{"title":"The Psychology of White Nationalism: Ambivalence Towards a Changing America","authors":"Christine Reyna, A. Bellovary, Kara S. Harris","doi":"10.1111/sipr.12081","DOIUrl":"https://doi.org/10.1111/sipr.12081","url":null,"abstract":"","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":"1 1","pages":""},"PeriodicalIF":9.4,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41767799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We draw from ecological systems and social psychological theories to elucidate macrosystem-and microsystem-level variables that promote and maintain gender inequities in science, technology, engineering, and math (STEM). Because gender-STEM stereotypes undermine girls’ (and women’s), but boosts boys’ (and men’s), STEM interest and success, we review how they operate in STEM learning environments to differentially socialize girls and boys and undermine gender in-tegroup relations. We propose seven practice recommendations to improve STEM K-12 education: (1) design relational classrooms, (2) teach the history of gender inequality and bias, (3) foster collaborative and cooperative classrooms, (4) promote active learning and growth mindset strategies, (5) reframing STEM as inclusive, (6) create near-peer mentorship programs, and (7) re-imagine evaluation metrics. To support these practice recommendations, three policy recommendations are posited: (1) increase teacher autonomy, training, and representation,
{"title":"Understanding and Addressing Gender‐Based Inequities in STEM: Research Synthesis and Recommendations for U.S. K‐12 Education","authors":"Sophie L. Kuchynka, A. Eaton, Luis M. Rivera","doi":"10.1111/sipr.12087","DOIUrl":"https://doi.org/10.1111/sipr.12087","url":null,"abstract":"We draw from ecological systems and social psychological theories to elucidate macrosystem-and microsystem-level variables that promote and maintain gender inequities in science, technology, engineering, and math (STEM). Because gender-STEM stereotypes undermine girls’ (and women’s), but boosts boys’ (and men’s), STEM interest and success, we review how they operate in STEM learning environments to differentially socialize girls and boys and undermine gender in-tegroup relations. We propose seven practice recommendations to improve STEM K-12 education: (1) design relational classrooms, (2) teach the history of gender inequality and bias, (3) foster collaborative and cooperative classrooms, (4) promote active learning and growth mindset strategies, (5) reframing STEM as inclusive, (6) create near-peer mentorship programs, and (7) re-imagine evaluation metrics. To support these practice recommendations, three policy recommendations are posited: (1) increase teacher autonomy, training, and representation,","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":" ","pages":""},"PeriodicalIF":9.4,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43848274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Kitayama, Nicholas P. Camp, Cristina E. Salvador
The coronavirus disease 2019 (COVID-19) pandemic has taken a massive toll on human life worldwide. The case of the United States?the world's largest economy?is particularly noteworthy, since the country suffered a disproportionately larger number of deaths than all other countries during the first year of the pandemic. A careful analysis may shed new light on the multifaceted processes contributing to this failure and help us prepare ourselves not to repeat the same mistakes in the future. Cultural psychology offers unique insights by highlighting mutually reinforcing interactions across collective, cultural, and psychological factors. Here, we review extant evidence and argue that various factors at these disparate levels converged to foster an independent mode of action, which, in turn, undermined effective coping with the infectious disease. The lack of effective political leadership exacerbated the resulting dire state of the country. Drawing on this analysis, we discuss several policy recommendations at collective, cultural, and psychological levels.
{"title":"Culture and the COVID‐19 Pandemic: Multiple Mechanisms and Policy Implications","authors":"S. Kitayama, Nicholas P. Camp, Cristina E. Salvador","doi":"10.1111/sipr.12080","DOIUrl":"https://doi.org/10.1111/sipr.12080","url":null,"abstract":"The coronavirus disease 2019 (COVID-19) pandemic has taken a massive toll on human life worldwide. The case of the United States?the world's largest economy?is particularly noteworthy, since the country suffered a disproportionately larger number of deaths than all other countries during the first year of the pandemic. A careful analysis may shed new light on the multifaceted processes contributing to this failure and help us prepare ourselves not to repeat the same mistakes in the future. Cultural psychology offers unique insights by highlighting mutually reinforcing interactions across collective, cultural, and psychological factors. Here, we review extant evidence and argue that various factors at these disparate levels converged to foster an independent mode of action, which, in turn, undermined effective coping with the infectious disease. The lack of effective political leadership exacerbated the resulting dire state of the country. Drawing on this analysis, we discuss several policy recommendations at collective, cultural, and psychological levels.","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":" ","pages":""},"PeriodicalIF":9.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44865619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Toward a Psychological Science of Abolition Democracy: Insights for Improving Theory and Research on Race and Public Safety","authors":"Cynthia J. Najdowski, P. A. Goff","doi":"10.1111/sipr.12083","DOIUrl":"https://doi.org/10.1111/sipr.12083","url":null,"abstract":"","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":"1 1","pages":""},"PeriodicalIF":9.4,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45890801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01Epub Date: 2021-01-22DOI: 10.1111/sipr.12075
S Alexander Haslam, Niklas K Steffens, Stephen D Reicher, Sarah V Bentley
The COVID-19 pandemic is the greatest global crisis of our lifetimes, and leadership has been critical to societies' capacity to deal with it. Here effective leadership has brought people together, provided a clear perspective on what is happening and what response is needed, and mobilized the population to act in the most effective ways to bring the pandemic under control. Informed by a model of identity leadership (Haslam, Reicher & Platow, 2020), this review argues that leaders' ability to do these things is grounded in their ability to represent and advance the shared interests of group members and to create and embed a sense of shared social identity among them (a sense of "us-ness"). For leaders, then, this sense of us-ness is the key resource that they need to marshal in order to harness the support and energy of citizens. The review discusses examples of the successes and failures of different leaders during the pandemic and organizes these around five policy priorities related to the 5Rs of identity leadership: readying, reflecting, representing, realizing, and reinforcing. These priorities and associated lessons are relevant not only to the management of COVID-19 but to crisis management and leadership more generally.
