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In the present article, we use daily diary methodology to investigate how coping influences well-being via the engagement of positive emotions in immigrant farmworkers and university students from diverse ethnic backgrounds. In Study 1, in a sample of Latinx immigrant farmworkers (N = 76), we found that the daily use of adaptive coping strategies predicted greater daily well-being, and that this relationship was accounted for by greater daily experiences of positive emotions. In Study 2, in a sample of college students from Latinx, Asian, and European American backgrounds (N = 336), we replicated the mediating effect of positive emotionality on the effect of adaptive coping on daily well-being and extended these findings to an examination of longitudinal well-being. This work provides evidence of one mechanism by which coping affects well-being and is one of the first studies of these dynamics in Latinx samples. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Disclosure—the sharing of personal information—has long been appreciated as a key element of strong, close relationships. But its exploration in educational contexts has been limited. In the present study, we examine whether disclosure in mentoring relationships between a college student and a school-based “adult” is associated with benefits, controlling for the student’s achievement and assessments of their potential. Using data from a selective university that includes both mentor and mentee reports (N=143 pairs), we find that mentoring relationships characterized by greater personal disclosure provide mentees with more resources and continue to a greater extent after mentees graduate.

In this study, we examined the internal consistency and structural validity of scores on an expanded version of the Cross Racial Identity Scale (CRIS) consisting of the original six subscales—Assimilation, Miseducation, Self-Hatred, Anti-White, Afrocentricity, and Multiculturalist Inclusive—and a seventh subscale called Race Salience. Participants consisted of two samples of African Americans. Sample 1 had 324 participants, most of whom were students at historically Black institutions, and Sample 2 had 340 students attending a predominantly White institution. CRIS subscale scores, including Race Salience were internally consistent in Sample 1, and an exploratory factor analysis supported the structural validity of the race salience score. A confirmatory factor analysis provided support for the seven-factor structure. Internal consistency and structural validity results were replicated in Sample 2. Future studies should examine other aspects of construct validity on this expanded version of the CRIS, such as convergent and discriminant validity, and the impact of seven subscales on the number and type of racial identity profiles that CRIS scores can yield.

Research suggests that anti-Black bias among White Americans is persistent, pervasive, and has powerful negative effects on the lives of both Black and White Americans. Research also suggests that intergroup contact in workplaces can reduce bias. We seek to address two limitations in prior research. First, the workplaces reviewed in prior studies may not be typical. Second, previously observed relationships between workplace contact and bias may stem from selection bias—namely, that White individuals who tend to work with Black individuals are systematically different from those who do not, and those systematic differences explain lower bias levels. To address these issues, we review records ( N = 3,359) of White, non-Hispanic, working adults in a nationally representative survey to examine the relationship between workplace contact and racial closeness bias after adjusting for an exhaustive set of potential confounders. Using propensity score matching, we compare individuals who work with Black individuals with their “virtual twins”—individuals who have the same propensity of working with Black individuals but do not. We estimate that having a Black coworker causes a statistically significant reduction in racial closeness bias for White, non-Hispanic adults.

Gender and racial diversity in tech is a persistent issue in the United States. Efforts to increase diversity may not be effective due to moral licensing and viewing underrepresented groups interchangeably. Moral licensing has focused on effects within one identity (displays of feminist beliefs leading to sexist actions). We test whether moral licensing can reverberate across identities: cross-identity moral licensing (displays of feminist beliefs leading to racist actions). Study 1, showed no effects of moral licensing on hiring decisions using the original manipulation. In Study 2, hiring managers in the tech sector completed two successive hiring rounds, with the first designed to license the second. White women were negatively impacted by same-identity and cross-identity moral licensing, while there were no effects of moral licensing for Black men. This work provides preliminary evidence that cross-identity moral licensing could help explain why efforts to increase representation fall short for women in tech.

