The socialization of dominance: Peer group contextual effects on homophobic and dominance attitudes.

Using the framework of social dominance theory, the current investigation tested for the contextual effects of adolescent peer groups on individuals' homophobic and social dominance attitudes. Results from multilevel models indicated that significant differences existed across peer groups on homophobic attitudes. In addition, these differences were accounted for on the basis of the hierarchy-enhancing or -attenuating climate of the group. A group socialization effect on individuals' social dominance attitudes over time was also observed. Furthermore, the social climate of the peer group moderated the stability of individuals' social dominance attitudes. Findings support the need to examine more proximal and informal group affiliations and earlier developmental periods in efforts to build more comprehensive theoretical models explaining when and how prejudiced and dominance attitudes are formed and the way in which they are perpetuated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of general and homophobic victimization on adolescents' psychosocial and educational concerns: The importance of intersecting identities and parent support.

Many adolescents experience peer victimization, which often can be homophobic. Applying the minority stress model with attention to intersecting social identities, this study tested the effects of general and homophobic victimization on several educational outcomes through suicidality and school belonging among 15,923 adolescents in Grades 7 through 12 on account of their sexual orientation and race/ethnicity. Parent support also was tested as a moderator of these effects. Homophobic victimization had different effects on suicidality across groups, indicating the importance of considering individuals' multiple social identities. However, homophobic victimization had universal negative effects on school belonging for all groups. Nearly all indirect effects of general and homophobic victimization on reported grades, truancy, and importance of graduating were significant through suicidality and school belonging across groups. Parent support was most consistent in moderating the effects of general and homophobic victimization on suicidality for heterosexual White and racial/ethnic minority youth. In nearly all cases, it did not moderate the effects of general or homophobic victimization for lesbian, gay, bisexual, transgender, and questioning youth. Furthermore, in most cases, parent support did not moderate the effects of general or homophobic victimization on school belonging. Findings underscore the need for counseling psychologists to work with parents of all youth on ways to provide support to those who experience homophobic victimization. Furthermore, they highlight the need for counseling psychologists to be involved as social justice advocates in the passage and implementation of school policies that address homophobic bullying and other forms of bias-based bullying and harassment. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

PdInP Schottky diode hydrogen sensors

PdInP Schottky diodes are shown to be very sensitive and reproducible detectors of hydrogen. Absorption or desorption of hydrogen by Pd causes large changes in the diode C–V or I–V characteristics. Fourfold increase in capacitance is observed on exposing the device to forming gas. We present data on sensitivity of these devices, their transient response and detection mechanism.     

The White Privilege Attitudes Scale: Development and initial validation.

In this article, the authors describe 3 interrelated investigations among White undergraduate and graduate students that document the development and initial validation of the White Privilege Attitudes Scale (WPAS). The WPAS assesses the multidimensional nature of White privilege attitudes, reflecting affective, cognitive, and behavioral dimensions. In Study 1 (n = 250), exploratory factor analysis suggested a 28-item scale with 4 factors as follows: (a) Willingness to Confront White Privilege, (b) Anticipated Costs of Addressing White Privilege, (c) White Privilege Awareness, and (d) White Privilege Remorse. In Study 2 (n = 251), confirmatory factor analysis indicated that the 4-factor model was a better fit of the data compared with competing models. The authors also found support for convergent validity between scores on the WPAS factors and theoretically related measures. Study 3 (n = 40) documented test–retest reliability of each of the WPAS factors and nonsignificant associations with socially desirable responding. Implications for future research and practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Victimization, social support, and psychosocial functioning among children of same-sex and opposite-sex couples in the United Kingdom.

To further develop an understanding of psychological and social functioning of children raised by lesbian couples, the authors compared 18 students ages 12-16 raised in families led by female same-sex couples, who were identified from a large school-based survey, with 18 matched students raised by opposite-sex couples and the general student sample. Comparisons were made on factors including victimization, social support, and psychological functioning. Results indicate that those students raised by female same-sex couples did not differ significantly from those raised by opposite-sex couples or the general student sample in terms of reports of victimization, psychological functioning, experience of common adolescent concerns, or prospective use of support outlets provided by family and peers. However, children of same-sex couples reported significantly less likelihood of using school-based support than did children of opposite-sex couples or the general student sample. Findings indicate the need for school administrators, teachers, and psychologists to be knowledgeable of and provide appropriate support and resources for these children. Additional implications for research and application are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychosocial concerns of sexual minority youth: Complexity and caution in group differences.

