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We test a novel framework for how ingroup members are perceived during intergroup interaction. Across three experiments, we found that, above and beyond egalitarian attitudes and motivations, White observers' automatic responses to Blacks (i.e., their implicit anti-Black bias) shaped their affiliation toward ingroup targets who appeared comfortable engaging in interracial versus same-race interaction. White observers' implicit anti-Black bias negatively correlated with liking of White targets who were comfortable with Blacks (Experiments 1-3). The relationship between implicit bias and liking varied as a function of targets' nonverbal comfort in interracial interactions (Experiment 1). Specifically, implicit bias negatively correlated with liking of targets when targets' nonverbal behaviors revealed observers felt comfortable with interracial contact, irrespective of the nature of those behaviors (Experiment 2). Finally, the relationship between implicit bias and target liking was mediated by perceived similarity (Experiment 3). Theoretical implications for stigma-by-association, social network homogeneity, and extended contact are discussed.

The current work examined why collectivists engage in more chronic social tuning: to seek harmony or to avoid rejection. In Study 1, 159 Asian participants self-reported being more motivated to avoid rejection in a situation involving social tuning. In Study 2, 190 Asian participants engaged in social tuning to a classmate's perceived views more when primed to avoid rejection than seek harmony. While study 3 found that 192 American participants reported avoiding rejection in social tuning situations, Study 4, showed that 206 American participants did not engage in social tuning when primed to avoid rejection. Collectivists will social tune and reduce prejudice when motivated to avoid rejection. This warrants future attention to cultural variation in other social tuning domains. [ABSTRACT FROM AUTHOR]

Schools are heralded by some as unique sites for promoting racial equity. Central to this characterization is the presumption that teachers embrace racial equity and teaching about this topic. In contrast, others have documented the ongoing role of teachers in perpetuating racial inequality in schools. In this article, we employ data from two national data sets to investigate teachers' explicit and implicit racial bias, comparing them to adults with similar characteristics. We find that both teachers and nonteachers hold pro-White explicit and implicit racial biases. Furthermore, differences between teachers and nonteachers were negligible or insignificant. The findings suggest that if schools are to effectively promote racial equity, teachers should be provided with training to either shift or mitigate the effects of their own racial biases.

This research examines whether culture influences the extent to which people’s attitudes tune toward others’ egalitarian beliefs. Hong Kong Chinese, but not American, participants were less prejudiced, explicitly and implicitly, toward homosexuals when they interacted with a person who appeared to hold egalitarian views as opposed to neutral views (Experiment 1). In Experiments 2 and 3, cultural concepts were manipulated. Americans and Hong Kong Chinese who were primed with a collectivist mind-set showed less explicit and implicit prejudice when the experimenter was thought to endorse egalitarian views than when no views were conveyed. Such differences were not found when both cultural groups were primed with an individualist mind-set. These findings suggest that cultural value orientations can help mitigate prejudice.

In this article we argue that social-psychological research on implicit racial associations--relatively unconscious associations based on race--is a fruitful area to explore for a greater understanding of how racial bias affects children in schools. We highlight the key insights of research on implicit racial associations and their implications for education. Further, we identify areas for research on implicit racial associations in education, calling for collaboration between scholars of racial inequality in education and scholars of implicit racial associations. This research is likely to provide a productive new perspective for understanding why and when teachers and other school personnel engage in behaviors that reproduce racial inequality, often in spite of best intentions and commitments to racial equity.

This research examines the temporal range of subliminal priming effects on complex behavior. In Experiments 1 and 2, participants were subliminally primed with words either related or unrelated to intelligence before completing a practice exam, administered 1 to 4 days before an actual course midterm. Results revealed that the intelligence primes increased performance on the midterm compared to neutral primes. Experiment 1 demonstrated that being told that the priming task was designed to help exam performance moderated the effect of the intelligence primes. In Experiment 2, practice test performance mediated the effect of the primes on midterm performance. These experiments demonstrated that subliminal priming may have long-term effects on real-world behavior, and demonstrates one means by which long-term priming effects may occur. Copyright © 2007, Lawrence Erlbaum Associates, Inc.

This article represents a poststructuralist critique and review of the role of empathy in the therapeutic relationship. Incorporating Foucauldian contributions, we seek to expand upon the largely liberal-humanistic descriptions about the nature of empathy, which in our view fail to acknowledge fully the impact of culture in the therapy arena. In focusing our attention on re-examining the nature and role of empathy in counselling practice, we explicitly show how the poststructural conceptual tools of discourse, positioning, and deconstruction promote greater movement toward a reconceptualisation of empathy that fully appreciates the extent to which our clients experiences are necessarily a sociocultural production. In addition, it is proposed that further application of the poststructuralist approach will highlight the potency of this metaphor for understanding the discursive production of problems and for connecting and empathising with clients in a way that is reflexive, respectful, and socially just.