This study aimed to understand the contributions of active ADHD symptoms and the diagnostic label of ADHD in yielding negative attitudes and social distance ratings. Using Amazon's Mechanical Turk (n = 305), respondents were assigned to read a vignette about: (a) a typically developing child, (b) a child with active ADHD symptoms and (c) a child with active ADHD symptoms + diagnostic label. Participants were then asked to answer questions about their beliefs and feelings about the child in the vignette. The active ADHD symptom condition predicted higher levels of social distance, and this link was mediated by negative and animalistic adjective ratings, and by angry emotions felt by the participants after reading the vignettes. Our findings suggest that ADHD symptoms drive negative views and social distance and that an ADHD label may serve as a protective factor to help people overcome biases related to childhood ADHD. ADHD symptom literacy and contact with children with varying levels of ADHD symptoms may be an important target to help reduce negative attitudes.

First-generation college students and those from ethnic groups such as African Americans, Latinx, Native Americans, or Indigenous Peoples in the United States are less likely to pursue STEM-related professions. How might we develop conceptual and methodological approaches to understand instructional differences between various undergraduate STEM programs that contribute to racial and social class disparities in psychological indicators of academic success such as learning orientations and engagement? Within social psychology, research has focused mainly on student-level mechanisms surrounding threat, motivation, and identity. A largely parallel literature in sociology, meanwhile, has taken a more institutional and critical approach to inequalities in STEM education, pointing to the macro level historical, cultural, and structural roots of those inequalities. In this paper, we bridge these two perspectives by focusing on critical faculty and peer instructor development as targets for inclusive STEM education. These practices, especially when deployed together, have the potential to disrupt the unseen but powerful historical forces that perpetuate STEM inequalities, while also positively affecting student-level proximate factors, especially for historically marginalized students.

A network theory was proposed in which members of a culture or group engage in similar behavior to the extent that particular situations activate a shared network of cognitive-affective mediating units (e.g., constructs, values, beliefs, goals, expectancies) within the group members. This culturally shared network theory extends to the group level the CAPS (Cognitive-Affective Processing System) model that has been shown to have heuristic value at the individual level (Mischel & Shoda, 1995). The theory was illustrated in an analysis of people’s cognitive-affective reactions to the O.J. Simpson criminal trial verdict (Mendoza-Denton, Ayduk, Shoda, & Mischel, 1997). Participants (33 White, 38 Black, 11 Latino, 25 Asian/Asian-American and 6 other) provided open-ended reactions to the verdict. In contrast to widely shared assumptions at the time, content analyses revealed that participants’ race did not have a direct effect on their reactions. Instead, and consistent with the proposed theory, differences in the accessibility of cognitive-affective units and their subsequent activation pathways characterized respondents’ reactions. The results help clarify how members of cultural groups can behave similarly in specific psychological situations in spite of the heterogeneity and individual differences that characterize them, creating diversity as well as commonality among group members.

Ambiguity in expectations and evaluations harms progress, say Rodolfo Mendoza-Denton and colleagues. Ambiguity in expectations and evaluations harms progress, say Rodolfo Mendoza-Denton and colleagues.

Previous research suggests that people show increased self-referential processing when they provide criticism to others, and that this self-referential processing can have negative effects on interpersonal perceptions and behavior. The current research hypothesized that adopting a self-distanced perspective (i.e. thinking about a situation from a non-first person point of view), as compared with a typical self-immersed perspective (i.e. thinking about a situation from a first-person point of view), would reduce self-referential processing during the provision of criticism, and in turn improve interpersonal perceptions and behavior. We tested this hypothesis in an interracial context since research suggests that self-referential processing plays a role in damaging interracial relations. White participants prepared for mentorship from a self-immersed or self-distanced perspective. They then conveyed negative and positive evaluations to a Black mentee while electroencephalogram (EEG) was recorded. Source analysis revealed that priming a self-distanced (vs self-immersed) perspective predicted decreased activity in regions linked to self-referential processing (medial prefrontal cortex; MPFC) when providing negative evaluations. This decreased MPFC activity during negative evaluations, in turn, predicted verbal feedback that was perceived to be more positive, warm and helpful. Results suggest that self-distancing can improve interpersonal perceptions and behavior by decreasing self-referential processing during the provision of criticism.

