"Race and genetics: Controversies in biomedical, behavioral, and forensic sciences": Correction to Ossorio and Duster (2005).

Reports an error in "Race and Genetics: Controversies in Biomedical, Behavioral, and Forensic Sciences" by Pilar Ossorio and Troy Duster (American Psychologist, 2005[Jan], Vol 60[1], 115-128). In this article, Table 1 contains several errors due to an editorial mistake. In the Population and Incarceration columns, the data for Blacks and Whites were transposed. In addition, decimal points were omitted from the data in the Rate (%) of Incarceration per Population columns. The correct version of Table 1 appears in the erratum. (The following abstract of the original article appeared in record 2005-00117-011.) Among biomedical scientists, there is a great deal of controversy over the nature of race, the relevance of racial categories for research, and the proper methods of using racial variables. This article argues that researchers and scholars should avoid a binary-type argument, in which the question is whether to use race always or never. Researchers should instead focus on developing standards for when and how to use racial variables. The article then discusses 1 context, criminology, in which the use of racial variables in behavioral genetics research could be particularly problematic. If genetic studies of criminalized behavior use forensic DNA databanks or forensic genetic profiles, they will be confounded by the many racial biases of the law enforcement and penal system. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting student attitudes about racial diversity and gender equity.

[Correction Notice: An erratum for this article was reported in Vol 4(3) of Journal of Diversity in Higher Education (see record 2011-16523-001). There are two errors in Table 2 under the RWA heading and the Cog-gender heading. The necessary changes are provided in the erratum.] [Correction Notice: An erratum for this article was reported in Journal of Diversity in Higher Education on August 1 2011 (see record 2011-16523-001). There are two errors in Table 2. Under the RWA heading, the SDO row should have indicated a positive correlation of .266**, not -.266**. Under the Cog-gender heading, the SDO row should have indicated a negative correlation of -.438**, not .438**.] Factors related to attitudes about racial diversity and gender equity were examined in an ethnically diverse sample of 432 college students (167 European Americans, 83 African Americans, 81 Asian Americans, and 82 Hispanic Americans). In addition to variables of self-interest (i.e., ethnicity, gender, and political views), social ideology (i.e., social dominance orientation, right-wing authoritarianism) and personality traits (openness to experience) were uniquely predictive of attitudes about racial diversity and gender equity. Hierarchical regressions revealed that social dominance orientation most strongly predicted racial attitudes, while right-wing authoritarianism most strongly predicted gender attitudes. Implications for diversity education efforts related to prejudice reduction are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The Use of Race Variables in Genetic Studies of Complex Traits and the Goal of Reducing Health Disparities: A Transdisciplinary Perspective.

The use of racial variables in genetic studies has become a matter of intense public debate, with implications for research design and translation into practice. Using research on smoking as a springboard, the authors examine the history of racial categories, current research practices, and arguments for and against using race variables in genetic analyses. The authors argue that the sociopolitical constructs appropriate for monitoring health disparities are not appropriate for use in genetic studies investigating the etiology of complex diseases. More powerful methods for addressing population structure exist, and race variables are unacceptable as gross proxies for numerous social/environmental factors that disproportionately affect minority populations. The authors conclude with recommendations for genetic researchers and policymakers, aimed at facilitating better science and producing new knowledge useful for reducing health disparities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Meaning of Race in Psychology and How to Change It: A Methodological Perspective.

The primary purpose of this article was to offer a methodological critique in support of arguments that racial categories should be replaced as explanatory constructs in psychological research and theory. To accomplish this goal, the authors (a) summarized arguments for why racial categories should be replaced; (b) used principles of the scientific method to show that racial categories lack conceptual meaning; (c) identified common errors in researchers' measurement, statistical analyses, and interpretation of racial categories as independent variables; and (d) used hierarchical regression analysis to illustrate a strategy for replacing racial categories in research designs with conceptual variables. Implications for changing the study of race in psychology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Where the "stars" are: The 25 most cited psychologists in Canada (1972–1976).

[Correction Notice: An erratum for this article was reported in Vol 20(3) of Canadian Psychological Review (see record 2007-04327-001). Several corrections should be noted in this article. The corrections are as follows: 1) in Table 1, the subheadings "1975 1974 1973 1972" were improperly aligned with the columns, and Kimura's 1976 citation rank should have been 3 instead of 2; 2) in Table 2, the number 1 calling attention to footnote 1 was omitted from the title; 3) in Table 3, an additional heading "Citations" should have appeared over the columns "1975 1974 1973 1972" on the same line as "Publications;" 4) in Table 3, the probability levels should have read '*p     

Genes, Race, and Psychology in the Genome Era: An Introduction.

