How Diversity Approaches Affect Ethnic Minority and Majority Adolescents: Teacher-Student Relationship Trajectories and School Outcomes.

This study aimed to relate school diversity approaches to continuity and change in teacher-student relationships, comparing Belgian-majority (N = 1,875, Mage  = 14.56) and Turkish and Moroccan-minority adolescents (N = 1,445, Mage  = 15.07). Latent-Growth-Mixture-Models of student-reported teacher support and rejection over 3 years revealed three trajectories per group: normative-positive (high support, low rejection) and decreasing-negative (moderate support, high-decreasing rejection) for both groups, increasing-negative (moderate support, low-increasing rejection) for minority, moderate-positive (moderate support, low rejection) for majority youth. Trajectories differed between age groups. Student and teacher perceptions of equality and multiculturalism afforded, and assimilationism threatened, normative-positive trajectories for minority youth. Diversity approaches had less impact on majority trajectories. Normative-positive trajectories were related to improved school outcomes; they were less likely, but more beneficial for minority than majority youth.

Elizabeth Deutsch Capaldi Phillips (1945-2017).

Presents an obituary for Elizabeth Deutsch Capaldi Phillips (1945-2017). Always known as Betty, she was an important contributor to the scientific literature and a force in higher education. Beginning as an assistant professor at Purdue University in 1969, Betty rose through the ranks and served as head of the Department of Psychological Sciences (1983-1988) and assistant dean of the Graduate School (1982-1986). Academic administration suited her: After moving to the University of Florida as a professor in 1988, she was appointed provost (1996-1999). Four years later she moved to the University of Buffalo as provost (2000-2003) and subsequently subsequently was appointed vice chancellor and chief of staff at the State University of New York (2003-2006). Betty's final academic position was as provost of Arizona State University (2006-2013). Throughout her career, Betty conducted research on the psychology of eating. She published over 80 articles and chapters and edited two books (both published by the American Psychological Association). (PsycINFO Database Record

Being smart or getting smarter: Implicit theory of intelligence moderates stereotype threat and stereotype lift effects.

This research explores implicit theory of intelligence (TOI) as a moderator of stereotype activation effects on test performance for members of negatively stereotyped and of favourably stereotyped groups. In Germany, Turkish-origin migrants are stereotyped as low in verbal ability. We predicted that on a test diagnostic of verbal intelligence, endorsement of an entity TOI predicts stereotype threat effects for Turkish-origin students and stereotype lift effects for German students. This effect could account for some of the performance gap between immigrants and host society members after stereotype activation. Study 1 (N = 107) established structural equivalence of implicit theories across the ethnic groups. In two experimental studies (Study 2: N = 182, Study 3: N = 190), we tested the moderating effect of TOI in a 2 (stereotype activation: diagnostic vs. non-diagnostic test) × 2 (ethnicity: German vs. Turkish migration background) experimental design. The results showed that when the test was described as diagnostic of verbal intelligence, higher entity theory endorsement predicted stereotype threat effects for Turkish-origin students (Study 2 and Study 3) and stereotype lift effects for German students (Study 3). The results are discussed in terms of practical implications for educational settings and theoretical implications for processes underlying stereotype activation effects.

Janet Taylor Spence (1923-2015).

The long and remarkable life of Janet Taylor Spence, the sixth woman to serve as president of the American Psychological Association (APA), ended on March 16, 2015, after a short illness. Janet's 1978 book, Masculinity & Femininity, coauthored with Robert Helmreich, was a major contribution to our understanding of the complex relationships between personal attributes, self-esteem, and attitudes toward women, as well their links to both achievement motivation and parental characteristics. Janet's interest in achievement motivation was an extension of her gender work, as she attempted to learn more about the ways in which presumed differences in achievement motivation might be related to the key dimensions of instrumentality and expressiveness. Janet's election to the presidency of the APA was the culmination of a long and broad involvement in the organization. She served on the Board of Directors from 1976 to 1978, and again in 1983 to 1984 during her presidential term. Earlier she served on the Board of Scientific Affairs and edited Contemporary Psychology in the 1970s. Janet was a fellow in four divisions (3, 8, 12, and 35), and in 2004 she received the APA Gold Medal Award for Life Achievement in the Science of Psychology.

Through which looking glass? Distinct sources of public regard and self-esteem among first- and second-generation immigrants of color.

How we think other people see us has long been believed to influence how we see ourselves, a phenomenon known as reflected appraisal. Among members of ethnic minority groups and immigrant groups, however, inconsistent patterns have been found. This study examined how immigrants' views of their ethnic group and of themselves are tied the appraisals of specific others. We hypothesized that members of the heritage culture and of White Americans are implicated in the reflected appraisal process to differing degrees. Moreover, we hypothesized that immigrants (first-generation) and the children of immigrants (second-generation) are affected differently by the appraisals of White Americans and heritage culture members. Results showed that perceived appraisal by members of the heritage culture was linked to how immigrants felt about their group and to their personal self-esteem. Perceived appraisal of White Americans was not related to how immigrants felt about their group and was only weakly related to personal self-esteem. The results highlight the distinction between public regard from the heritage culture and from White Americans and underscore the importance of the former for immigrants' private regard and self-esteem.

Born in the USA: how immigrant generation shapes meritocracy and its relation to ethnic identity and collective action.

Endorsing meritocracy can make low-status group members more accepting of inequality. This study examined whether rejecting meritocracy is related to increased ethnic identification among Latino immigrants, and whether identity in turn is related to increased support for collective action. We hypothesize that these relationships depend upon immigrant generation. A survey was conducted with 184 first- and second-generation Latino immigrants in New York City. Second-generation Latinos endorsed meritocracy less than those in the first generation, at least in part because they perceived that other Americans viewed their group in a less positive light (i.e., lower public regard). Further, meritocracy was negatively linked to ethnic identity and, through it, support for collective action among the second generation. Among the first generation, meritocracy was not related to ethnic identity and was positively related to support for collective action. We discuss the implications of growing up near the bottom of the U.S. social hierarchy for ethnic identity and collective action.

An organizing framework for collective identity: articulation and significance of multidimensionality.

The authors offer a framework for conceptualizing collective identity that aims to clarify and make distinctions among dimensions of identification that have not always been clearly articulated. Elements of collective identification included in this framework are self-categorization, evaluation, importance, attachment and sense of interdependence, social embeddedness, behavioral involvement, and content and meaning. For each element, the authors take note of different labels that have been used to identify what appear to be conceptually equivalent constructs, provide examples of studies that illustrate the concept, and suggest measurement approaches. Further, they discuss the potential links between elements and outcomes and how context moderates these relationships. The authors illustrate the utility of the multidimensional organizing framework by analyzing the different configuration of elements in 4 major theories of identification.