Is hostility linked with affiliation among males and with achievement among females? A critique of Pollak and Gilligan.

Attempted to replicate and to clarify methodologically an investigation by S. Pollak and C. Gilligan (see record 1982-23594-001). Those investigators reported sex differences in violence imagery to TAT pictures depicting affiliation and achievement situations. Pollak and Gilligan concluded that men perceive danger in situations of affiliation whereas women perceive danger in situations of achievement. The present study demonstrated that Pollak and Gilligan incorrectly classified TAT cards into motivational categories, which may have resulted in incorrect inferences. In addition, their findings could not be replicated when 4 different systems for classifying TAT cards into motivational categories were used with 204 undergraduates. Other potential sources of error in their research, including a restrictive scoring scheme for hostility, unusual instructions, and failure to control for sex role in the TAT pictures, did not influence the results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

White–Black achievement differences: The narrowing gap.

Discusses findings from the National Assessment of Educational Progress and the College Entrance Examination Board that demonstrate consistent reductions during recent years in the size of average achievement differences between White and Black elementary and secondary school students. Societal changes that may have contributed to increasing the average achievement levels for Black students (e.g., desegregation) are examined, and it is noted that these trends are not necessarily due to the effects of educational and social programs designed toward this end. It is argued that the difference in enrollment levels for high school algebra and geometry courses between predominantly White schools and predominantly Black schools accounts for part of the average White–Black difference in 17-yr-olds' mathematics achievement scores. Further, if average enrollments in mathematics courses for Blacks became more similar to average enrollments for Whites, White–Black average mathematics achievement differences might be reduced further. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personality patterns among Black, White, and Hispanic combat veterans.

Little is known about racial and ethnic differences in personality pathology in combat veterans. This investigation explored the relationship between race, ethnicity, and personality disorders (PDs) in a sample of 96 combat veterans. Ethnoracial group status was based on self-identification, and the groups were mutually exclusive. PDs were assessed with the MCMI-III, posttraumatic stress disorder (PTSD) was assessed with the Clinician Administered PTSD scale, and combat exposure was assessed with the Combat Exposure Scale. The findings suggest that Hispanic veterans were more likely to have cluster A PDs compared to non-Hispanic veterans, even after controlling for demographics, level of combat exposure, and current PTSD. Implications of the results for the research and treatment of culturally diverse individuals with PDs are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factors predictive of mathematics achievement in White, Black, and Hispanic 12th graders.

In this study, a secondary analysis of the National Assessment of Educational Progress was conducted to provide insight into ethnic differences in 12th-grade math achievement. Using the 3 conditions model (3C model) of achievement as a guide, regression analyses showed ethnicity accounted for less than 5% of the variance in math performance once indices of socioeconomic status, exposure to learning opportunities, and motivation were controlled. In contrast, variables central to the 3C model accounted for 45%-50% of the variance. The implications of these results for theories of ethnic differences and for reform efforts are discussed. The findings suggest that schools can do a great deal to close achievement discrepancies among White, Black, and Hispanic students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age and job satisfaction among males and females: A multivariate, multisurvey study.

A study of 1,080 White male and 461 White female respondents to 3 recent national sample surveys (J. A. Davis, 1972, 1973, 1974) reveals, for both sexes, a moderate but consistent positive correlation between age and job satisfaction. The correlation may result from influences associated with aging or cohort membership, or both. Tests, through partial correlation analysis, of one "aging" and one "cohort" explanation yield largely negative evidence. The correlation among males, however, seems likely to result to some degree from an increase with aging in extrinsic job rewards. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptions of marital interaction among Black and White newlyweds.

Perceptions of marital interactions were gathered from a representative sample of urban newlywed couples (199 Black and 174 White). A factor analysis of the reports found 6 factors common to husbands and wives: Disclosing Communication, Affective Affirmation, Negative Sexual Interaction, Traditional Role Regulation, Destructive Conflict, and Constructive Conflict. Avoiding Conflict was specific to men and Positive Coorientation was specific to women. Wives reported fewer constructive and destructive conflict behaviors. Compared with Whites, Blacks reported more disclosure, more positive sexual interactions, and fewer topics of disagreement. They also more often reported leaving the scene of conflict and talking with others more easily than with the spouse. As hypothesized, perceptions that marital interactions affirm one's sense of identity strongly predicted marital well-being. Although regression analyses predicting marital happiness yielded few interactions with race or gender, those that are significant, coupled with race and gender differences in perceiving interaction, suggest taking a contextual orientation to the meaning of marital interaction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attention and achievement exhibited by middle- and lower-class Black and White elementary school boys.

In-class behaviors of 80 7-8 yr old boys equally divided by race (Black and White) and social class (middle and lower) were recorded. Ss were administered the Peabody Picture Vocabulary Test, the Raven Coloured Progressive Matrices, and the Test of Basic Experience. The 3 observers compiled and used a list of behaviors judged to be all-inclusive of what occurs in normal classroom activity. No differences were found between groups in percentage of time attending. Although there were social class and race differences in achievement and intelligence test scores, no relationship was found between attending and these variables. Finally, there was a significant correlation between the intelligence and achievement test scores but no evidence that the relationship was different for the different groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Locus of control, sex role orientation, and self-concept in Black and White third- and sixth-grade male and female leaders in a rural community.