The advancement of underrepresented minority and women PhD students to elite postdoctoral and faculty positions in the STEM fields continues to lag that of majority males, despite decades of efforts to mitigate bias and increase opportunities for students from diverse backgrounds. In 2015, the National Science Foundation Alliance for Graduate Education and the Professoriate (NSF AGEP) California Alliance (Berkeley, Caltech, Stanford, UCLA) conducted a wide-ranging survey of graduate students across the mathematical, physical, engineering, and computer sciences in order to identify levers to improve the success of PhD students, and, in time, improve diversity in STEM leadership positions, especially the professoriate. The survey data were interpreted via path analysis, a method that identifies significant relationships, both direct and indirect, among various factors and outcomes of interest. We investigated two important outcomes: publication rates, which largely determine a new PhD student’s competitiveness in the academic marketplace, and subjective well-being. Women and minority students who perceived that they were well-prepared for their graduate courses and accepted by their colleagues (faculty and fellow students), and who experienced well-articulated and structured PhD programs, were most likely to publish at rates comparable to their male majority peers. Women PhD students experienced significantly higher levels of distress than their male peers, both majority and minority, while both women and minority student distress levels were mitigated by clearly-articulated expectations, perceiving that they were well-prepared for graduate level courses, and feeling accepted by their colleagues. It is unclear whether higher levels of distress in women students is related directly to their experiences in their STEM PhD programs. The findings suggest that mitigating factors that negatively affect diversity should not, in principle, require the investment of large resources, but rather requires attention to the local culture and structure of individual STEM PhD programs.

Research suggests that anti-Black bias among White Americans is persistent, pervasive, and has powerful negative effects on the lives of both Black and White Americans. Research also suggests that intergroup contact in workplaces can reduce bias. We seek to address two limitations in prior research. First, the workplaces reviewed in prior studies may not be typical. Second, previously observed relationships between workplace contact and bias may stem from selection bias—namely, that White individuals who tend to work with Black individuals are systematically different from those who do not, and those systematic differences explain lower bias levels. To address these issues, we review records (N = 3,359) of White, non-Hispanic, working adults in the geocoded General Social Survey (a nationally representative survey) to examine the relationship between contact and bias after adjusting for an exhaustive set of potential confounders. Using Propensity Score Matching (PSM), we compare individuals who worked with Black individuals with their “virtual twins”—individuals who had the same propensity of working with Black individuals but did not. This approach ensures “apples to apples” comparisons on included covariates and does not rest on functional form assumptions. Via PSM, we estimate that having a Black coworker causes a statistically significant reduction in bias for White, non-Hispanic adults.

A central tenet of social constructivist approaches to personality is that people’s social relationships determine the development, structure, and expression of personality. This view has been difficult to reconcile with a widely accepted view among researchers and lay perceivers alike that personality consists of internal, characteristic dispositions that supersede particular relationships. Research within the social cognitive tradition provides an opportunity to integrate these ideas by suggesting that (a) behavioral variability across situations is stable and an important expression of the personality system; and (b) the stability and predictability of behavioral variability is readily discovered when situations are categorized in interpersonal terms. A recent theoretical framework proposing a culturally and interpersonally bound personality system is described that accounts for the ways in which people’s behavior is attuned to the interpersonal context, and several lines of research are reviewed that are consistent with the principles of this general framework.

In this article, we examined the psychometric properties of scores on a new instrument, the Cross Ethnic-Racial Identity Scale-Adult (CERIS-A) for use across different ethnic and racial groups. The CERIS-A measures seven ethnic-racial identity attitudes—assimilation, miseducation, self-hatred, anti-dominant, ethnocentricity, multiculturalist inclusive, and ethnic-racial salience. Participants consisted of 803 adults aged 18 to 76, including African Americans (19.3%), Asian Americans (17.6%), European Americans (37.0%), and Latino/as (17.8%). Analyses indicated that CERIS-A scores were reliable, and configural, metric, and scalar invariance were supported for the seven factors across gender; however, Miseducation, Ethnic-Racial Salience, and Ethnocentricity scores achieved only metric invariance across ethnic-racial groups. Self-Hatred, Ethnic-Racial Salience, Anti-Dominant, and Ethnocentricity scores were significantly and meaningfully related to race-based rejection sensitivity scores, providing evidence of convergent validity. We concluded that the CERIS-A is a potentially useful instrument for examining ethnic-racial identity attitudes across multiple racial/ethnic subgroups in the United States.

