The Pandemic as a Portal: Reimagining Psychological Science as Truly Open and Inclusive.

Psychological science is at an inflection point: The COVID-19 pandemic has exacerbated inequalities that stem from our historically closed and exclusive culture. Meanwhile, reform efforts to change the future of our science are too narrow in focus to fully succeed. In this article, we call on psychological scientists-focusing specifically on those who use quantitative methods in the United States as one context for such conversations-to begin reimagining our discipline as fundamentally open and inclusive. First, we discuss whom our discipline was designed to serve and how this history produced the inequitable reward and support systems we see today. Second, we highlight how current institutional responses to address worsening inequalities are inadequate, as well as how our disciplinary perspective may both help and hinder our ability to craft effective solutions. Third, we take a hard look in the mirror at the disconnect between what we ostensibly value as a field and what we actually practice. Fourth and finally, we lead readers through a roadmap for reimagining psychological science in whatever roles and spaces they occupy, from an informal discussion group in a department to a formal strategic planning retreat at a scientific society.

Knowledge About Individuals' Interracial Friendships Is Systematically Associated With Mental Representations of Race, Traits, and Group Solidarity.

Individuals with other-race friends are perceived to identify less strongly with their racial in-group than are individuals with same-race friends. Using the reverse-correlation technique, we show that this effect goes beyond perceptions of social identification, influencing how people are mentally represented. In four studies with Black and White American participants, we demonstrate a "racial assimilation effect": Participants, independent of their own race, represented both Black and White targets with other-race friends as phenotypically more similar to the respective racial out-group. Representations of targets with racial out-group friends were subsequently rated as more likely to engage in social action supportive of the racial out-group. Out-group targets with other-race friends were represented more favorably than out-group targets with mostly same-race friends. White participants had particularly negative representations of in-group members with mostly Black friends. The present research suggests that individuals' social networks influence how their race and associated traits are mentally represented.

Managing emotions in the face of discrimination: The differential effects of self-immersion, self-distanced reappraisal, and positive reappraisal.

Contending with sexism is associated with negative affective outcomes, including increased anger, anxiety, and depression. Prior research demonstrates that the use of emotion-regulation strategies, such as self-distanced reappraisal, when contending with general negative interpersonal experiences, can help people manage their emotions, attenuating the associated negative affect. The present research considers whether the affective benefits of reappraisal extend to past experiences of discrimination. Specifically, we examine whether using self-distanced reappraisal (Studies 1 and 2) or positive reappraisal (Study 2) when contending with sexism yields more positive and less negative affective outcomes, relative to engaging in self-immersion. Contrary to previous research examining more general negative interpersonal experiences, we find limited evidence that self-distanced reappraisal is an effective emotion-regulation strategy for women contending with sexism (N = 1,236). The present work offers preliminary evidence, however, that positive reappraisal may be a promising emotion-regulation strategy that reduces the negative affective consequences associated with reliving past instances of sexism, compared with either self-immersion or self-distanced reappraisal. We discuss the implications of these findings for understanding the efficacy of different emotion-regulation strategies in the context of discrimination. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

A Longitudinal Study Exploring Learning Environment Culture and Subsequent Risk of Burnout Among Resident Physicians Overall and by Gender.

OBJECTIVE: To explore the relationship between learning environment culture and the subsequent risk of developing burnout in a national sample of residents overall and by gender. METHODS: From April 7 to August 2, 2016, and May 26 to August 5, 2017, we surveyed residents in their second (R2) and third (R3) postgraduate year. The survey included a negative interpersonal experiences scale (score range 1 to 7 points, higher being worse) assessing psychological safety and bias, inclusion, respect, and justice; an unfair treatment scale (score range 1 to 5 points, higher being worse), and two items from the Maslach Burnout Inventory. Individual responses to the R2 and R3 surveys were linked. RESULTS: The R2 survey was completed by 3588 of 4696 (76.4%) residents; 3058 of 3726 (82.1%) residents completed the R3 survey; and 2888 residents completed both surveys. Women reported more negative interpersonal experiences (mean [SD], 3.00 [0.83] vs 2.90 [0.85], P<.001) and unfair treatment (66.5% vs. 58.7%, P<.001) than men at R2. On multivariable analysis, women at R3 were more likely than their male counterparts to have burnout (odds ratio, 1.23; 95% CI, 1.02 to 1.48; P=.03). Both men and women who reported more negative interpersonal experiences at R2 were more likely to have burnout at R3 (odds ratio, 1.32; 95% CI, 1.14 to 1.52; P<.001). The factors contributing to burnout did not vary in effect magnitude by gender. CONCLUSION: These findings indicate women residents are more likely to have burnout relative to men in the third year of residency. Negative culture predicted subsequent burnout 1 year later among both men and women. Differences in burnout were at least partly due to differing levels of exposure to negative interactions for men versus women rather than a negative interaction having a differential impact on the well-being of men versus women.