The mapping of the human genome has reawakened interest in the topic of race and genetics, especially the use of genetic technology to examine racial differences in complex outcomes such as health and intelligence. Advances in genomic research challenge psychology to address the myriad conceptual, methodological, and analytical issues associated with research on genetics and race. In addition, the field needs to understand the numerous social, ethical, legal, clinical, and policy implications of research in this arena. Addressing these issues should not only benefit psychology but could also serve to guide such thought in other fields, including molecular biology. The purpose of this special issue is to begin a discussion of this issue of race and genetics within the field of psychology. Several scholars who work in the fields of genetics, race, or related areas were invited to write (or had previously submitted) articles sharing their perspectives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the complexity of race.

Although a variety of studies have indicated that using statistical clustering techniques to examine genetic information may allow for geographically based groupings of individuals that tenuously map onto some conceptions of race (P??bo, 2001), these studies have also indicated that the amount of genetic variation within these groupings is significantly larger than the variation that exists between them (even after controlling for "unused" portions of the human genetic sequence). However, irrespective of these problems with the concept of race, the study of race holds a prominent place within the social and behavioral sciences. In their recent article on this topic, A. Smedley and B. D. Smedley (see record 2005-00117-003) acknowledge the problematic position of race at the genetic level. However, Smedley and Smedley do not explicitly relate the nature of the analyses often conducted to discern race on a genetic level (e.g., forms of cluster and profile analysis) to the discussion of race at the social level. Although the problems of interpreting self-categorizations into racial categories as "real" in the same way that a genetic code is "real" are obvious (and thoroughly discussed by Smedley & Smedley, 2005), what is often less recognized is the fact that the human genetic code allows for an amazing amount of plurality, whereas the racial categories used in most psychological research are unbelievably restricting. Forgetting the serious problems associated with attempting to match the phenomenology of human life with a series of acids, at a minimum psychologists should pay more attention to the fact that the measurement of social constructs should be conceived at a level of complexity that is at least partially commensurate with that of the human genome. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

“Predicting student attitudes about racial diversity and gender equity”: Correction to Cokley et al. (2010).

Reports an error in "Predicting student attitudes about racial diversity and gender equity" by Kevin O. Cokley, Kimberly Tran, Brittany Hall-Clark, Collette Chapman, Luana Bessa, Angela Finley and Michael Martinez (Journal of Diversity in Higher Education, 2010[Sep], Vol 3[3], 187-199). There are two errors in Table 2 under the RWA heading and the Cog-gender heading. The necessary changes are provided in the erratum. (The following abstract of the original article appeared in record 2010-18201-006.) Factors related to attitudes about racial diversity and gender equity were examined in an ethnically diverse sample of 432 college students (167 European Americans, 83 African Americans, 81 Asian Americans, and 82 Hispanic Americans). In addition to variables of self-interest (i.e., ethnicity, gender, and political views), social ideology (i.e., social dominance orientation, right-wing authoritarianism) and personality traits (openness to experience) were uniquely predictive of attitudes about racial diversity and gender equity. Hierarchical regressions revealed that social dominance orientation most strongly predicted racial attitudes, while right-wing authoritarianism most strongly predicted gender attitudes. Implications for diversity education efforts related to prejudice reduction are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Racial groups and test fairness, considering history and construct validity.

According to Helms (see record 2006-21079-024), "test fairness" is defined as "removal from test scores of systematic variance attributable to experiences of racial or cultural socialization." Some of Helms's reasoning is based on earlier work, which recommended that racial group or category variables be replaced entirely with individual-level constructs, to reflect racial socialization experiences that vary within racial groups. Treatment of the test fairness issue--a social and political issue--will benefit from explicitly considering historical events that contributed to group-level race differences. In light of this history, D. A. Newman et al suggest (a) retaining a group-level conceptualization of race/racial socialization and also (b) focusing on criterion-irrelevant variance in test scores that is attributable to race. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mediators of the Relation Between Maternal Depressive Symptoms and Child Internalizing and Disruptive Behavior Disorders.

[Correction Notice: An erratum for this article was reported in Vol 18(1) of Journal of Family Psychology (see record 2007-16896-001). On page 551, in Table 2, two values are listed incorrectly. In row 17, Early Child Externalizing (K, Grade 2), the correlation coefficients in columns 4 and 5 should be transposed to read -.087 in column 4 (People in My Life Communication) and -.208 in column 5 (Inventory of Parent Experiences Community Support).] Drawing on a normative sample of 224 youth and their biological mothers, this study tested 4 family variables as potential mediators of the relationship between maternal depressive symptoms in early childhood and child psychological outcomes in preadolescence. The mediators examined included mother-child communication, the quality of the mother-child relationship, maternal social support, and stressful life events in the family. The most parsimonious structural equation model suggested that having a more problematic mother-child relationship mediated disruptive behavior-disordered outcomes for youths, whereas less maternal social support mediated the development of internalizing disorders. Gender and race were tested as moderators, but significant model differences did not emerge between boys and girls or between African American and Caucasian youths. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examining race and culture in psychology journals: The case of forensic psychology.