{"title":"Identity Leadership in a Crisis: A 5R Framework for Learning from Responses to COVID-19.","authors":"S Alexander Haslam, Niklas K Steffens, Stephen D Reicher, Sarah V Bentley","doi":"10.1111/sipr.12075","DOIUrl":"10.1111/sipr.12075","url":null,"abstract":"<p><p>The COVID-19 pandemic is the greatest global crisis of our lifetimes, and leadership has been critical to societies' capacity to deal with it. Here effective leadership has brought people together, provided a clear perspective on what is happening and what response is needed, and mobilized the population to act in the most effective ways to bring the pandemic under control. Informed by a model of identity leadership (Haslam, Reicher & Platow, 2020), this review argues that leaders' ability to do these things is grounded in their ability to represent and advance the shared interests of group members and to create and embed a sense of shared social identity among them (a sense of \"us-ness\"). For leaders, then, this sense of us-ness is the key resource that they need to marshal in order to harness the support and energy of citizens. The review discusses examples of the successes and failures of different leaders during the pandemic and organizes these around five policy priorities related to the 5Rs of identity leadership: readying, reflecting, representing, realizing, and reinforcing. These priorities and associated lessons are relevant not only to the management of COVID-19 but to crisis management and leadership more generally.</p>","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":"15 1","pages":"35-83"},"PeriodicalIF":9.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sipr.12075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25563095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Breaking the Cycle of Violent Crime and Punishment: The Promise of Neuronormalization","authors":"T. Denson","doi":"10.1111/sipr.12076","DOIUrl":"https://doi.org/10.1111/sipr.12076","url":null,"abstract":"","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":" ","pages":""},"PeriodicalIF":9.4,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sipr.12076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45349958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reviews psychological studies of real-life use of credit, debt, and overindebtedness, with the aim of making policy recommendations that could reduce the damage done by debt to both individuals and society. The overall level of debt in society is heavily influenced by the level of economic inequality and social insecurity, and no psychological factor can prevent debt if excessive socioeconomic disadvantage is not addressed. Within that constraint, psychological precursors to debt problems, psychological impacts of debt, and psychological strategies to help people get out of debt can be identified. Research results in these areas are used to formulate a series of recommendations that could help mitigate debt problems.
{"title":"Debt and Overindebtedness: Psychological Evidence and its Policy Implications","authors":"S. Lea","doi":"10.1111/sipr.12074","DOIUrl":"https://doi.org/10.1111/sipr.12074","url":null,"abstract":"This paper reviews psychological studies of real-life use of credit, debt, and overindebtedness, with the aim of making policy recommendations that could reduce the damage done by debt to both individuals and society. The overall level of debt in society is heavily influenced by the level of economic inequality and social insecurity, and no psychological factor can prevent debt if excessive socioeconomic disadvantage is not addressed. Within that constraint, psychological precursors to debt problems, psychological impacts of debt, and psychological strategies to help people get out of debt can be identified. Research results in these areas are used to formulate a series of recommendations that could help mitigate debt problems.","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":" ","pages":""},"PeriodicalIF":9.4,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sipr.12074","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46419578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. Butera, A. Batruch, Frédérique Autin, G. Mugny, A. Quiamzade, Caroline Pulfrey
Teachers carry out a number of roles in the educational system. Their primary role is to help all students develop knowledge and skills, but, most of the time, they take on the role of gatekeepers: They evaluate students and exercise selection on the basis of performance. We analyze the roles of teachers through the lens of the literature on social influence, and put forward the proposal that teaching is a form of social influence. We review existing research on the mechanisms that explain the differential effects teachers may have on students’ learning, students’ prospects and, therefore, educational justice. We conclude that if teachers endorse the role of mentors—instead of that of gatekeepers—focusing on the development of their students’ knowledge, they can promote deep study, long-term learning, and equality of treatment. Such an approach could help design teacher training and school reform so as to maximize the learning potential of all students and empower teachers to become active agents of profound individual and social change.
