Examining the Asian American leadership gap and inclusion issues with federal employee data: Recommendations for inclusive workforce analytic practices.

In April 2021, a coalition of employee resource groups called the Federation of Asian American, Native Hawaiian, and Pacific Islander Network, or FAN, was established at the National Institutes of Health (NIH). The coalition aims to be a unifying voice that represents and serves these diverse communities. Discussion within the group centered around the persistent inequities and the lack of inclusion that the Asian American communities have long endured. Two common themes emerged from these discussions: (1) a leadership gap for Asian Americans in senior leadership and managerial positions, and (2) the everyday experience of exclusion. Asian Americans represent nearly 20% of the NIH permanent workforce yet make up only 6% of the senior leadership positions. These two issues reflect the sentiment that Asian Americans often feel invisible or forgotten in the discourse of structural racism and organizational inequities, especially in organizations in which they are numerically overrepresented. The purpose of this manuscript is to raise awareness of Asian American concerns in the federal workforce and how current employment and workforce analytic practices in this domain might contribute to the invisibility. To accomplish this goal, we will (1) describe relevant historical and contemporary contexts of Asian American experience undergirding their inclusion and visibility concerns; (2) present data analyses from available data sources to provide a deeper understanding of the Asian American leadership gap and lack of inclusion concerns; (3) highlight data availability and analytic challenges that hinder the ability to address the inequity and invisibility issues; and (4) recommend practices in data collection, measurement, and analysis to increase the visibility of this community in the federal workforce.

Moving while Black: Intergroup attitudes influence judgments of speed.

Four experiments examined whether intergroup attitudes shape the speed with which Blacks are thought to be moving. When participants rated the speed of Black and White faces that appeared to be moving toward them, greater intergroup anxiety was associated with judging Black targets as moving more slowly relative to White targets (Experiments 1a and 1b). Experiment 2 demonstrated that this effect occurs only for approaching targets. Experiment 3 showed that this slowing bias occurs, at least in part, because of the perceived duration of time each image was moving. Such a slowing bias is consistent with the time expansion and perceptual slowing reported by people who experienced threatening events.

Ecological priming: convergent evidence for the link between ecology and psychological processes.

This commentary describes the use of ecological priming methods to address the limitations of the correlational research discussed in the target article. We provide examples from our own work on cultural tightness-looseness to illustrate how we can bring ecological and societal conditions into the laboratory in order to study the impact of ecological threats on psychological processes experimentally.

The role of culture-gene coevolution in morality judgment: examining the interplay between tightness-looseness and allelic variation of the serotonin transporter gene.

This research provides novel insights into the evolutionary basis of cultural norm development and maintenance. We yield evidence for a unique culture-gene coevolutionary model between ecological threat, allelic frequency of the serotonin transporter polymorphism (5-HTTLPR), cultural tightness-looseness-the strength of norms and tolerance for deviance from norms-and moral justifiability. As hypothesized, the results across 21 nations show that: (a) propensity for ecological threat correlates with short (S) allele frequency in the 5-HTTLPR, (b) allelic frequency in the 5-HTTLPR and vulnerability to ecological threat both correlate with cultural tightness-looseness, (c) susceptibility to ecological threat predicts tightness-looseness via the mediation of S allele carriers, and (d) frequency of S allele carriers predicts justifiability of morally relevant behavior via tightness-looseness. This research highlights the importance of studying the interplay between environmental, genetic, and cultural factors underlying contemporary differences in social behavior and presents an empirical framework for future research.

Observations of Effective Teacher-Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System-Secondary.

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System-Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance on end-of-year standardized achievement tests. Classrooms characterized by a positive emotional climate, with sensitivity to adolescent needs and perspectives, use of diverse and engaging instructional learning formats, and a focus on analysis and problem solving were associated with higher levels of student achievement. Effects of higher quality teacher-student interactions were greatest in classrooms with fewer students. Implications for teacher performance assessment and teacher effects on achievement are discussed.

The cultural contagion of conflict.

Anecdotal evidence abounds that conflicts between two individuals can spread across networks to involve a multitude of others. We advance a cultural transmission model of intergroup conflict where conflict contagion is seen as a consequence of universal human traits (ingroup preference, outgroup hostility; i.e. parochial altruism) which give their strongest expression in particular cultural contexts. Qualitative interviews conducted in the Middle East, USA and Canada suggest that parochial altruism processes vary across cultural groups and are most likely to occur in collectivistic cultural contexts that have high ingroup loyalty. Implications for future neuroscience and computational research needed to understand the emergence of intergroup conflict are discussed.

An interaction-based approach to enhancing secondary school instruction and student achievement.

Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner-Secondary--a Web-mediated approach focused on improving teacher-student interactions in the classroom--examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students. The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores. Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention.

Differences between tight and loose cultures: a 33-nation study.

With data from 33 nations, we illustrate the differences between cultures that are tight (have many strong norms and a low tolerance of deviant behavior) versus loose (have weak social norms and a high tolerance of deviant behavior). Tightness-looseness is part of a complex, loosely integrated multilevel system that comprises distal ecological and historical threats (e.g., high population density, resource scarcity, a history of territorial conflict, and disease and environmental threats), broad versus narrow socialization in societal institutions (e.g., autocracy, media regulations), the strength of everyday recurring situations, and micro-level psychological affordances (e.g., prevention self-guides, high regulatory strength, need for structure). This research advances knowledge that can foster cross-cultural understanding in a world of increasing global interdependence and has implications for modeling cultural change.

Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms.

We investigated the effects of My Teaching Partner-Secondary (MTP-S), a teacher professional development intervention, on students' peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students' academic achievement and motivation. The current study tested the prediction from systems theory that effects of MTP-S on students would extend beyond the academic domain-that is, the ecology of teachers' behaviors towards students should also influence the ecology of students' behaviors towards one another. Participants were 88 teachers (43 randomly assigned to MTP-S and 45 assigned to a control group that received the regular professional development offerings in their school) and 1423 students in their classrooms. Observations and student self-report of classroom peer interactions were collected at the start and at the end of the course. Results indicated that in MTP-S classrooms, students were observed to show improvement in positive peer interactions, although this pattern was not found in self-report data. However, moderation analyses suggested that for students with high disruptive behavior at the start of the course, teacher participation in MTP-S mitigated a typical decline towards poorer self-reported peer relationships. The relevance of findings for the social ecology of classrooms is discussed.

Cultural variations in motivational responses to felt misunderstanding.

Three studies examined cultural variations in the motivational consequences of being misunderstood by others. Study 1 found that European American students who felt misunderstood by others performed progressively better academically, whereas Asian and Asian American students who felt misunderstood by others performed progressively worse. In Studies 2 and 3, felt misunderstanding was experimentally manipulated, and motivational responses were measured with a handgrip task (Study 2) and prefrontal electroencephalography (EEG) asymmetry (Study 3). Across the two studies, Asians and Asian Americans showed more withdrawal-related responses but European Americans showed either no difference (Study 2) or more motivated responses (Study 3) after being misunderstood versus being understood. Together, these studies demonstrate systematic cultural variations in motivational responses to felt misunderstanding.

The interpersonal basis of stereotype-relevant self-views.

Recent research examining the interpersonal basis of self-stereotyping is considered from the perspective of Cognitive-Affective Personality System (CAPS) theory. The reviewed work shows that individuals tend to see themselves in a stereotypic manner when interacting with someone who engenders affiliative motivation and is thought to hold stereotypic views of their group. Evidence suggesting that this context-dependent self-stereotyping is extended temporally through future psychologically similar interactions and the invocation of significant others thought to endorse stereotypes is also discussed. These findings and the theoretical framework that stimulated them strongly resonate with the notion of if...then contingencies of the self articulated in CAPS theory. The implications of each viewpoint for the other are discussed.

Contagion without contact: anticipatory mood matching in response to affiliative motivation.

We investigated whether the desire to have a smooth and pleasant interaction with an anticipated interaction partner caused participants' moods to become similar to their imminent partners' moods. We found evidence of anticipatory mood matching when participants were motivated to affiliate with a partner through goal priming (Experiments 1 and 2) and outcome dependency (Experiment 3). Prior research has demonstrated mood contagion arising from actual social interaction but these experiments establish contagion without contact, an outcome evident regardless of whether mood was assessed via self-report (Experiments 1 through 3) or information-processing style (Experiment 3).

On Feeling Understood and Feeling Well: The Role of Interdependence.

The present research examined whether people feel happier and healthier when they feel more understood in daily social interactions. A two-week diary study showed that people reported greater life satisfaction and fewer physical symptoms on days in which they felt more understood by others. Moreover, we found that individuals who tend to see themselves in relations to others (i.e., women or those scored high on interdependent self-construal measure) showed a stronger association between daily felt understanding and daily life satisfaction or physical symptoms. These findings demonstrate that daily social experiences, such as felt understanding, are associated with daily well-being, particularly for individuals with greater interdependent self-construal.

(Why) do I think what you think? Epistemic social tuning and implicit prejudice.

This research examines whether people who experience epistemic motivation (i.e., a desire to acquire knowledge) came to have implicit attitudes consistent with the apparent beliefs of another person. People had lower implicit prejudice when they experienced epistemic motivation and interacted with a person who ostensibly held egalitarian beliefs (Experiments 1 and 2). Implicit prejudice was not affected when people did not experience epistemic motivation. Further evidence shows that this tuning of implicit attitudes occurs when beliefs are endorsed by another person, but not when they are brought to mind via means that do not imply that person's endorsement (Experiment 3). Results suggest that implicit attitudes of epistemically motivated people tune to the apparent beliefs of others to achieve shared reality.

Residential mobility, self-concept, and positive affect in social interactions.

The present research examined (a) the link between personal history of residential mobility and the self-concept and (b) the implications of such a link for positive affect in social interactions. Study 1 showed that the personal self was more central to the self-definition of frequent movers than to that of nonmovers, whereas the collective self was more central to the self-definition of nonmovers than to that of frequent movers. Results from a laboratory and a 2-week event sampling study (Studies 2 and 3) demonstrated that frequent movers felt happier when an interaction partner accurately perceived their personal selves, whereas nonmovers felt happier when a partner accurately perceived their collective selves. These findings present the first direct evidence on how personal history of residential mobility is linked to important individual differences in the self and positive affect in social interactions.