Racial identity beliefs and academic achievement: does being black hold students back?

The examination of a student’s racial identity beliefs along with the extent to which being Black is a central part of his or her self-concept provides a novel, insightful approach to understanding the relationship between racial identity and academic achievement (Chavous et al., 2003,). Using Sellers et al. (1998a) Multi-dimensional Model of Black Identity (MMBI) as a framework, this study investigated racial centrality, public regard and private regard beliefs in relation to the grade point average of African–American high-school students. A total of 289 African–American students from a large urban district participated in this study. Cluster analyses conducted on the three subscales of the MMBI on separate samples of 9th and 12th grade students replicated three of four racial identity profile groups previously identified by Chavous et al. (2003). Additionally, among both 9th and 12th grade students, Alienated students achieved significantly higher grade point averages than did Idealized students.     

Dynamic self‐representation of interdependent Chinese: The effect of bicultural experience

The process of globalisation has increased the opportunity for Chinese individuals to utilise influences from other cultures that differ from their own collectivistic culture. The explorations of the impact of acculturation on Chinese individuals' self‐construals have become intriguing. Thus, we recruited German‐Chinese (N = 192) people who live in Germany and had direct bicultural experiences, as well as Mainland‐Chinese (N = 192) people who live in Mainland China and had internalised a second culture through more indirect means of exposure. We investigated their accessibility to both interdependent and independent cultural frameworks using temporal self‐construal priming. The results showed that priming effects were observed in both cultural groups. However, the self‐construals of the German‐Chinese participants were more flexible than those of Mainland‐Chinese under self‐construal priming. Also, the results suggested that women were easier to be influenced by direct bicultural experiences, due to their private and collective self were different between the two cultures. These findings provide evidence regarding the opinion that individuals could use influences from more than one culture. More importantly, these results suggest that the acculturation induced by direct bicultural experiences facilitates cultural frame switching.     

Sleep of Reason: critical reflections on performance arts-based research as psycho-social commentary in expressive arts therapy praxis

This arts-based case study is a critical reflection on how performance art can be used as psycho-social commentary. It is an attempt to amplify arts-based inquiry using critical understandings of diverse and inclusive meaning making in expressive arts praxis and psychology. It examines the use of performance art in the expressive arts to understand psycho-social proximity to and complicity in dehumanization and structural racism. This arts-based research exists in the intersections of culture, race, the arts, and social commentary with the goals of learning how it facilitates awareness of psycho-social justice and how current uncritical expressive arts and psychology praxis and practitioners can perpetuate structural racism and racial trauma. It asserts performance art can be utilized as a catalyst for psycho-social transformation in creative ways.     

Being white,being Jungian: implications of Jung’s encounter with the ‘non-European’ other1

This personal account charts the changing relationship to a Jungian identity arising from the interrelated processes of understanding the roots of the colonial and racial ideologies that underpin Jung’s thinking, and a developing awareness of what it means to be a white person in a system of racism that maintains white supremacy. This is illustrated with reference to the image of a black man appearing in the dream of the white author and with use of post-Jungian thinking to critique the notion of an objective, non-racial psyche.     

When the bullied peer is native-born vs. immigrant: A mixed-method study with a sample of native-born and immigrant adolescents

An increasing number of immigrant students attend Italian schools, with the possibility of being involved in bullying episodes. A few studies have investigated this phenomenon, providing some evidence that immigrant students may face an increased risk of being bullied compared to native-born students. The present study adopted a mixed-method design, which may better detect the dynamics of bullying towards immigrant peers. Participants were 692 native-born and immigrant students (20.5% with immigrant background; 54.8% females) who filled in self-report measures about their bullying experiences, popularity, acceptance of diversity at school, and prejudice. Thirty-five pupils (54% with immigrant background) were also interviewed. Two hypothetical bullying scenarios were presented: one depicting a native-born victim and one depicting an immigrant victim. After each scenario, adolescents were encouraged to reason about the motives for bullying. Quantitative data showed that general bullying was associated with perceived popularity status among peers, while racial bullying was associated with prejudice but not peer status. The relevance of anti-immigrant prejudices in driving racial bullying emerged also from adolescents’ interviews. The qualitative data indicated that among the reasons for bullying, adolescents mentioned a desire for dominance and popularity, in particular when the victim was non-immigrant. Findings suggest that, in addition to individual and peer group-related risk factors, prejudice also needs to be addressed in anti-bullying interventions aimed to counteract racial bullying.     

