30 research outputs found
Covered in stigma? The impact of differing levels of Islamic headācovering on explicit and implicit biases toward Muslim women
Given the prominence of Muslim veilsāin particular the hijab and fullāface veilāin public discourse concerning the place of Muslims in Western society, we examined their impact on nonāMuslimsā responses at both explicit and implicit levels. Results revealed that responses were more negative toward any veil compared with no veil, and more negative toward the fullāface veil relative to the hijab: for emotions felt toward veiled women (Study 1), for nonāaffective attitudinal responses (Study 2), and for implicit negative attitudes revealed through response latency measures (Studies 3a and 3b). Finally, we manipulated the perceived reasons for wearing a veil, finding that exposure to positive reasons for wearing a veil led to better predicted and imagined contact (Study 4). Practical and theoretical implications are discussed
The Good Behavior Game: A Classroom-Behavior Intervention Effective Across Cultures
Few classroom behavioral interventions have been thoroughly studied using culturally and linguistically diverse populations, international student populations, or those from diverse socio-economic backgrounds. Yet, having such tools for school psychologists and teachers is critical for behavior management in the classroom. One important exception is the Good Behavior Game, which has been extensively studied both in the United States and international settings. Because this intervention is based on well-tested principles of behavior theory, it has proven to be a useful tool across cultural, linguistic, socio-economic traditions, with long lasting positive longitudinal behavior change. This article presents a review of the literature on the Good Behavior Game as it applies to international and diverse student populations