting safe and healthy neighborhoods.     

Building Communities in Tense Times: Fostering Connectedness Between Cultures and Generations through Community Arts

The worldwide upsurge in social polarizations generates intercommunity tensions that challenge the social fabric of urban neighborhoods and undermine the relationships between their members. Because community arts can foster the creation of connections between people that would not have been in contact otherwise, they are often perceived as being powerful tools to foster community resilience. Through a multiple case study approach, this article describes how three community arts projects, carried out in two socioeconomically deprived neighborhoods of Montreal (Canada), influenced the social relationships between participants from diverse ethnocultural backgrounds and generations. Using participant observation and arts-based data collection methods (photography, video, and arts productions), the authors examine how the three projects illustrate (a) the interactive processes at play, (b) the transmission and hybridization of stories and images of adversity and resiliency, and (c) the access to a collective voice.     

What they think of us: Meta-beliefs and solidarity-based collective action among the advantaged

Collective action researchers have recently started investigating solidarity-based collective action by advantaged groups. This literature, however, has overlooked intergroup meta-beliefs (MBs, i.e., beliefs about the outgroup's beliefs), which we argue are crucial, since solidarity inherently involves protesting for the outgroup. In the context of racial inequality in the U.S., we focused on three MBs White Americans could hold: responsibility, inactivity, and allyship. In two studies (N_total = 648), we found that inactive and responsible MBs predicted higher collective action tendencies among low White identifiers via guilt and obligation to act. Conversely, we found that both predicted lower collective action tendencies among high White identifiers, via perceived unfairness. Finally, we found that ally MB was positively associated with collective action tendencies, regardless of identification. We highlight the importance of the meta-perspective in understanding solidarity-based collective action, and discuss conceptual and practical implications of these findings.     

Building Meaningful Community Advocacy for Ethnic-based Health Equity: The RoAd4Health Experience

The pervasive failure of policies aimed at overcoming health inequities suffered by European Roma reflects the oppressive and impoverished living conditions of many ethnic minorities in the Western world. The multiple social inequities that Roma experience and the cumulative effect on their health prove that the failure of health policies that impact Roma must be attributed to their ameliorative nature. These policies legitimize the mechanisms of oppression that sustain inequities, fueling fatalistic attitudes toward minorities, while these minorities internalize the stigma and attempt to survive on the margins of society. This paper presents the RoAd4Health project, a community initiative in which academic researchers partnered with Roma communities to overcome health inequities. We present the multiple methods utilized for building meaningful advocacy, such as photovoice and asset mapping led by Roma agents of change. These methods provided the capacity to develop a local narrative of disparities, build alliances to gain capacity to respond to injustices, and take actions to promote social change. The results of effectively involving all significant stakeholders (i.e., community agents of change, residents, health and social care providers, Roma community grassroots organizations, and institutional actors) are discussed along with lessons learned.     

From desire to development? A multi-sample,idiographic examination of volitional personality change

Using an idiographic-nomothetic methodology, we assessed individuals’ ability to change their personality traits without therapeutic or experimental involvement. Participants from internet and college populations completed trait measures and reported current personality change desires. Self-reported traits as well as perceptions of trait change were collected after 1-year (Internet) and 6-months (College). In large part, volitional personality change desires did not predict actual change. When desires did predict change, (a) desired increases in Extraversion, Agreeableness and Conscientiousness corresponded with decreases in corresponding traits, (b) participants perceived more change than actually occurred, and (c) decreases in Emotional Stability predicted perceptions of personality change. Results illustrate the difficulty in purposefully changing one’s traits when left to one’s own devices.     

Mapping Contentious Collective Emotions in a Populist Democracy: Duterte's Push for Philippine Federalism

This article analyzes collective emotions toward political change in a populist democracy. Taking the federalization of the Philippines led by President Rodrigo Duterte as an exemplar case, we extend prevailing scholarship which focuses on populist leaders' electoral discourse by examining the affective landscape of the populist public in a postelectoral context. Utilizing a sequential mixed-methods design, we algorithmically classify the stance and sentiment valence of 18,535 Facebook comments about federalism, then we reflexively identify collective emotions based on major discursive storylines across each stance-sentiment intersection. Our integrated analysis reveals collective feelings of (1) hope and euphoria and (2) vindictive contempt among supporters of Duterte's federalism, while detractors of the campaign express (3) derisive amusement and (4) fear and skepticism. Two of these public emotions may be idiosyncratic to Global South populisms: public fear and president-invested salvific hope. We discuss the implications of our findings along themes of emotional polarization in a populist democracy, linking political affect with democratic participation through social media.     

Trajectories of Big Five Personality Traits: A Coordinated Analysis of 16 Longitudinal Samples

This study assessed change in self-reported Big Five personality traits. We conducted a coordinated integrative data analysis using data from 16 longitudinal samples, comprising a total sample of over 60 000 participants. We coordinated models across multiple datasets and fit identical multi-level growth models to assess and compare the extent of trait change over time. Quadratic change was assessed in a subset of samples with four or more measurement occasions. Across studies, the linear trajectory models revealed declines in conscientiousness, extraversion, and openness. Non-linear models suggested late-life increases in neuroticism. Meta-analytic summaries indicated that the fixed effects of personality change are somewhat heterogeneous and that the variability in trait change is partially explained by sample age, country of origin, and personality measurement method. We also found mixed evidence for predictors of change, specifically for sex and baseline age. This study demonstrates the importance of coordinated conceptual replications for accelerating the accumulation of robust and reliable findings in the lifespan developmental psychological sciences. © 2020 European Association of Personality Psychology     

Community Psychology in higher education in Europe: Results of a survey and discussion of the basic competency approach

This report from the Standing Committee on Community Psychology of the European Federation of Psychological Association provides an overview of higher education in Community Psychology (CP) in 14 European countries. Our findings show that 10 countries have some kind of CP teaching in their educational system. Twenty European universities offer a CP‐oriented Master degree, two universities at the Bachelor level and 16 universities also have CP‐oriented Ph.D. programmes. The profiles of the universities focus on two areas: Community psychology in a pure form and a combination of social psychology and community psychology. The other universities vary between clinical, organisational psychology, and a pedagogical focus. Within a certain European emphasis, these universities are analysing and changing the social conditions of community life and mental health. The responding universities failed to report adequately on comprehensive core competences and key elements in CP. To compensate for this deficit, the Standing Committee on Community Psychology proposes to develop a primer of basic CP competences for inclusion in programmes like EuroPsy.