Disrupting Beliefs in Racial Progress: Reminders of Persistent Racism Alter Perceptions of Past, But Not Current, Racial Economic Equality.

Although there has been limited progress toward economic equality between Americans over the past half-century, many Americans are largely unaware of the persistence of economic racial disparities. One intervention for this widespread ignorance is to inform White Americans of the impact of racism on the outcomes of Black Americans. In two studies, we attempted to improve the accuracy of Whites' perceptions of racial progress and estimates of contemporary racial economic equality. Reminding White Americans about the persistence of racial disparities produced smaller overestimates of how much progress had been made toward racial economic equality between 1963 and 2016. Rather than modifying overestimates of contemporary racial economic equality, participants who read about disparities assessed the past as more equitable than participants who did not. We discuss implications of these findings for efforts to address Whites' misperceptions of racial economic equality and to challenge narratives of American racial progress.

Does Shared Gender Group Membership Mitigate the Effect of Implicit Bias Attributions on Accountability for Gender-Based Discrimination?

Attributing gender discrimination to implicit bias has become increasingly common. However, research suggests that when discrimination is attributed to implicit rather than explicit bias, the perpetrators are held less accountable and deemed less worthy of punishment. The present work examines (a) whether this effect replicates in the domain of gender discrimination, and (b) whether sharing a group membership with the victim moderates the effect. Four studies revealed that both men and women hold perpetrators of gender discrimination less accountable if their behavior is attributed to implicit rather than explicit bias. Moreover, women held male (Studies 1-3), but not female (Study 4), perpetrators of gender discrimination more accountable than did men. Together, these findings suggest that while shared gender group membership may inform judgments of accountability for gender discrimination, it does not weaken the tendency to hold perpetrators less accountable for discrimination attributed to implicit, compared with explicit, bias.

A Comparison of Depression and Anxiety Symptoms Between Sexual Minority and Heterosexual Medical Residents: A Report from the Medical Trainee CHANGE Study.

Purpose: The pervasiveness of sexual minority stressors in the U.S. medical training environment is well documented, yet little is known about the mental health impact of such stressors on sexual minority medical residents. We compared depression and anxiety symptoms between sexual minority and heterosexual third-year medical residents, adjusting for depression and anxiety before residency, and examined the role of perceived residency belonging during the second year of residency as a predictor of subsequent sexual identity-based differences in depression and anxiety. Methods: In 2010-2011, first-year medical students enrolled in the Cognitive Habits and Growth Evaluation Study and completed surveys in the last year of medical school (MS4; 2014), as well as second (R2; 2016) and third (R3; 2017) year of residency. The surveys contained measures of sexual identity, residency belonging, depression, and anxiety. Results: Of the 2890 residents who provided information about their sexual identity, 291 (10.07%) identified as sexual minority individuals. Sexual minority residents reported significantly higher levels of depression (p = 0.009) and anxiety (p = 0.021) than their heterosexual peers at R3, even after adjusting for depression and anxiety at MS4. Sexual minority residents also reported a lower sense of belonging at R2 than did heterosexual residents (p = 0.006), which was in turn associated with higher levels of depression and anxiety at R3 (ps < 0.001). Conclusion: Sexual minority residents experienced higher levels of depression and anxiety than their heterosexual counterparts, and these mental health disparities were associated with lower perceived belonging in residency. Residency programs should prioritize evidence-based, targeted interventions for sexual minority mental health.

The Value of Interracial Contact for Reducing Anti-Black Bias Among Non-Black Physicians: A Cognitive Habits and Growth Evaluation (CHANGE) Study Report.