{"title":"Teaching as Social Influence: Empowering Teachers to Become Agents of Social Change","authors":"F. Butera, A. Batruch, Frédérique Autin, G. Mugny, A. Quiamzade, Caroline Pulfrey","doi":"10.1111/sipr.12072","DOIUrl":"https://doi.org/10.1111/sipr.12072","url":null,"abstract":"Teachers carry out a number of roles in the educational system. Their primary role is to help all students develop knowledge and skills, but, most of the time, they take on the role of gatekeepers: They evaluate students and exercise selection on the basis of performance. We analyze the roles of teachers through the lens of the literature on social influence, and put forward the proposal that teaching is a form of social influence. We review existing research on the mechanisms that explain the differential effects teachers may have on students’ learning, students’ prospects and, therefore, educational justice. We conclude that if teachers endorse the role of mentors—instead of that of gatekeepers—focusing on the development of their students’ knowledge, they can promote deep study, long-term learning, and equality of treatment. Such an approach could help design teacher training and school reform so as to maximize the learning potential of all students and empower teachers to become active agents of profound individual and social change.","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":"1 1","pages":""},"PeriodicalIF":9.4,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sipr.12072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45022084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Ethical Learning: The Workplace as a Moral Laboratory for Character Development","authors":"Isaac H. Smith, Maryam Kouchaki","doi":"10.1111/sipr.12073","DOIUrl":"https://doi.org/10.1111/sipr.12073","url":null,"abstract":"","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":" ","pages":""},"PeriodicalIF":9.4,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sipr.12073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49211253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Some groups of students—typically those who have suffered because of historical inequality in society—disproportionately experience psychological barriers to educational success. These psychological barriers—feelings of threat to their social identity and the sense that their identity is incompatible with educational success—make substantial contributions to inequalities in educational outcomes between groups, even beyond economic, historical, and structural inequalities. A range of wise psychological interventions can help remove these barriers by targeting students’ subjective interpretation of their local educational context. In this review, we outline the Identities in Context model of educational inequalities, which proposes that interactions between students’ social identities and features of the local educational context—expectations about a group’s academic performance, a group’s representation in positions associated with academic success, and a group’s orientation towards education—can trigger social identity threat and identity incompatibility in ways that vary considerably across contexts. We present an implementation process, based on the Identities in Context model, that academic researchers, policymakers, and practitioners can follow to help them choose and tailor wise interventions that are effective in reducing educational inequalities in their local context. Throughout the review, we make policy recommendations regarding how educational practices can be altered to help remove psychological barriers for underperforming groups of students and so reduce educational inequalities. Some groups of students—such as some ethnic minorities or those from lower class backgrounds—on average achieve much lower academic grades and
{"title":"Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions","authors":"M. Easterbrook, I. R. Hadden","doi":"10.1111/sipr.12070","DOIUrl":"https://doi.org/10.1111/sipr.12070","url":null,"abstract":"Some groups of students—typically those who have suffered because of historical inequality in society—disproportionately experience psychological barriers to educational success. These psychological barriers—feelings of threat to their social identity and the sense that their identity is incompatible with educational success—make substantial contributions to inequalities in educational outcomes between groups, even beyond economic, historical, and structural inequalities. A range of wise psychological interventions can help remove these barriers by targeting students’ subjective interpretation of their local educational context. In this review, we outline the Identities in Context model of educational inequalities, which proposes that interactions between students’ social identities and features of the local educational context—expectations about a group’s academic performance, a group’s representation in positions associated with academic success, and a group’s orientation towards education—can trigger social identity threat and identity incompatibility in ways that vary considerably across contexts. We present an implementation process, based on the Identities in Context model, that academic researchers, policymakers, and practitioners can follow to help them choose and tailor wise interventions that are effective in reducing educational inequalities in their local context. Throughout the review, we make policy recommendations regarding how educational practices can be altered to help remove psychological barriers for underperforming groups of students and so reduce educational inequalities. Some groups of students—such as some ethnic minorities or those from lower class backgrounds—on average achieve much lower academic grades and","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":" ","pages":""},"PeriodicalIF":9.4,"publicationDate":"2020-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sipr.12070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49575058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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