Examined locus of control among 43 Black boys, 36 White boys, 35 Black girls, and 47 White girls from the 3rd and 6th grades. Ss had been selected as class leaders by their peers. Ss completed the Piers-Harris Children's Self-Concept Scale, the Who Should Test, and the Intellectual Achievement Responsibility Questionnaire. White female leaders were more internally controlled than were Black leaders and attributed good outcomes to personal attributes more often than did Black leaders. White female leaders were also more willing to accept responsibility for bad outcomes than were Black female leaders. Self-concept data and sex-role orientation data were not helpful in interpreting the findings but did serve to suggest several avenues for future research in the area of locus of control. Results do not support the findings of other researchers who found that girls attributed their success to luck or to luck and effort while boys attributed their success to effort. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eyewitness accounts of females and males.

In 2 experiments 125 male and 125 female college students looked at a series of slides depicting a wallet snatching (Exp I) or a fight (Exp II) and then took a multiple-choice test of accuracy for the details of that incident. One day later, they read a version of the incident that for some of them contained misleading information about certain objects in the scene. Finally, a test was administered to measure the extent to which the misleading information was incorporated into the S's recollections. Females were more accurate and more resistant to suggestion about female-oriented details, whereas males were more accurate and resistant to suggestion about male-oriented details. This result is related to the general tendency for accuracy on a specific item to lead to an improved ability to resist a suggestion about that specific item. Additional analyses indicated that overall accuracy was related neither to intelligence (as measured by a college entrance test) nor to specific abilities, such as verbal or spatial ability. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-concepts, motivation, and academic achievement of Black adolescents.

Investigated the unique and common contributions made by global self-concept, academic self-concept, and need for academic competence to the variance in academic achievement of inner city Black adolescents. Data on these variables were collected from 328 8th-grade students attending a New York City public junior high school. Results of commonality procedures indicate that academic self-concept and need for academic competence each accounted for significant proportions of criterion variance, whereas global self-concept did not. Explanations of variance in academic achievement were better for males than for females after the possible confounding effects of verbal ability had been partialled out. Directions for intervention strategies aimed at enhancing academic achievement are suggested for the 2 sexes. (53 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Substance use and sexual risk taking among Black adolescents and White adolescents.

Analyses of data from a random sample of 1,259 sexually active adolescents revealed that substance use was associated with increased sexual risk taking on 2 occasions of intercourse (1st intercourse ever and 1st intercourse with most recent partner), even after controlling for demographic, experiential, and dispositional confounders. Within-persons analyses yielded similar results, indicating that adolescents who used substances, on 1 of the 2 occasions, reported higher levels of risk taking on the occasion when substances were used than on the no-substance-use occasion. However, substance use was both more common and more strongly linked to risk taking among White than Black adolescents, suggesting that White adolescents are at greater risk of negative consequences related to substance use proximal to intercourse. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivational pathways to alcohol use and abuse among Black and White adolescents.

Using data from a biracial community sample of adolescents, the present study examined trajectories of alcohol use and abuse over a 15-year period, from adolescence into young adulthood, as well as the extent to which these trajectories were differentially predicted by coping and enhancement motives for alcohol use among the 2 groups. Coping and enhancement motivations (M. L. Cooper, 1994) refer to the strategic use of alcohol to regulate negative and positive emotions, respectively. Results showed that Black and White youth follow distinct alcohol trajectories from adolescence into young adulthood and that these trajectories are differentially rooted in the regulation of negative and positive emotions. Among Black drinkers, coping motives assessed in adolescence more strongly forecast differences in alcohol involvement into their early 30s, whereas enhancement motives more strongly forecast differences among White drinkers. Results of the present study suggest that different models may be needed to account for drinking behavior among Blacks and Whites and that different approaches may prove maximally effective in reducing heavy or problem drinking among the 2 groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Risk factors for dropping out of treatment among White and Black families.

In this study, the authors examined factors that predicted dropping out of treatment among White and Black children (N?=?279, ages 3–13) and among families attending outpatient treatment for externalizing problems. Multiple factors that increase the burden of participating in treatment are disproportionately distributed among minority families. Consequently, the authors predicted the rate of premature termination would be greater for Black than for White families and that the profile of factors that predicted leaving treatment early would differ. The results indicated that Black families were at greater risk and that several group-specific as well as common factors can be identified that increase risk. Predictors of dropping out can be used for early identification of families at risk and for developing strategies to better engage families in treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The socialization of achievement orientation in females.