Racial Colorblindness and Confidence in and Likelihood of Action to Address Prejudice

In this study, we examined the association between racial colorblindness and inaction to address prejudice. Conceptualized as a type of legitimizing ideology that maintains societal inequality, we hypothesized that colorblindness would be associated with less confidence in and lower likelihood of engaging in action to address prejudice. Our study examined the role of affective variables in explaining the link between colorblindness and inaction, as well as explored potential racial group differences. We used multigroup structural equation modeling analysis to test for measurement and structural invariance of our hypothesized model across White, Asian American, and Underrepresented racial minority (i.e., African American, Latinx American, Hawaiian/Pacific Islander, Native American, and Multiracial students from Underrepresented groups) college students. In Study 1 (n = 1,125), we found that greater colorblindness was indirectly associated with less confidence in action through affective variables (e.g., intergroup empathy, and positive and negative emotions during intergroup interactions). In Study 2 (n = 1,356), we found that greater colorblindness was indirectly related to less likelihood of action through intergroup empathy. In both studies, we demonstrated measurement and structural invariance across racial groups, indicating that our hypothesized model functioned similarly across White, Underrepresented, and Asian American students. Our findings have implications for future research and practice to challenge colorblindness and to promote engagement in actions to reduce prejudice.     

Colorblind and multicultural diversity strategies create identity management pressure

Colorblind and multicultural diversity strategies may create identity management pressure, leading minorities to assert or distance from their racial identity. In two experiments (N = 307, 279), Asian and Asian American participants in the United States completed racial identification measures, contemplated employment at a company expressing a multicultural, colorblind, or control strategy, and completed measures assessing ingroup similarity and comfort in the company. In the colorblind condition, participants who were strongly identified with their racial ingroup downplayed similarity to the ingroup and expressed less comfort relative to multicultural and control conditions. Participants who were weakly identified reported more similarity (but inconsistently) and more comfort in the colorblind relative to multicultural and control conditions. Thus, diversity strategies convey different meanings to strongly and weakly identified Asian individuals, with the former responding to colorblindness with identity distancing and the latter with identity assertion. Multiculturalism does not alter the typical pattern expected, with strongly identified asserting their identity more than weakly identified.     

多视点学习条件下空间表征的朝向特异性

让被试在没有外界参照线索的条件下,从三个观察视点学习物体场景,首次以局部场景再认范式探讨了空间记忆中场景表征的朝向特异性。结果表明：（1）多视点学习条件下,场景空间表征依然是依赖于特定朝向的,不支持空间表征独立于朝向和空间表征依赖于多个观察朝向的观点。（2）场景空间表征的朝向依赖性不仅表现于方位判断任务,也同样表现于场景再认任务。（3）场景本身的内在结构对空间表征中参照系的选取有重要影响。     

A Psychoanalytic View of Racial Myths in a Nazi Propaganda Film: Der Ewige Jude (The Eternal Jew)

This paper describes the emotional appeal of propaganda utilizing concepts from psychoanalysis, small group psychology, and psychohistory. The film propagandist attempts to exploit irrational emotional responses to visual scenes and commentary to change attitudes, values, and behavior in a mass setting. A link between shared unconscious fantasies and myth is offered as an explanatory concept to explain propaganda's wide emotional appeal. The German Nazi anti-Semitic film, Der Ewige Jude, serves as the case example of the exploitation of such fantasies in a mass setting for a political end.