Although scholars have long studied circumstances that shape prejudice, inquiry into factors associated with long-term prejudice reduction has been more limited. Using a 6-year longitudinal study of non-Black physicians in training (N = 3,134), we examined the effect of three medical-school factors-interracial contact, medical-school environment, and diversity training-on explicit and implicit racial bias measured during medical residency. When accounting for all three factors, previous contact, and baseline bias, we found that quality of contact continued to predict lower explicit and implicit bias, although the effects were very small. Racial climate, modeling of bias, and hours of diversity training in medical school were not consistently related to less explicit or implicit bias during residency. These results highlight the benefits of interracial contact during an impactful experience such as medical school. Ultimately, professional institutions can play a role in reducing anti-Black bias by encouraging more frequent, and especially more favorable, interracial contact.

The Misperception of Racial Economic Inequality.

Racial economic inequality is a foundational feature of the United States, yet many Americans appear oblivious to it. In the present work we consider the psychology underlying this collective willful ignorance. Drawing on prior research and new evidence from a nationally representative sample of adults (N = 1,008), we offer compelling evidence that Americans vastly underestimate racial economic inequality, especially the racial wealth gap. In particular, respondents thought that the Black-White wealth gap was smaller, by around 40 percentage points in 1963 and around 80 percentage points in 2016, than its actual size. We then consider the motivational, cognitive, and structural factors that are likely to contribute to these misperceptions and suggest directions for future research to test these ideas. Importantly, we highlight the implications of our collective ignorance of racial economic inequality and the challenge of creating greater accuracy in perceptions of these racial economic disparities, as well as outline the steps policymakers might take to create messages on this topic that effectively promote equity-enhancing policies. We close with an appeal to psychological science to at least consider, if not center, the racial patterning of these profound economic gaps.

Contact and role modeling predict bias against lesbian and gay individuals among early-career physicians: A longitudinal study.

RATIONALE: Physician bias against sexual minorities can hinder the delivery of high-quality health care and thus contribute to the disproportionate prevalence of negative health outcomes within this population. Medical students' interpersonal experiences within the context of medical school may contribute to this bias. OBJECTIVE: The goal of the current research was to examine the relationship between these interpersonal experiences, reported by heterosexual, cisgender medical students, and explicit and implicit bias against lesbians and gay individuals, reported two years later during second year of medical residency. METHOD: Data were collected by surveying students (n = 2940) from a stratified sample of U.S. medical schools in fall 2010 (first semester of medical school), spring 2014 (final semester of medical school), and spring 2016 (second year of medical residency). RESULTS: Amount and favorability of contact with LGBT individuals, reported during the final semester of medical school, predicted lower levels of explicit bias against lesbian and gay individuals during second year of medical residency. Additionally, exposure to negative role modeling, also reported during the final semester of medical school, predicted higher levels of explicit bias against lesbian and gay individuals during second year of medical residency. Amount of contact with LGBT individuals - and in particular, with LGBT medical students - predicted lower levels of implicit bias against lesbian and gay individuals during second year of medical residency. Neither favorability of contact with LGBT individuals nor exposure to negative role modeling predicted implicit bias against lesbian and gay individuals during second year of medical residency. CONCLUSION: These results suggest that interpersonal experiences during medical school can systematically shape heterosexual, cisgender physicians' subsequent explicit and implicit bias against lesbian and gay individuals.

The Effects of Racism in Medical Education on Students' Decisions to Practice in Underserved or Minority Communities.

PURPOSE: The purpose of this study was to examine the relationship between manifestations of racism in medical school and subsequent changes in graduating medical students' intentions to practice in underserved or minority communities, compared with their attitudes and intentions at matriculation. METHOD: The authors used repeated-measures data from a longitudinal study of 3,756 students at 49 U.S. medical schools that were collected from 2010 to 2014. They conducted generalized linear mixed models to estimate whether manifestations of racism in school curricula/policies, school culture/climate, or student attitudes/behaviors predicted first- to fourth-year changes in students' intentions to practice in underserved communities or primarily with minority populations. Analyses were stratified by students' practice intentions (no/undecided/yes) at matriculation. RESULTS: Students' more negative explicit racial attitudes were associated with decreased intention to practice with underserved or minority populations at graduation. Service learning experiences and a curriculum focused on improving minority health were associated with increased intention to practice in underserved communities. A curriculum focused on minority health/disparities, students' perceived skill at developing relationships with minority patients, the proportion of minority students at the school, and the perception of a tense interracial environment were all associated with increased intention to care for minority patients. CONCLUSIONS: This study provides evidence that racism manifested at multiple levels in medical schools was associated with graduating students' decisions to provide care in high-need communities. Strategies to identify and eliminate structural racism and its manifestations in medical school are needed.