This chapter discusses how within-group variability is as important a component to understanding the relationship between stigma and health outcomes as between-group variability. The chapter offers a framework that proposes that people’s expectations, beliefs, attitudes, goals, and self-regulatory competencies interact with one another, as well as with people’s cultural environment, to yield individual differences in response to perceived discrimination. The chapter reviews a set of individual difference constructs that have been shown to affect physical and psychological health-related outcomes. Throughout the chapter, we emphasize that individual differences can arise not only through differences in how much a given construct characterizes a person but also through differences in the relationships among the constructs themselves as well as differences in the environment. The broad goal is to reconcile individual variability with group-level differences.

Seven studies using experimental and naturalistic methods reveal that upper-class individuals behave more unethically than lower-class individuals. In studies 1 and 2, upper-class individuals were more likely to break the law while driving, relative to lower-class individuals. In follow-up laboratory studies, upper-class individuals were more likely to exhibit unethical decision-making tendencies (study 3), take valued goods from others (study 4), lie in a negotiation (study 5), cheat to increase their chances of winning a prize (study 6), and endorse unethical behavior at work (study 7) than were lower-class individuals. Mediator and moderator data demonstrated that upper-class individuals' unethical tendencies are accounted for, in part, by their more favorable attitudes toward greed.

We examined the interplay of psychosocial risk and protective factors in daily experiences of health. In Study 1, the tendency to anxiously expect rejection from racial outgroup members, termed race-based rejection sensitivity (RS-race), was cross-sectionally related to greater stress-symptoms among Black adults who reported fewer cross-race friends but not among participants who had more cross-race friends. In Study 2, we experimentally manipulated the development of a same- versus cross-race friendship among Latino/a-White dyads prior to collecting daily experiences of stress-symptoms using a diary methodology. While RS-race predicted more psychosomatic symptoms in the same-race friendship condition, RS-race was unrelated to symptomatology among participants who made a cross-race friend. These findings suggest that experiences of intergroup stress can spill over into everyday life in the absence of positive contact, but cross-race friendships may be a resource that mitigates the expression of interracial stress.

Despite the disparities of the life experiences among Asian Americans, the model minority stereotype continues to propagate in the United States. Taking a shared reality theory perspective, we demonstrate that the model minority image of being diligent, high achieving, and submissive is a characteristic representation of Asian Americans that is widely shared among Americans (Study 1). In addition, Americans assume that most people in the United States expect Asian Americans to conform to the model minority image (Study 2). Taken together, these results suggest that the model minority representation is a shared reality in the United States. Furthermore, results from an experimental study (Study 3) confirms that media exposure to Asian-American successes can strengthen European Americans’ belief in the model minority as a shared reality, broadening the difference between the perceived acceptance of Asian Americans and African Americans in the community. Such exposure also strengthens European Americans’ inclination to align their personal attitudes toward Asian Americans with their perceived shared attitude in the community.

© 2016, © The Author(s) 2016. We examined participation in an ethnically based residential program or “theme house” during the first year of college as a predictor of downstream immune system inflammation among undergraduates. Using a 4-year prospective design, we compared markers of inflammation among Latino/Latina students in a residential theme program with a matched sample of nonresidents. Students provided oral mucosal transudate samples for the assessment of circulating Interleukin 6 (IL-6), an inflammatory cytokine linked to health vulnerabilities. Findings suggest a protective benefit of theme house residency especially among students with anxious expectations of discrimination. Such expectations predicted higher levels of IL-6 after the first year of college among nonresidents only. In years 2–3, following exit from the theme house, the relationship between expected discrimination and IL-6 levels remained positive among nonresidents and was attenuated among residents, controlling for past IL-6 levels. Culturally based spaces may therefore offset the physiological burden of expected discrimination among undergraduates.

