Journal of Social Issues最新文献

Instead of being agents of inquiry and change, Southeast Asian American (SEAA; Viet, Hmong, Lao, Cambodian) refugee subjects are often objectified and essentialized by researchers in the social sciences. In this article, we document our collaborative journeys to unlearn colonial and racist ways of thinking about and conducting research on marginalized communities, including our own SEAA communities. Specifically, we present participatory action research (PAR) and testimonios—two examples of counter-storytelling—as promising critical race methodologies. Using PAR, our team of academic researchers and participant-researchers collaborated on research to create change in our communities. To assess our experiences with PAR, we used testimonios to share our self-reflections and stories on the research process and the training relationship. We end by offering suggestions for using PAR and testimonios to engage in anti-colonial and anti-racist research.

Many leading scholars have highlighted the use of Critical Race Theory (CRT) in approaching research and practice in psychology. Critical Race Theory allows for cognitive science to take a more intersectional perspective rather than perpetuate the exclusionary and universal limitations associated with traditional cognitive science. This review and commentary apply CRT to cognitive science to address three main goals. The first is describing the history of cognitive science and how CRT tenets can help understand the need for a critical race perspective. Second is applying the CRT tenet of recognizing racism in cognitive science through a rigorous systematic review. The third is highlighting the tenet of whitewashing psychological phenomenon to explain epistemic exclusion and provide recommendations to combat it. CRT is an important framework in cognitive science as it can help combat the harmful methodologies and implications that have been perpetuated for decades (e.g., racist assumption of intelligence, exclusion of participants because of hair texture).

This study examines the relationship among White antiracism, colorblind racial ideology (CBRI), and White privilege awareness. We use Critical Race Theory (CRT) to frame the historical context of racism in the U.S. and the emergence of racist ideologies. We examine the extent to which White privilege awareness mediates the relationship between CBRI and antiracist practices among White people. We found that (1) participants’ antiracist practices were increased the more they rejected power-evasive forms of CBRI, (2) people who were more aware of their White privilege were also more driven toward antiracist practices, and (3) respondents’ awareness of their White privilege was enhanced as they rejected power evasive forms of CBRI. We also found that White people were more likely to participate in antiracist practices when they rejected power evasion CBRI partly because rejecting CBRI enhanced their awareness of White privilege. Our results suggest that the fight against racism requires White people to acknowledge and dismantle the privileges that come with being a member of a dominant group. We contend that CRT is a powerful framework for psychology because it helps resolve the problem of understanding how structural phenomena become ideologies that shape the way people believe and behave.

This study explores the motivational drivers of violent extremism by examining references to motivational goals—values—in texts written by lone offenders. We present a new database of manifestos written by lone offenders (N = 103), the Extremist Manifesto Database (EMD). We apply a dictionary approach to examine references to values in this corpus. For comparison, we use texts from a matched quota sample of US American adults (N = 194). Compared to the general population, extremists referred more often to values of security, conformity, tradition, universalism, and power, and less often to values of benevolence, stimulation, and achievement. In extremist manifestos, ingroup descriptions referred more to security and universalism values, whereas power values dominated outgroup descriptions. Non-extremists referred to the same values in conjunction with “us” and “them” (benevolence and self-direction). The values that extremists referenced suggest interpersonal detachment and a clear delineation of value narratives around “us” and “them”.

The current study focused on how the sudden onset of the pandemic magnified existing inequalities for women in the United States. A total of 2115 participants responded to an online survey regarding pandemic-related changes to household and childcare responsibilities, employment, mental and physical health and safety, housing, worries and stress, and coping strategies. We employ an intersectionality analytical framework to understand how existing systems of oppression differentially impacted women's lived experiences during the early stages of the pandemic in the United States. Particularly, we investigated how gender, race/ethnicity, and class intersected to impact women's adaptability to the pandemic crisis. We also included motherhood status as a possible variable that may change women's pandemic-related experiences. Finally, we include women's narrative responses to provide context to their quantitative responses and to help fully represent perspectives that can often be rendered invisible. We leveraged the findings of the current investigation of the impact of the COVID-19 global pandemic on women's lives to make suggestions for changes that can support women with this and future pandemics and disasters.