Reviews the literature on achievement motivation and achievement-related behavior in females in an attempt to identify theoretical relationships and child-rearing antecedents of these variables. The impact of sex-role definitions on achievement striving is examined with particular attention to the hypothesis that females' primary goal is affiliation. Individual differences in integrating achievement striving with sex-role definitions are discussed, and the patterns of variables (e.g., level of aspiration, expectancy of success, and fear of failure) are examined. The literature on parental socialization of achievement orientation is also reviewed. (94 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Child-rearing reports of White, Black, and Mexican-American families.

Compared child-rearing practices of 29 White, 30 Black, and 31 Mexican-American families with a 5-yr-old Head Start child. Results indicate that the techniques used to socialize children among the 3 cultural groups were similar; only their desired ends differed. Mexican-American parents were most consistent in their use of reward and punishment methods. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Scales for sex experience for males and females.

Tested 83 male and 101 female unmarried undergraduates on scales containing a range of heterosexual experiences. 2 12-item scales, one for males and one for females, were developed. Coefficients of reproducibility were .97 for both males and females, and the rank-order correlation between the ordering of items in male and female scales was .95. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differences in measures of personality and family environment among Black and White alcoholics.

Reviewing 16 studies, D. Pritchard and A. Rosenblatt (see record 1980-11070-001) claimed to find no evidence that the MMPI is racially biased. M. Gynther and S. B. Green (see record 1980-11037-001), reviewing 40 studies, concluded that racial bias in the MMPI varies as a function of sampling, with bias more likely when normal Blacks are compared with normal Whites but not when abnormal groups are compared. The present study compared MMPI scores of 272 White and 56 Black alcoholics. Blacks scored significantly lower on a few scales (e.g., Hysteria), but profile differences were not clinically meaningful, particularly when the covariates of age, education, and socioeconomic status were controlled. Blacks differed appreciably on the Family Environment Scale (FES), however, rating social climates more positively than Whites. Findings that Blacks obtained negligible differences on a wholly White normed test (the MMPI), contrasted with the significant differences and better adjustment shown by Blacks over Whites on a test normed with minority-group representation (the FES), interject new considerations into the issue of racial bias. Whereas nonsignificant differences would not appear to support the contention of racial bias on the MMPI, FES results question whether such nonsignificance actually rules out test bias. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' stereotypes of Asian, Black, and White students.

This research uses two different measurement operations to examine contemporary stereotypes of Asians, Blacks, and Whites held by an ethnically diverse sample of teachers. Data were drawn from a sample of 188 teachers representing over 160 schools in Southern California. Consistent with previous research, participants endorsed a "model minority" stereotype of Asians with regard to intelligence, academic striving, introversion, and rule compliance. Contrary to expectation, there was substantial congruence in the degree of uniformity and favorableness of the stereotypic traits associated with Blacks and Whites, with participants' revealing both strong positive and negative trait associations. The use of both open-ended and fixed-format measurement strategies revealed some method variation in the assessment of participants racial beliefs, with the open-ended format suggesting more complex and heterogeneous racial representations. Results are discussed in terms of methodological issues in stereotype assessment and implications for reducing the impact of racial biases in psychoeducational evaluations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Communication among hamsters by high-frequency acoustic signals: II. Determinants of calling by females and males.

A previous study by the authors (see record 1978-09410-001) showed that basal rates of high-frequency vocalization by estrous female hamsters exceeded those typical of nonestrous females. In the present 6 studies with random-bred (Lak:LVG) hamsters, even higher rates of calling by estrous females were provoked by male odors (male shavings or anesthetized males). This suggested that cues which normally indicate a male's proximity can increase the rate of high-frequency calls by an estrous female. These findings are consistent with a view of female "ultrasounds" as sexual advertisements which indicate the locations, sexual receptivity, and relative passivity of estrous females to nearby male conspecifies. Male hamsters also produced ultrasounds at rates that seemed to depend on the availability of potential males. Brief exposure to an awake female stimulated male calling; however, estrous females provoked higher call rates than did nonestrous females. Exposure to anesthetized females also increased the rate of male calling, which suggests that the stimulation of male calling by awake females depends in part on female odors. These results suggest that both male and female ultrasounds are parts of a communication system that facilitates reproduction by helping to coordinate social behavior with endocrine state. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Greater preference among females than males for dyadic interaction in early childhood

The present study was designed to examine sex differences in children's preferences for dyadic and group interaction in early childhood. In Study 1, a professional puppeteer interacted with 21 females and 20 males 4 and 5 years of age using 1 (dyad) and 3 (group) puppets in a within-subjects design. Enjoyment of the 2 conditions was assessed through frequency of smiling and eye contact. In addition, sociometric techniques were used to measure the size of children's play networks, and observations of naturally occurring dyadic and group interaction were conducted. Study 2 was a replication of the puppet play procedure used in Study 1 with 38 females and 37 males 3 and 4 years of age. In both studies, females were found to enjoy dyadic interaction more than males. In addition, some evidence suggests that males may enjoy group interaction more than females. Results are discussed in terms of theoretical explanations for sex differences in preferences for interaction with differing numbers of peers.