© 2017 Mendoza-Denton et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Two independent surveys of PhD students in STEM fields at the University of California, Berkeley, indicate that underrepresented minorities (URMs) publish at significantly lower rates than non-URM males, placing the former at a significant disadvantage as they compete for postdoctoral and faculty positions. Differences as a function of gender reveal a similar, though less consistent, pattern. A conspicuous exception is Berkeley's College of Chemistry, where publication rates are tightly clustered as a function of ethnicity and gender, and where PhD students experience a highly structured program that includes early and systematic involvement in research, as well as clear expectations for publishing. Social science research supports the hypothesis that this more structured environment hastens the successful induction of diverse groups into the high-performance STEM academic track.

© 2016, © The Author(s) 2016. Perceptions of racial bias have been linked to poorer circulatory health among Blacks compared with Whites. However, little is known about whether Whites’ actual racial bias contributes to this racial disparity in health. We compiled racial-bias data from 1,391,632 Whites and examined whether racial bias in a given county predicted Black-White disparities in circulatory-disease risk (access to health care, diagnosis of a circulatory disease; Study 1) and circulatory-disease-related death rate (Study 2) in the same county. Results revealed that in counties where Whites reported greater racial bias, Blacks (but not Whites) reported decreased access to health care (Study 1). Furthermore, in counties where Whites reported greater racial bias, both Blacks and Whites showed increased death rates due to circulatory diseases, but this relationship was stronger for Blacks than for Whites (Study 2). These results indicate that racial disparities in risk of circulatory disease and in circulatory-disease-related death rate are more pronounced in communities where Whites harbor more explicit racial bias.

Perceptions of racial bias have been linked to poorer circulatory health among Blacks compared with Whites. However, little is known about whether Whites' actual racial bias contributes to this racial disparity in health. We compiled racial-bias data from 1,391,632 Whites and examined whether racial bias in a given county predicted Black-White disparities in circulatory-disease risk (access to health care, diagnosis of a circulatory disease; Study 1) and circulatory-disease-related death rate (Study 2) in the same county. Results revealed that in counties where Whites reported greater racial bias, Blacks (but not Whites) reported decreased access to health care (Study 1). Furthermore, in counties where Whites reported greater racial bias, both Blacks and Whites showed increased death rates due to circulatory diseases, but this relationship was stronger for Blacks than for Whites (Study 2). These results indicate that racial disparities in risk of circulatory disease and in circulatory-disease-related death rate are more pronounced in communities where Whites harbor more explicit racial bias.

Rationale Research suggests that, among Whites, racial bias predicts negative ingroup health outcomes. However, little is known about whether racial bias predicts ingroup health outcomes among minority populations. Objective The aim of the current research was to understand whether racial bias predicts negative ingroup health outcomes for Blacks. Method We compiled racial bias responses from 250,665 Blacks and 1,391,632 Whites to generate county-level estimates of Blacks' and Whites’ implicit and explicit biases towards each other. We then examined the degree to which these biases predicted ingroup death rate from circulatory-related diseases. Results In counties where Blacks harbored more implicit bias towards Whites, Blacks died at a higher rate. Additionally, consistent with previous research, in counties where Whites harbored more explicit bias towards Blacks, Whites died at a higher rate. These links between racial bias and ingroup death rate were independent of county-level socio-demographic characteristics, and racial biases from the outgroup in the same county. Conclusion Findings indicate that racial bias is related to negative ingroup health outcomes for both Blacks and Whites, though this relationship is driven by implicit bias for Blacks, and explicit bias for Whites.

