Pleasures and Risks Associated with Bingo Playing in an Australian Aboriginal Community: Lessons for Policy and Intervention.

Bingo playing in Australian Indigenous communities has received little academic attention. We report here on an exploratory study designed to understand the complex benefits and harms associated with bingo playing for Aboriginal people in Sunraysia, a regional community in Victoria, Australia. The research was strongly participatory, and conducted in collaboration with staff of an Aboriginal community-controlled organisation. Twenty-six members of the Sunraysia Aboriginal community were interviewed, with interviews primarily conducted by workers from the Aboriginal organisation. Echoing research from other countries, but with a unique focus on the experience of bingo for Aboriginal people in Australia, this study demonstrates compelling reasons why Aboriginal people in Sunraysia play bingo, and how bingo playing both exposes players to risk and mitigates against a wide range of harms. We found that, for many people in the study, bingo was variously a site that reinforces social connectedness, a source of fun and excitement and a strategy to find solace or respite in the face of personal pain and structural injustice. In contrast with other forms of gambling, bingo presents risks that can generally be managed, largely because of the smaller financial spend involved. However, people also described harms including exhausting the family budget, family conflict and encouragement to commence other forms of gambling. We argue for enhanced regulation of commercial bingo and suggest that not-for-profit bingo be implemented as a harm reduction strategy to enable people to experience some of the pleasures associated with gambling, with reduced risk of financial and social harms.

Secondary transfer effects of interracial contact: the moderating role of social status.

The contact hypothesis asserts that intergroup attitudes can be improved when groups have opportunities to interact with each other. Recent research extending the contact hypothesis suggests that contact with a primary outgroup can decrease bias toward outgroups not directly involved in the interaction, which is known as the secondary transfer effect (STE). The present study contributes to growing research on STEs by investigating effects among Asian, Black, Hispanic, and White undergraduate students (N = 3,098) attending 28 selective colleges and universities. Using hierarchical linear modeling, our results reveal numerous positive STEs among Asian, Black, and Hispanic college students. No significant STEs were observed among White students. Mediated moderation analyses support an attitude generalization mechanism, because STEs were explained by changes in attitudes toward the primary outgroup. This research speaks to equivocal findings in the extant STE literature and highlights directions for future research on social cohesion and bias reduction.

School-Based Racial and Gender Discrimination among African American Adolescents: Exploring Gender Variation in Frequency and Implications for Adjustment.

The present study examined school-based racial and gender discrimination experiences among African American adolescents in Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple regression analyses within gender groups indicated that among girls and boys, racial discrimination and gender discrimination predicted higher depressive symptoms and school importance and racial discrimination predicted self-esteem. Racial and gender discrimination were also negatively associated with grade point average among boys but were not significantly associated in girls' analyses. Significant gender discrimination X racial discrimination interactions resulted in the girls' models predicting psychological outcomes and in boys' models predicting academic achievement. Taken together, findings suggest the importance of considering gender- and race-related experiences in understanding academic and psychological adjustment among African American adolescents.

Gender matters, too: the influences of school racial discrimination and racial identity on academic engagement outcomes among African American adolescents.

The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and school importance attitudes for boys. Also, centrality moderated the relationship between discrimination and academic outcomes in ways that differed across gender. For boys, higher racial centrality related to diminished risk for lower school importance attitudes and grades from experiencing classroom discrimination relative to boys lower in centrality, and girls with higher centrality were protected against the negative impact of peer discrimination on school importance and academic self-concept. However, among lower race-central girls, peer discrimination related positively to academic self-concept. Finally, socioeconomic background moderated the relationship of discrimination with academic outcomes differently for girls and boys. The authors discuss the need to consider interactions of individual- and contextual-level factors in better understanding African American youths' academic and social development.