Times of disaster disproportionately impact women, children, and vulnerable populations. Thus, concern about women's welfare became paramount as the intensity of the COVID-19 global pandemic increased. Due to these concerns and the need to examine them from a scientific perspective, we announced a call for empirical and theoretical investigations into how women around the world were experiencing this time of disaster. We were especially interested in investigations that provided information that afforded intersectionality analyses; that is, those that recognized overlapping socially-constructed systems of oppression such as patriarchy, white supremacy, and classism and how they impact the structures, institutions, agencies, and policies that change women's lives. We received an overwhelming response to our call from scholars around the world whose empirical and theoretical works focused on women's lives during the height of the global COVID-19 pandemic, resulting in a two-installment Special Issue on how the COVID-19 pandemic magnified existing gender inequities. This installment aims to understand how the global pandemic has impacted women's work, children, and families around the world. Throughout both installments, scholars emphasize how empirical findings can and should drive social policies that ameliorate inequities and support women and their families.

The onset of the COVID-19 pandemic in March 2020 disrupted the lives of millions of US families, with rising unemployment and initial lockdowns forcing nationwide school and daycare closures. These abrupt changes impacted women in particular, shifting how families navigated roles. Even pre-pandemic, US women were responsible for the majority of household labor and childcare, and daughters bore greater chore responsibility than sons. We surveyed 280 families early in the pandemic (Spring 2020) and another 199 families more than a year later (Summer 2021) about pre-pandemic versus current work-family conflict (WFC), division of labor and schooling, and children's daily activities. Early on, mothers reported increased WFC (especially family impacting work), mothers assumed primary responsibility for children's education at home, and daughters spent more time doing chores and educating siblings. One year in, WFC remained high but mother's stress was lower, parents reported working less from home, and children largely returned to face-to-face schooling. Yet, children, especially daughters, actually spent more time caring for siblings than early in the pandemic, though less time on chores overall. We conclude that policies that support families such as paid family leave and subsidized childcare are needed to right the gender inequalities exacerbated by the pandemic.

The COVID-19 pandemic has disproportionately endangered women's health, well-being and safety. According to the World Health Organization, nearly 7 million people worldwide have died from the virus by May 2023. While COVID-19 posed an immediate threat to the lives of people around the world, the interconnections of gender, race, ethnicity, and class resulted in differential consequences of the global pandemic. With a focus on intersecting identities, this special issue explores how women became more vulnerable during the pandemic and suggest what policies and interventions would work to buffer against such risks. In this issue, authors use empirical, review, and policy implication work to demonstrate how women, particularly those with other minoritized intersecting identities, were impacted by COVID-19. The authors of this special issue examine the impacts of COVID-19 on women's physical, emotional, and reproductive health, along with issues of safety. The unique role that women play in mothering and caretaking, within their homes, workplaces, and communities, means that this endangerment has widespread and potentially intergenerational impacts. Moreover, it is clear that empirically-driven social policy and resource responses are crucial.

This article contains concluding reflections for a special issue on sexual harassment among young people. In this concluding article, we reflect on the 14 individual papers in the special issue through three cross-cutting themes, each with important implications for policy and practice. The themes highlight that (1) attitudes and norms related to sexual harassment are core to its occurrence among young people, (2) the sexual harassment experiences of minority and otherwise hidden youth need to be heard, and (3) innovative approaches and methods advance the current knowledge about sexual harassment among young people. Furthermore, we stress that school policies against sexual harassment need to be reflected in the behaviors of school personnel and peers, and that both students and teachers need to be equipped with the knowledge and skills to combat sexual harassment. It is our hope that this special issue will be valuable for researchers, the formulation of societal and school policies, and for the design of developmentally informed interventions.