Social class is shaped by an individual's material resources as well as perceptions of rank vis-à-vis others in society, and in this article, we examine how class influences behavior. Diminished resources and lower rank create contexts that constrain social outcomes for lower-class individuals and enhance contextualist tendencies--that is, a focus on external, uncontrollable social forces and other individuals who influence one's life outcomes. In contrast, abundant resources and elevated rank create contexts that enhance the personal freedoms of upper-class individuals and give rise to solipsistic social cognitive tendencies--that is, an individualistic focus on one's own internal states, goals, motivations, and emotions. Guided by this framework, we detail 9 hypotheses and relevant empirical evidence concerning how class-based contextualist and solipsistic tendencies shape the self, perceptions of the social environment, and relationships to other individuals. Novel predictions and implications for research in other socio-political contexts are considered.

This article critically examines the psychological and policy implications of the belief that characteristics of social groups are grounded in biology and thus are unchangeable. We specifically focus on how this immutability mind-set may perpetuate group-based educational achievement gaps and deter treatment seeking for mental/behavioral health conditions. We then consider the prospect of plasticity: the notion that psychological attributes, although rooted in our biological endowment, are inherently malleable. Our discussion reviews the evidence for—and social implications of—this alternative mind-set for intellectual achievement as well as mental/behavioral health. We conclude by describing several concrete policy applications of a plasticity perspective.

We examined the structural validity, internal consistency (alpha and omega), and test-retest reliability of scores on the Cross Racial Identity Scale (CRIS; Vandiver et al., 2000 ; Worrell, Vandiver,Cross, 2004 ), as well as the relationship between CRIS scores and several variables related to psychological adjustment. Participants consisted of several groups of African American college students (34 ≤ n ≤ 340) attending a predominantly White university in a Western state. Confirmatory factor analyses indicated an acceptable fit of the data to the theoretical model, and alpha and omega coefficients indicate that CRIS scores have moderate to high internal consistency. CRIS scores also demonstrated stability over periods between 2 and 20 months in ranges that suggest long-term stability of racial attitudes. As predicted by the expanded nigrescence model (CrossVandiver, 2001 ), only self-hatred attitudes had consistent, meaningful relationships with psychological adjustment.

Although the stigma of mental illness has been widely documented, the specific processes through which psychiatric labels evoke prejudice and discrimination are not well understood. We examined how ascribing humanity to an individual labeled with mental illness may influence perceptions of dangerousness and motivations for social rejection. Study 1 revealed that a general mental illness label (compared to a general physical illness label) led to reductions in ascribed humanity, which predicted increased perceptions of dangerousness. In Study 2, participants formed impressions about an individual bearing a specific mental illness label (or a specific physical illness label) while normative behavioral information and full remission status were held constant. Under these conditions, the target labeled with mental illness evoked greater ascribed humanity. Further analyses revealed a unique effect for the target bearing the mental illness label: ascribing humanity to the target predicted reductions in perceive...

Can a single, powerful sociopolitical event (government's response to Hurricane Katrina) produce changes in prevalent cultural beliefs such as the Protestant work ethic (PWE)? In a cross-sectional study conducted before, immediately after, and 5 months after Katrina (Study 1: Part a), in a longitudinal study tracking participants immediately after Katrina and 3 months later (Study 1: Part b), and in an experiment that primed thoughts about Katrina (Study 2), thinking about Katrina reduced African Americans' (but not European Americans') endorsement of the PWE. Preliminary evidence suggested that the shift in African Americans' endorsement of the PWE was due to lower trust in the government.

Reactions to the O. J. Simpson verdict were analyzed using the Cognitive-Affective Processing System (CAPS) model. Content analyses of participants' open-ended reactions to the verdict revealed that differences in the accessibility of cognitive-affective units and their subsequent activation pathways characterized respondents' reactions, but participants' race appeared to have no direct effect. The results were used to construct cognitive-affective domain maps that underlay elated, dismayed, and ambivalent reactions. By promoting a deeper understanding and appreciation of reactions to the verdict, we believe the domain maps facilitate overcoming the widespread tendency to attribute the cause of divergent reactions to an individual's race. The results have implications for the understanding of cultural differences.

