Real-life outgroup exposure,self-reported outgroup contact and the other-race effect

People are better at recognizing faces from their own racial or ethnic group compared with faces from other racial or ethnic groups, known as the other-‘race’ effect (ORE). Several theories of the ORE assume that memory for other-race faces is impaired because people have less contact with members of other racial or ethnic groups, resulting in lower visual expertise. The present research investigates contact theories of the ORE, using self-report contact measures and objective measures of potential outgroup exposure (estimated from participants' residential location and from GPS tracking). Across six studies (total N = 2660), we observed that White American and White German participants displayed better memory for White faces compared with Black or Middle Eastern faces, whereas Black American participants displayed similarly equal or better memory for White compared with Black faces. We did not observe any relations between the ORE and objective measures of potential outgroup exposure. Only in Studies 2a and 2b, we observed very small correlations (rs = −.08 to .06) between 4 out of 30 contact measures and the ORE. We discuss methodological limitations and implications for theories of the ORE.     

Internalization of the model minority myth and sociodemographic factors shaping Asians/Asian Americans' experiences of discrimination during COVID-19

Despite appearing positive, the model minority myth (MMM), or the perception that Asian Americans are “problem-free” minorities, maintains unfair racial hierarchies and discredits the pervasiveness of systemic racism faced by Asian Americans and other Black, Indigenous, and people of Color. This study investigated the role of internalized MMM in Asian/Asian Americans' (A/AA) experiences during the syndemic of COVID-19 and our society's racial reckoning. Using a mixed methods approach, we analyzed A/AA college students' open-ended responses to a query about their experiences as A/AA during COVID-19, which resulted in qualitative themes of Personal and Vicarious Discrimination, Vigilance, Safety due to Ethnicity, Safety due to Environment, and No Difference during COVID-19. We then conducted a series of logistic and linear regression models to examine how internalized MMM and sociodemographic factors (i.e., ethnic group, gender, and generational status) were associated with qualitative themes and quantitative measures of COVID-related discrimination. Overall, findings demonstrated that greater internalized MMM, as well as identifying as South Asian, male, and an international/first-generation immigrant student, were linked to fewer qualitative and quantitative reports of vicarious discrimination. We conclude with implications for research and practice in community psychology that further examine the racialized experiences among A/AA college students and ultimately seek to challenge the MMM and racial hierarchies perpetuating systems of oppression.     

实习初期教师职业认同的发展轨迹及其与主动性人格的关系:一项追踪研究

采用主动性人格量表、工作绩效量表、人际关系量表、教师职业认同量表对385名实习教师从其实习第一周起连续追踪测量五周,利用多层线性模型探讨实习初期教师职业认同的发展轨迹,以及主动性人格对教师职业认同的影响及其机制。结果表明：(1)实习初期教师职业认同呈先高后低再升高的U型非线性发展趋势;(2)工作绩效和人际关系在主动性人格与教师职业认同之间起部分中介作用,且工作绩效的中介效应显著大于人际关系的中介效应。研究结果不仅揭示了实习初期教师职业认同的动态发展轨迹,同时还揭示了主动性人格影响教师职业认同的中介机制,对提升教师培养质量具有重要的参考价值。     

“I'm prepared for this moment”: The role of mindfulness in the psychosocial health of women of color

This study utilized a phenomenological approach to explore how women of color (N = 7) engage in mindfulness practices to improve their psychosocial well-being, specifically as it relates to identity development and belongingness. Five themes emerged: awareness of mind–body connection, resilience in the face of discrimination, empathic perspective-taking, awareness of internalized biases, and global sense of belonging. Implications for counselors and future research are discussed.     

藏族大学生的民族认同

个体从自己的母体文化进入陌生的异文化后,一方面面临着民族认同的困境,另一方面面临着文化适应的考验,同时还面临着心理疏离感的困扰。本研究以285名藏族大学生为被试,研究了藏族大学生的民族认同。研究结果表明：（1）藏族大学生的民族认同主要包括消极的民族认同、积极的民族认同和主流文化认同等三方面。民族认同的不同方面其影响因素互有差异,但总体而言,汉族朋友的数量、父母的民族身份、学习汉语的时间以及汉族的接受性等可以预测藏族大学生的民族认同。（2）民族认同的不同成分与不同的文化适应策略之间存在着广泛的正相关或负相关。（3）消极的民族认同与失范感、社会孤立感和文化分离感之间存在着显著的正相关,而同自我分离感之间相关并不显著;而主流文化认同和积极的民族认同与失范感、社会孤立感、文化分离感、自我分离感之间的相关都不显著。     

Teaching and learning as a bi-directional activity: investigating dyadic interactions between child teachers and child learners

Building upon Vygotsky's ideas about the shift from other- to self-regulation in the “zone of proximal development,” we study how children, when teaching a board game that they previously co-constructed with a peer to a new child, reciprocally negotiate the roles of teacher and learner. From our investigation, we find that the quality of the relationship between teacher and learner changes from one reflecting guidance to one reflecting collaboration. This collaborative model of teaching and learning differs from more traditional models by which an active adult teacher is depicted as transmitting knowledge to a relatively passive child learner. Instead, we contend and demonstrate that the practice of teaching and learning is best viewed as a bi-directional interaction that results in the cognitive growth of both teacher and learner.     

Psychiatric Diagnoses and Clinical Characteristics of Asian American Youth in Children's Services

This study examined the psychiatric diagnoses and clinical characteristics of the 981 Asian American children enrolled in the first phase of the Comprehensive Community Mental Health Services for Children and Their Families Program. Asian Americans were less likely than non- Asian Americans to receive diagnoses of depression and ADHD and more likely to receive diagnoses of anxiety and adjustment disorder. As compared to non-Asians, Asian Americans were significantly more likely to be rated with severe functional impairment in community role performance, self-harmful behavior, and thinking. There was also a trend for fewer externalizing behavior problems. Implications for research and practice are discussed.     

中学生心目中的教师形象研究

采用自制的词表对初一至高三六个年级510名中学生心目中现实与理想的教师形象进行研究。结果发现:(1)当前中学生心目中现实的教师形象特征主要表现在:学识广博、热爱教学,活泼开明、富有个性,关爱学生、友善认真,脾气暴躁、偏见苛刻,其中,学识广博、热爱教学尤为突出;(2)中学生心目中理想的教师形象特征主要是:关爱学生、友善认真,学识广博、热爱教学,相貌好、有气质,严谨持重,其中关爱学生、友善认真尤为重要。现实与理想教师的形象不仅在因素结构上不同,而且相同因素的重要性也不同。(3)年级、性别与学业成绩的不同对中学生心目中现实与理想的教师形象有一定影响。(4)现实中的教师形象特征离学生心目中的理想尚有距离,尤其是在教学技巧方面。