Scholars have argued that racial-cultural issues should be given more attention in psychological research. The American Psychological Association (APA) has instituted guidelines and policies about how to include race and culture in research, theory, and practice. Members of racial minority groups are overrepresented in populations served by forensic psychologists. This article reviews content analyses of racial-cultural issues in psychology and presents a content analysis of the treatment of race and culture in 7 forensic psychology journals between 1998 and 2003. Results indicate that less than 10% of the empirical articles addressed issues of race or culture with any depth and that the majority of the articles used a cultural deprivation paradigm. Results and recommendations for practice and future study are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Color-blind racial attitudes, social dominance orientation, racial-ethnic group membership and college students' perceptions of campus climate.

Racial-ethnic group membership, color-blind racial attitudes (i.e., unawareness of racial privilege, institutional discrimination, and blatant racial issues), and social dominance orientation were used to predict perceptions of campus climate in general and specifically for people of color among a sample of 144 undergraduate, graduate, and professional students at a predominately White university. Results indicate that after controlling for racial-ethnic minority status, perceptions of "general campus climate" (GCC) and "racial-ethnic campus climate" (RECC) are predicted by color-blind racial attitudes. Post hoc analyses indicated that unawareness of racial privilege partially mediated the relationship between race and RECC and fully mediated the relationship between race and GCC. Individuals with higher levels of color-blind racial attitudes tend to perceive the campus climate more positively. Implications for research, training and practice are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Racial and ethnic identity: Developmental perspectives and research.

Developmental research is reviewed to evaluate how race, ethnicity, racial identity, and ethnic identity are defined and investigated for minority populations. First reviewed is how these terms are used in developmental and counseling research. Early practices limited these terms to their demographic denotations (e.g., heritage), but more recent practices have expanded to include socially constructed connotations. Second, developmental research was used to evaluate key assumptions in theories of racial and ethnic identity development, with an emphasis on recent longitudinal studies. Research supports some, but not all, of these developmental predictions. Longitudinal research supported the progressive nature of ethnic and racial identity development and that exposure to racism appears to stimulate further identity development during adolescence. In contrast, available evidence does not support the claims of a developmental hierarchy for racial ideologies and that identity crises are normative. Adjustment was not predicted by a single racial or ethnic identity ideology, but research suggested that the adolescent's sociocultural identity and socialization should be tailored to the nature of the racial and ethnic context for development. Implications for counseling research and practice are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Genes, Environment, and Race: Quantitative Genetic Approaches.

Understanding the origins of racial health disparities is currently a central focus of health-oriented funding agencies and the health policy community. In particular, the role of genetics in the origin of racial health disparities is receiving growing attention and has been susceptible to considerable misinterpretation. In this article, the authors provide a basic discussion about the concept of genes and race, an introduction to quantitative genetics, and some examples of quantitative genetic analyses of health conditions in an underserved population. The intent is to outline the conceptual limitations of exclusivist views of either environmental or genetic determination and to emphasize the coaction and interaction of genes and environments in health. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender and the evaluation of leaders: A meta-analysis.

[Correction Notice: An erratum for this article was reported in Vol 112(3) of Psychological Bulletin (see record 2008-10512-001). Some of the numbers in the Value columns of Table 1, page 11, were aligned incorrectly. The corrected version of Table 1 is provided in the erratum.] Reviews research on the evaluation of women and men that occupy leadership roles. While holding the characteristics, except for sex, constant and varying the sex of the leader, these experiments investigated whether people are biased against female leaders and managers. Although this research showed only a small overall tendency for Ss to evaluate female leaders less favorably than male ones, this tendency was more pronounced under certain circumstances. Specifically, women in leadership positions were devalued relative to their male counterparts when leadership was carried out in stereotypically masculine styles, especially when this style was autocratic or directive. Also, the devaluation of women was greater when leaders occupied male-dominated roles and when the evaluators were men. Findings are interpreted from a perspective that emphasizes the influence of gender roles within organizational settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Existence and Nature of Racial Bias in Supervisory Ratings.

