Using a Community Workgroup Approach to Increase Access to Physical Activity in an Underresourced Urban Community.

Background. Regular physical activity is associated with improved physical and psychosocial well-being. Increasing access to physical activity in underresourced communities requires collaborative, community-engaged methods. One such method is community workgroups. Purpose. The purpose of this article is to describe implementation, strengths, challenges, and results of the workgroup approach as applied to increasing access to physical activity, using our recent study as an illustrative example. Method. A 1-day conference was held in April 2017 for community leaders. The first half of the conference focused on disseminating results of a multifaceted community assessment. The second half entailed community workgroups. Workgroups focused on applying community assessment results to develop strategies for increasing access to physical activity, with plans for ongoing workgroup involvement for strategy refinement and implementation. A professional artist documented the workgroup process and recommendations via graphic recording. Results. Sixty-three community leaders attended the conference and participated in the workgroups. Workgroup participants reported that greater macrosystem collaboration was critical for sustainability of physical activity programming and that, particularly in underresourced urban communities, re-imagining existing spaces (rather than building new spaces) may be a promising strategy for increasing access to physical activity. Discussion. Considered collectively, the community workgroup approach provided unique insight and rich data around increasing access to physical activity. It also facilitated stakeholder engagement with and ownership of community health goals. With careful implementation that includes attention to strengths, challenges, and planning for long-term follow-up, the community workgroup approach can be used to develop health promotion strategies in underresourced communities.

A Dyadic Perspective on Speech Accommodation and Social Connection: Both Partners' Rejection Sensitivity Matters.

Findings from confederate paradigms predict that mimicry is an adaptive route to social connection for rejection-sensitive individuals (Lakin, Chartrand, & Arkin, 2008). However, dyadic perspectives predict that whether mimicry leads to perceived connection depends on the rejection sensitivity (RS) of both partners in an interaction. We investigated these predictions in 50 college women who completed a dyadic cooperative task in which members were matched or mismatched in being dispositionally high or low in RS. We used a psycholinguistics paradigm to assess, through independent listeners' judgments (N = 162), how much interacting individuals accommodate phonetic aspects of their speech toward each other. Results confirmed predictions from confederate paradigms in matched RS dyads. However, mismatched dyads showed an asymmetry in levels of accommodation and perceived connection: Those high in RS accommodated more than their low-RS partner but emerged feeling less connected. Mediational analyses indicated that low-RS individuals' nonaccommodation in mismatched dyads helped explain their high-RS partners' relatively low perceived connection to them. Establishing whether mimicry is an adaptive route to social connection requires analyzing mimicry as a dyadic process influenced by the needs of each dyad member.

Microinclusions: Treating women as respected work partners increases a sense of fit in technology companies.

When people enter new work settings, we theorized that they are vulnerable to questioning whether they will be received in ways that allow them to contribute to shared goals. If so, treatment that clarifies the stance that others take toward the self, which we call microinclusions, that convey a receptivity and supportiveness to one's contributions may bolster a sense of fit. Further, in examining this question in technology contexts, we theorized that such microinclusions may be particularly impactful for women for whom underrepresentation and negative stereotypes make opportunities to contribute especially fraught. Four primary experiments (N = 1,861, Nwomen in STEM = 1,430) tested this theorizing. In Experiment 1, both men and women at a large technology company anticipated greater fit in a work group described with microinclusions, yet this effect was greatest for women. Experiments 2-4 replicated this effect among women science, technology, engineering, and mathematics (STEM) professionals and college students considering a career in technology and showed that women's anticipated fit arose over and beyond socially warm treatment (Experiment 2); arose more when the microinclusion came from a man (vs. another woman; Experiment 3); and arose even when observing another woman receive a microinclusion (Experiment 4). Microinclusions also increased women's commitment to the company (Experiments 2 and 4) and reduced their anticipated experience of stereotype threat (Experiment 3). This research highlights the ambiguity women face in technology settings about whether they will be received in ways that allow them to contribute to shared work goals and the importance of treatment from coworkers that affirms this opportunity. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Stereotype Threat in Virtual Learning Environments: Effects of Avatar Gender and Sexist Behavior on Women's Math Learning Outcomes.

Women in math, science, and engineering (MSE) often face stereotype threat: they fear that their performance in MSE will confirm an existing negative stereotype-that women are bad at math-which in turn may impair their learning and performance in math. This research investigated if sexist nonverbal behavior of a male instructor could activate stereotype threat among women in a virtual classroom. In addition, the research examined if learners' avatar representation in virtual reality altered this nonverbal process. Specifically, a 2 (avatar gender: female vs. male) × 2 (instructor behavior: dominant sexist vs. nondominant or nonsexist) between-subjects experiment was used. Data from 76 female college students demonstrated that participants learned less and performed worse when interacting with a sexist male instructor compared with a nonsexist instructor in a virtual classroom. Participants learned and performed equally well when represented by female and male avatars. Our findings extend previous research in physical learning settings, suggesting that dominant-sexist behaviors may give rise to stereotype threat and undermine women's learning outcomes in virtual classrooms. Implications for gender achievement gaps and stereotype threat are discussed.

Effectiveness of adaptive silverware on range of motion of the hand.

Background. Hand function is essential to a person's self-efficacy and greatly affects quality of life. Adapted utensils with handles of increased diameters have historically been used to assist individuals with arthritis or other hand disabilities for feeding, and other related activities of daily living. To date, minimal research has examined the biomechanical effects of modified handles, or quantified the differences in ranges of motion (ROM) when using a standard versus a modified handle. The aim of this study was to quantify the ranges of motion (ROM) required for a healthy hand to use different adaptive spoons with electrogoniometry for the purpose of understanding the physiologic advantages that adapted spoons may provide patients with limited ROM. Methods. Hand measurements included the distal interphalangeal joint (DIP), proximal interphalangeal joint (PIP), and metacarpophalangeal joint (MCP) for each finger and the interphalangeal (IP) and MCP joint for the thumb. Participants were 34 females age 18-30 (mean age 20.38 ± 1.67) with no previous hand injuries or abnormalities. Participants grasped spoons with standard handles, and spoons with handle diameters of 3.18 cm (1.25 inch), and 4.45 cm (1.75 inch). ROM measurements were obtained with an electrogoniometer to record the angle at each joint for each of the spoon handle sizes. Results. A 3 × 3 × 4 repeated measures ANOVA (Spoon handle size by Joint by Finger) found main effects on ROM of Joint (F(2, 33) = 318.68, Partial η (2) = .95, p < .001), Spoon handle size (F(2, 33) = 598.73, Partial η (2) = .97, p < .001), and Finger (F(3, 32) = 163.83, Partial η (2) = .94, p < .001). As the spoon handle diameter size increased, the range of motion utilized to grasp the spoon handle decreased in all joints and all fingers (p < 0.01). Discussion. This study confirms the hypothesis that less range of motion is required to grip utensils with larger diameter handles, which in turn may reduce challenges for patients with limited ROM of the hand.