Objectified body consciousness theory provides a framework for understanding young women's negative body experiences and their impact on well-being. This study examined the impact of body surveillance, body shame, and appearance control beliefs, the 3 components of objectified body consciousness, on wellness in college women. Data indicated a negative relationship between body surveillance and body shame and several components of wellness and a positive relationship between appearance control beliefs and aspects of wellness. Implications are examined.

Prior research has found that positive affect, compared to negative affect, increases stereotype activation. In four experiments the authors explore whether the link between affect and stereotype activation depends on the relative accessibility of stereotype-relevant thoughts and response tendencies. As well as manipulating mood, the authors measured or manipulated the accessibility of egalitarian response tendencies (Experiments 1 and 2) and counterstereotypic thoughts (Experiments 2 through 4). In the absence of such response tendencies and thoughts, people in positive moods displayed greater stereotype activation-consistent with past research. By contrast, in the presence of accessible egalitarian response tendencies or counterstereotypic thoughts, people in positive moods exhibited less stereotype activation than those in negative moods. Implications of these results for existing affect-cognition models are discussed.

Dominant groups have claimed to be the targets of discrimination on several historical occasions during violent intergroup conflict and genocide.The authors argue that perceptions of ethnic victimization among members of dominant groups express social dominance motives and thus may be recruited for the enforcement of group hierarchy. They examine the antecedents of perceived ethnic victimization among dominants, following 561 college students over 3 years from freshman year to graduation year. Using longitudinal, cross-lagged structural equation modeling, the authors show that social dominance orientation (SDO) positively predicts perceived ethnic victimization among Whites but not among Latinos, whereas victimization does not predict SDO over time. In contrast, ethnic identity and victimization reciprocally predicted each other longitudinally with equal strength among White and Latino students. SDO is not merely a reflection of contextualized social identity concerns but a psychological, relational motivation that undergirds intergroup attitudes across extended periods of time and interacts with the context of group dominance.

To authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1467-6494.2009.00584.x Byline: Stacey Sinclair (1), Jesse Pappas (2), Janetta Lun (2) Abstract: ABSTRACT Recent research examining the interpersonal basis of self-stereotyping is considered from the perspective of Cognitive-Affective Personality System (CAPS) theory. The reviewed work shows that individuals tend to see themselves in a stereotypic manner when interacting with someone who engenders affiliative motivation and is thought to hold stereotypic views of their group. Evidence suggesting that this context-dependent self-stereotyping is extended temporally through future psychologically similar interactions and the invocation of significant others thought to endorse stereotypes is also discussed. These findings and the theoretical framework that stimulated them strongly resonate with the notion of if-then contingencies of the self articulated in CAPS theory. The implications of each viewpoint for the other are discussed. Author Affiliation: (1)Princeton University (2)University of Virginia Article note: Correspondence concerning this article should be addressed to Stacey Sinclair, 2-N-6 Green Hall, Psychology Department, Princeton University, Princeton, NJ 08540. E-mail: ssinclr@princeton.edu.

We investigated whether the desire to have a smooth and pleasant interaction with an anticipated interaction partner caused participants' moods to become similar to their imminent partners' moods. We found evidence of anticipatory mood matching when participants were motivated to affiliate with a partner through goal priming (Experiments 1 and 2) and outcome dependency (Experiment 3). Prior research has demonstrated mood contagion arising from actual social interaction but these experiments establish contagion without contact, an outcome evident regardless of whether mood was assessed via self-report (Experiments 1 through 3) or information-processing style (Experiment 3). Keywords: mood; emotional states; affiliative motivation; interpersonal convergence; mood contagion

To authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1540-4560.2009.01601.x Byline: Shana Levin (1), Stacey Sinclair (2), Jim Sidanius (3), Colette Van Laar (4) Abstract: The common in-group identity model advocates the creation of a superordinate group identity in order to reduce conflict between members of different ethnic subgroups. This study demonstrates that a university identity can serve as an effective common in-group identity for students from different ethnic groups. Longitudinal data were collected from an ethnically diverse sample of university students at the end of each year of college. Although ethnic identification tended to be correlated with status-legitimizing orientations and ideologies in a way that reinforces ethnic-status differences (i.e., these variables tended to be positively related for Whites but less so for ethnic minorities), the status-legitimizing variables were largely unrelated to university identification during each year in college. The longitudinal data also allowed us to examine these relationships over time. The relationships between ethnic and university identification and status-legitimizing orientations and ideologies did not change. Ethnic and university identities are discussed in terms of the common in-group identity model. Author Affiliation: (1)Claremont McKenna College (2)University of Virginia (3)Harvard University (4)Leiden University Article note: (*) Correspondence concerning this article should be addressed to Shana Levin, Department of Psychology, Claremont McKenna College, 850 Columbia Avenue, Claremont, CA 91711 [e-mail: slevin@cmc.edu].