The authors applied insights from the group-value theory of procedural justice to investigate minority students' disengagement of self-esteem from academic outcomes. African American college students completed the race-based rejection sensitivity (RS-race) questionnaire. The students were asked to write a position essay on a current topic. They were randomly assigned to complete a demographic form in which they disclosed or did not disclose their race and to receive negative or positive feedback. When race was undisclosed, performance self-esteem was greater after positive feedback relative to negative feedback, regardless of RS-race. When race was disclosed, feedback valence affected self-esteem only among those lower in RS-race. Following positive feedback, these participants showed the greatest gains in self-esteem. Consistent with group-value theory, changes in self-esteem were explained by participants' concerns and emotions around fairness, respect, and acceptance. The authors discuss implications for minority student achievement.

The original CAPS formulation focused on the role of the individual's CAPS system in relation to situations, formalizing a person-situation framework. Subsequent research and theorizing on the culturally embedded CAPS system (C-CAPS) began to spell out how culture, context, and group-level processes intersect with both persons and situations. The contributions in this special section provide insights into the enormous complexity and the multiple layers through which context and persons "make each other up" in racial/ethnic relations. The challenge for personality psychologists is to examine and illuminate this interpenetration of context and person concretely and with increasing depth and precision. The CAPS framework provides a meta-level guide for this mission, and the present contributions illustrate the framework's heuristic value.

The five articles in this special section examine personality and racial/ethnic relations from the perspective of Mischel and Shoda's Cognitive-Affective Personality System (CAPS) Theory. In this introductory piece, we first provide a primer on CAPS theory. In particular, we try to highlight the role that context plays in the construction and manifestation of personality as well as the dynamic ways that people interpret and react to input from their environment. We then review research on race-based rejection sensitivity as a programmatic illustration of the role expectancies play in racial/ethnic relations. Finally, we summarize and tie together the articles that comprise this section via a set of emergent themes that are common to the present contributions.

As prejudice becomes more subtle in its manifestations, members of stigmatized groups must often contend with the ambiguity of not knowing whether others are biased against them. In this study, we tested whether explicitly communicated gender prejudice would facilitate women’s performance on a difficult task compared to contexts where such discrimination might be possible but is not explicitly communicated. The findings revealed that the task performance of women who are chronically concerned about gender discrimination suffered when a male interviewer’s gender attitudes were ambiguous, relative to when his attitudes were either explicitly chauvinistic or explicitly egalitarian. As expected, the performance of women low in discrimination concerns was not affected by the experimental manipulation. The findings are discussed in light of growing evidence for the ironic effects of prejudice for the targets of stigma.

Past research has demonstrated the negative impact of race-based rejection sensitivity (RS-race) on institutional belonging and satisfaction among minority-group students in predominantly White universities. Given research documenting the benefits of cross-group friendship for intergroup attitudes, we tested whether friendships with majority-group peers would attenuate the effects of RS-race within these contexts. In a longitudinal study of African American students (Study 1), cross-group friendships with majority-group peers buffered students high in RS-race from lack of belonging and dissatisfaction at their university. An experimental intervention (Study 2) that induced cross-group friendship replicated the findings and established their specificity for minority-group students. We discuss implications for efforts toward diversifying educational settings.

Recent research suggests that social perceivers’ dispositional inferences are influenced by information about the ways others’ behavior varies stably across situations. We extend this research to stereotypes. Specifically, we examined peoples’ preconceptions about the situation–behavior profiles that social groups are likely to display, as well as the implications of such preconceptions for behavioral judgments. Focusing on gender stereotypes, in Study 1 we found that perceivers’ expectations about men’s and women’s assertiveness are qualified by situational information. Study 2 revealed that perceivers’ beliefs about the mentalistic attributes (e.g., goals, beliefs, motivations) that characterize men and women mediated the relationship between target gender and perceivers’ expectations about situation–behavior patterns. Study 3 explored how such contextualized stereotypes affect on-line judgments of targets’ behavior, showing that perceivers judge a given behavior’s assertiveness based not only on target gender but also on situation type.