Responsiveness in interracial interactions.

Perceived responsiveness-feeling understood, validated, and cared for-is critical for wellbeing and successful relationships, yet these feelings are experienced less frequently in interracial interactions than in same race-interactions. In this article, we synthesize recent research on responsiveness in interracial interactions and relationships. We first highlight how responsiveness differs in interracial versus same-race contexts. We next discuss the role of cross-race partners' goals and motivations in responsiveness, with particular attention to the ways in which self-presentation goals undermine responsiveness as well as emerging research on goals and motivations that may facilitate responsiveness in interracial interactions. Finally, we discuss how a contextual factor, the salience of race, influences responsiveness in interracial interactions.

Investigating Cortisol in a STEM Classroom: The Association Between Cortisol and Academic Performance.

Science, technology, engineering, and mathematics (STEM) education can be stressful, but uncertainty exists about (a) whether stressful academic settings elevate cortisol, particularly among students from underrepresented racial/ethnic groups, and (b) whether cortisol responses are associated with academic performance. In four classes around the first exam in a gateway college STEM course, we investigated participants' (N = 271) cortisol levels as a function of race/ethnicity and tested whether cortisol responses predicted students' performance. Regardless of race/ethnicity, students' cortisol, on average, declined from the beginning to the end of each class and across the four classes. Among underrepresented minority (URM) students, higher cortisol responses predicted better performance and a lower likelihood of dropping the course. Among non-URM students, there were no such associations. For URM students, lower cortisol responses may have indicated disengagement, whereas higher cortisol responses may have indicated striving. The implication of cortisol responses can depend on how members of a group experience an environment.

Beyond students: how teacher psychology shapes educational inequality.

Although researchers investigating psychological contributors to educational inequality have traditionally focused on students, a growing literature highlights the importance of teachers' psychology in shaping disparities in students' educational achievement and attainment. In this review, we discuss recent advances linking teachers' attitudes, perceptions, and beliefs to inequality in students' outcomes. First, we identify specific aspects of teacher psychology that contribute to educational disparities, including teachers' biases, perceptions and expectations of students, beliefs about the nature of ability, and beliefs about group differences. Second, we synthesize mechanisms underlying the effects of teacher psychology on educational inequality, including teachers' disparate assessment of students' work and abilities, interpersonal interaction with students, and psychological impact on students. Implications for future research and interventions are discussed.

Socioecological diversity and inclusion: a framework for advancing diversity science.

Understanding environmental influences on group processes has been a foundational goal of groups research since its inception. The aim of this paper is to synthesize recent research on the social ecology of diversity and inclusion. In doing so, we suggest a socioecological framework for examining how facets of the natural and social environment shape important intragroup and intergroup outcomes. Socioecological diversity reflects the distribution of social groups within a particular environment, including demographic composition, relative representation, and segregation. Socioecological inclusion refers to cues embedded in the environment that signal a social group's inclusion or exclusion in a given setting. These include cues embedded in the physical environment (physical cues), political environment (policies, practices, and rhetoric), and social environment (aggregated attitudes).

A psychological intervention strengthens students' peer social networks and promotes persistence in STEM.

Retaining students in science, technology, engineering, and math (STEM) fields is critical as demand for STEM graduates increases. Whereas many approaches to improve persistence target individuals' internal beliefs, skills, and traits, the intervention in this experiment strengthened students' peer social networks to help them persevere. Students in a gateway biology course were randomly assigned to complete a control or values affirmation exercise, a psychological intervention hypothesized to have positive social effects. By the end of the term, affirmed students had an estimated 29% more friends in the course on average than controls. Affirmation also prompted structural changes in students' network positions such that affirmed students were more central in the overall course friendship network. These differing social trajectories predicted STEM persistence: Affirmed students were 11.7 percentage points more likely than controls to take the next course in the bioscience sequence, an effect that was statistically mediated by students' end-of-semester friendships.

Rates of cerebral protein synthesis in primary visual cortex during sleep-dependent memory consolidation, a study in human subjects.

If protein synthesis during sleep is required for sleep-dependent memory consolidation, we might expect rates of cerebral protein synthesis (rCPS) to increase during sleep in the local brain circuits that support performance on a particular task following training on that task. To measure circuit-specific brain protein synthesis during a daytime nap opportunity, we used the L-[1-(11)C]leucine positron emission tomography (PET) method with simultaneous polysomnography. We trained subjects on the visual texture discrimination task (TDT). This was followed by a nap opportunity during the PET scan, and we retested them later in the day after the scan. The TDT is considered retinotopically specific, so we hypothesized that higher rCPS in primary visual cortex would be observed in the trained hemisphere compared to the untrained hemisphere in subjects who were randomized to a sleep condition. Our results indicate that the changes in rCPS in primary visual cortex depended on whether subjects were in the wakefulness or sleep condition but were independent of the side of the visual field trained. That is, only in the subjects randomized to sleep, rCPS in the right primary visual cortex was higher than the left regardless of side trained. Other brain regions examined were not so affected. In the subjects who slept, performance on the TDT improved similarly regardless of the side trained. Results indicate a regionally selective and sleep-dependent effect that occurs with improved performance on the TDT.