This investigation tested a large adolescent sample (n = 14,439) for significant group differences on psychosocial concerns on the basis of intersecting identities of sexual orientation (lesbian, gay, bisexual, questioning/less certain, heterosexual), race (Whites, racial minorities), and gender (boys, girls). A significant 2-way interaction between sexual orientation and gender was identified on victimization. Boys reported higher victimization than did girls among heterosexual and questioning/less certain students. Furthermore, significant 3-way interactions between sexual orientation, race, and gender were identified for substance use and depressed/suicidal thoughts. Questioning/less certain youth generally reported the highest levels of victimization, substance abuse, and suicidal thoughts. However, results suggest that, on the basis of small effect sizes for most comparisons, significant differences should be interpreted with caution. Results indicate the need to consider the diversity of subgroups within the sexual minority youth community and that intervention efforts might be more effective if tailored to the unique needs of specific subgroups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychosocial costs of racism to white counselors: Predicting various dimensions of multicultural counseling competence.

In 2 interrelated investigations, the authors examined the extent to which affect, as measured by the Psychosocial Costs of Racism to Whites scale (PCRW; L. B. Spanierman & M. J. Heppner, 2004), would predict various dimensions of multicultural counseling competence (MCC). In Study 1, structural equation modeling was used to test a mediating model of PCRW predicting self-reported MCC among a sample of White trainees (n = 311) from 34 states across the country. The overall model was a good fit to the data, with affective variables (e.g., White empathy, White guilt, and White fear) mediating the associations between color-blind racial attitudes and MCC and multicultural training and MCC. In Study 2, self-reported, demonstrated, and observed MCC were assessed among a sample of White trainees (n = 59; 40 of whose clinical supervisors participated) from 20 states. White guilt significantly predicted multicultural case conceptualization, and White empathy significantly predicted supervisor ratings of participants' MCC. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychosocial costs of racism to whites: Exploring patterns through cluster analysis.

Participants (230 White college students) completed the Psychosocial Costs of Racism to Whites (PCRW) Scale. Using cluster analysis, we identified 5 distinct cluster groups on the basis of PCRW subscale scores: the unempathic and unaware cluster contained the lowest empathy scores; the insensitive and afraid cluster consisted of low empathy and guilt scores, with the highest score on fear; the fearful guilt cluster exhibited elevations on guilt and fear; the empathic but unaccountable cluster reflected high empathy with low guilt and fear; and the informed empathy and guilt cluster represented those high on empathy and guilt in conjunction with low levels of fear. Groups were validated on an additional sample (n = 366) and were found to differ significantly on theoretically related measures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Observing bullying at school: The mental health implications of witness status.

This study explores the impact of bullying on the mental health of students who witness it. A representative sample of 2,002 students aged 12 to 16 years attending 14 schools in the United Kingdom were surveyed using a questionnaire that included measures of bullying at school, substance abuse, and mental health risk. The results suggest that observing bullying at school predicted risks to mental health over and above that predicted for those students who were directly involved in bullying behavior as either a perpetrator or a victim. Observing others was also found to predict higher risk irrespective of whether students were or were not victims themselves. The results are discussed with reference to past research on bystander and witness behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal examination of the psychosocial costs of racism to Whites across the college experience.

This longitudinal investigation adds to the growing body of scholarship on the psychosocial costs of racism to Whites, which refer to the consequences of being in the dominant position in an unjust, hierarchical system of societal racism. We examined how White students' affective costs of racism (i.e., White empathy, guilt, and fear) changed across the college experience and how gender, colorblind racial ideology, and diversity experiences were associated with those costs. Findings indicated that White empathy, guilt, and fear each had a distinct trajectory of change across the college experience. Moreover, patterns of change for each cost were moderated by colorblind racial attitude scores at college entrance. We also found that participation in college diversity experiences (e.g., diversity courses) was associated with the costs; moreover, different types of diversity experiences were linked to particular costs. These findings provide insight into the affective experiences of White students across college and thus may be useful to counseling psychologists and educators who design and implement programs and policies to enhance diversity education. (PsycINFO Database Record (c) 2011 APA, all rights reserved)