The purpose of this article is to facilitate a reconsideration of what the authors consider to be a mistaken belief among personnel psychologists--the belief that supervisory ratings of job performance are not biased on the basis of race. In this article, the authors reviewed the current literature, reexamined the data, and concluded that the research on which this mistaken belief is based clearly demonstrates that racial bias may indeed exist and is significant, both in statistical and practical terms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Asian Indians' responses to discrimination: A mixed-method examination of identity, coping, and self-esteem.

The focus on racial injustice in ethnic minority psychology recognizes a need to understand the effects of racism experienced by Asian Indians in the U.S. Utilizing a mixed-method approach with 102 first and second generation Asian Indians, we examined (a) when and why race and ethnicity are salient for Asian Indians, (b) the mediating roles of racial identity and ethnic identity, and (c) the moderating roles of generational status and racial socialization on the relationship between racism related stress, self-esteem and coping. Qualitative analyses revealed distinct and overlapping themes related to race and ethnicity highlighting the relevance of both constructs to participants. Quantitative analyses revealed racial identity to be a significant mediator in the relationship between racism related stress, self-esteem, and coping. Neither generational status nor racial socialization experiences moderated this relationship. Implications of these findings for research and clinical intervention with Asian Indians are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Men, family-role quality, job-role quality, and physical health.

[Correction Notice: An erratum for this article was reported in Vol 12(2) of Health Psychology (see record 2008-10479-001). In this article the title for Table 1 (p. 50) should be "Correlations Between Rewards and Concerns in the Job, Marital, and Parent Roles." Also, the last item in the first column of the table should read "6. Parent-role concerns."] The relationship between the quality of men's family roles, as spouse and as parent, and the quality of men's job role, on the one hand, and their reports of physical symptoms, on the other, was examined in men drawn from a random sample of 300 dual-earner couples. The main effect of marital-role quality (i.e., rewards and concerns) on physical health was estimated, as was the Marital-Role Quality&×&Job-Role Quality interaction effect. With respect to the present role, the effect of both parent-role occupancy and parent-role quality was estimated. After controlling for job-role quality, it was found that parent-role occupancy had neither main nor interactive effects. However, among the men who occupied all 3 roles (n&=&180), only parent-role concerns were a significant predictor of physical health reports. Thus, concerns in the parent role are a major unmeasured source of variance in studies of the stress–illness relationship in men. [An erratum concerning this article appears in Health Psychology, 1993(Mar), Vol 12(2), 92. Table 1 is corrected.] (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Low prosocial attachment, involvement with drug-using peers, and adolescent drug use: A longitudinal examination of mediational mechanisms.

[Correction Notice: An erratum for this article was reported in Vol 24(1) of Psychology of Addictive Behaviors (see record 2010-05354-003). In Table 2, several numbers were missing negative signs due to a typesetting error. The correct version of Table 2 is presented in the erratum.] The process of disengagement from prosocial entities (e.g., family and school) and either simultaneous or subsequent engagement with antisocial entities (e.g., friends who use drugs) is a critical contributor to adolescent drug use and delinquency. This study provides a series of formal mediation tests to demonstrate the relationship between poor family attachment, poor school attachment, involvement with friends who use drugs, and a student's own use of drugs. Results indicate that poor family attachment exerts its effect on drug use through poor school attachment and involvement with friends who use drugs. In addition, poor school attachment exerts its effect on drug use through involvement with friends who use drugs. The results of this study corroborate theories that suggest disengagement from prosocial entities is associated with involvement with antisocial entities and eventual involvement in drug use. Implications for prevention strategies are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Categories of novelty and states of uncertainty.

[Correction Notice: An erratum for this article was reported in Vol 14(1) of Review of General Psychology (see record 2010-04023-007). In the article, “Categories of Novelty and States of Uncertainty” by Jerome Kagan (Review of General Psychology, Vol. 13, No. 4, pp. 290–301), there is a printed error in Table 1. Table 1 should have the label “Expected” over the first set of columns titled Desired and Aversive and the label “Unexpected” over the second pair of columns.] The concept of novelty has acquired a large number of diverse referents over the past quarter-century as a result of new methods that permit measurement of a variety of biological and behavioral reactions to novel incentives in both humans and animals. As a result, the term has acquired varied meanings. This analysis of novelty makes four claims. First, the specific state of uncertainty that a novel event creates depends on its origin. Second, unexpected events that alter the immediate stimulus surround (called stimulus novelty) should be distinguished from those that are inconsistent with an agent’s long term knowledge (called conceptual novelty). Third, the critical features that render an event novel can vary with the agent’s intention to classify or to act on an object and the balance between these two frames changes with development. Finally, the state of uncertainty created when an agent must choose one response from two or more alternatives differs from the states provoked by stimulus and conceptual novelty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)