This research examines whether people who experience epistemic motivation (i.e., a desire to acquire knowledge) came to have implicit attitudes consistent with the apparent beliefs of another person. People had lower implicit prejudice when they experienced epistemic motivation and interacted with a person who ostensibly held egalitarian beliefs (Experiments 1 and 2). Implicit prejudice was not affected when people did not experience epistemic motivation. Further evidence shows that this tuning of implicit attitudes occurs when beliefs are endorsed by another person, but not when they are brought to mind via means that do not imply that person's endorsement (Experiment 3). Results suggest that implicit attitudes of epistemically motivated people tune to the apparent beliefs of others to achieve shared reality. Keywords: epistemic motivation, implicit prejudice, shared reality, uncertainty, social tuning

Using a large panel sample of undergraduates, we measured the social dominance orientation (SDO) scores of men and women once a year across a 4 1/2 year period. Employing repeated-measures ANOVAs, we found that, even after controlling for the character of students' academic majors (hierarchy enhancing or hierarchy attenuating), males showed significantly higher SDO scores than did females across the entire college career. The data are discussed in terms of the invariance hypothesis within social dominance theory.

This research examines self-stereotyping in the context of multiple social identities and shows that self-stereotyping is a function of stereotyped expectancies held in particular relationships. Participants reported how others evaluated their math and verbal ability and how they viewed their own ability when their gender or ethnicity was salient. Asian American women (Experiment 1) and European Americans (Experiment 2) exhibited knowledge of stereotyped social expectancies and corresponding self-stereotyping associated with their more salient identity. African Americans (Experiment 3) exhibited some knowledge of stereotyped social expectancies but no corresponding self-stereotyping. Correlational evidence and a 4th experiment suggest that self-stereotyping is mediated by the degree to which close others are perceived to endorse stereotypes as applicable to the self. Keywords: shared reality, self-stereotyping, relationships, stigma, self-categorization

Consistent with the affiliative social tuning hypothesis, this study showed that the desire to get along with another person shifted participants' automatic attitudes toward the ostensible attitudes of that person. In Experiment 1, the automatic racial attitudes of women but not men emulated those of an experimenter displaying race-egalitarian attitudes or attitudes neutral with respect to race. Mediational analysis revealed that the gender difference in social tuning was mediated by liking for the experimenter. In Experiment 2, the likability of the experimenter was manipulated. Individuals who interacted with a likable experimenter exhibited social tuning more so than did those who interacted with a rude experimenter. These findings suggest that affiliative motives may elicit malleability of automatic attitudes independent of manipulations of social group exemplars. Keywords: IAT, racial attitudes, automatic attitudes, shared reality, social tuning

These experiments examined how social interactions with individuals who ostensibly have stereotype-relevant views affect the self-evaluations of stereotype targets. Participants believed they were going to interact, or actually interacted, with a person who ostensibly had stereotype-consistent or stereotype-inconsistent views about their social group. Consistent with shared reality theory, participants' self-evaluations (Experiments 1, 2, and 3) and behavior (Experiment 2) corresponded with the ostensible views of the other person when affiliative motivation was high. This occurred even when it was likely to be detrimental to participants' nonaffiliative outcomes (Experiment 3). Experiment 4 showed that self-evaluative shift away from the ostensible views of another person was a function of social distance motives, also consistent with shared reality theory. Keywords: shared reality theory, self-stereotyping, affiliation, interpersonal interaction, stigma

The effect of living with White, Asian American, Latino or African American roommates on affective, cognitive and behavioral indicators of prejudice among university students is examined. The results suggest that although long-term, intimate interethnic contact is generally an effective means of reducing prejudice, it is not a panacea.

The effects of membership in ethnic organizations and fraternities and sororities on intergroup attitudes were examined using a 5-wave panel study at a major, multiethnic university. The results showed that these effects were similar for both minority and White students. Membership in ethnic student organizations for minorities and Greek organizations for Whites was anteceded by the degree of one's ethnic identity, and the effects of membership in these groups were similar, although not identical, for both White and minority students. These effects included an increased sense of ethnic victimization and a decreased sense of common identity and social inclusiveness. Consistent with social identity theory, at least a portion of these effects were mediated by social identity among both White and minority students.

Although most research on the control of automatic prejudice has focused on the efficacy of deliberate attempts to suppress or correct for stereotyping, the reported experiments tested the hypothesis that automatic racial prejudice is subject to common social influence. In experiments involving actual interethnic contact, both tacit and expressed social influence reduced the expression of automatic prejudice, as assessed by two different measures of automatic attitudes. Moreover, the automatic social tuning effect depended on participant ethnicity. European Americans (but not Asian Americans) exhibited less automatic prejudice in the presence of a Black experimenter than a White experimenter (Experiments 2 and 4), although both groups exhibited reduced automatic prejudice when instructed to avoid prejudice (Experiment 3). Results are consistent with shared reality theory, which postulates that social regulation is central to social cognition.