How Do US College Students\u27 Sense of Life Purpose Relate to Their Emotional Expectations Toward Community Work in Service-Learning Courses?

INTRODUCTION: Few studies consider how purpose in life predicts emotions related to community service in college courses even though a purpose in life, a “compass” for finding opportunities to make meaningful prosocial contributions, should motivate students to serve. METHOD: Multilevel structural equation modeling estimated direct and indirect effects of survey responses regarding students’ past service experience, sense of purpose, and searching for purpose on their emotional expectations for service-learning before starting. RESULTS: Controlling for age, gender, extrinsic motivation, and characteristics of universities and courses, students’ past service experience and two purpose variables positively related to expected positive emotions toward service work, mediated through both students’ helping identity and intrinsic motivation to serve. Only sense of purpose was associated with higher intrinsic motivation, which was associated with lower expected negative emotions. DISCUSSION: Considering students’ life purpose may stimulate intrinsic motivation and schemas of being a helping person, which could contribute to positive emotions toward community service even before the service work begins

Gender-Typed Behavior Over Time in Children with Lesbian, Gay, and Heterosexual Parents

The current longitudinal study examined patterns and predictors of parent-reported gender-typed play behavior in adopted boys and girls in lesbian, gay, and heterosexual 2-parent families, across early childhood (Mage = 2.82 to 6.06 years). Specifically, using a sample of 181 couples (56 lesbian couples, 48 gay male couples, and 77 heterosexual couples), we examined parent reports of children\u27s gendertyped play behavior on the Pre-School Activities Inventory (PSAI; Golombok & Rust, 1993) at 3 time points (mean age = 2.82 years at T1, 3.93 years at T2, and 6.06 years at T3). Family structure variables (i.e., parents\u27 gender and sexual orientation; children\u27s gender and sibling status) were included as predictors. At T1, according to parent reports, children in lesbian-parent families had less genderdifferentiated behavior (boys were less masculine, girls were less feminine) than children in heterosexualand gay-parent families, whereas the degree of gender differentiation did not differ between heterosexualversus gay-parent families. Findings from a Common Fate Growth Model (Ledermann & Macho, 2014) revealed that, regardless of family type, the parent-reported gender-typed behavior of boys, but not girls, significantly changed over time (i.e., boys\u27 behavior became more masculine). Our findings have implications for researchers who study gender development in children and adolescents, particularly those who are being raised by 2 mothers or 2 fathers

Monosexual and Nonmonosexual Women in Same-Sex Couples’ Relationship Quality During the First Five Years of Parenthood

Research on relationship quality in same-sex couples has rarely focused on (1) couples who are parents, or (2) couples in which partners differ in sexual identity. Insomuch as nonmonosexual women (i.e., women with non-exclusive sexual orientations) experience unique challenges due to monosexism, relationship quality may be influenced by whether partners share a monosexual or nonmonosexual identity. The current study is a longitudinal, dyadic analysis of 118 female parents within 63 same-sex couples whose relationship quality (relationship maintenance, conflict, love, ambivalence) was assessed at five time points across the first 5 years of adoptive parenthood. Monosexual women were those who identified as exclusively lesbian/gay (n = 68); nonmonosexual women were those who identified as mostly lesbian/gay, bisexual, queer, pansexual, or mostly heterosexual (n = 50). Analyses revealed both actor and partner effects on maintenance and conflict, such that nonmonosexual women reported more maintenance and conflict than monosexual women, and women with nonmonosexual partners reported more maintenance and conflict than women with monosexual partners. Depression was related to greater conflict and ambivalence and less love; internalized sexual stigma was related to greater conflict and ambivalence. Maintenance and love declined over time whereas ambivalence increased during early parenthood

Objectification in Action: Self- and Other-Objectification in Mixed-Sex Interpersonal Interactions

Although the process of sexual objectification is theorized to occur within interpersonal interactions, we believe this is the first study to examine sexual objectification and self-objectification in actual (nonconfederate) interpersonal encounters. Men and women were brought into the laboratory and interacted in mixed-sex dyads. We used dyadic analysis to detect whether partners’ objectification of each other affected state self-objectification, and the resulting feelings of comfort and authenticity during the interaction. After the interaction, participants completed a cognitive performance task, a measure of career aspirations, and a measure of relationship agency. Results showed that for women only, being objectified by their male interaction partner was associated with an increase in state self-objectification, and state self-objectification led to perceptions that the interaction was less comfortable and less authentic. Furthermore, for women but not for men, having authentic interactions was found to relate positively to relationship agency, career aspirations, and cognitive performance. This research shows that self-objectification is not only a self-process but an interpersonal process heightened by the real-time sexual objectification of a male interaction partner. Online slides for instructors who want to use this article for teaching are available to PWQ subscribers on PWQ\u27s website at http://pwq.sagepub.com/supplementa

Not a “Mom Thing”: Predictors of Gatekeeping in SameSex and Heterosexual Parent Families

The current study is the first to examine parental gatekeeping in both same-sex (57 female, 51 male) and heterosexual (n 82) couples, all of whom became parents via adoption. Aspects of the individual, the couple, and the work context, measured preadoption, were examined as predictors of gatekeeping. Gatekeeping refers to attitudes and behaviors aimed at regulating and limiting the involvement of the other parent in housework and child care and was measured 2 years postadoption. Findings revealed that women in heterosexual relationships reported higher gatekeeping compared with all other groups, and men in same-sex relationships reported higher gatekeeping compared with women in same-sex relationships and men in heterosexual relationships. Across the full sample, lower job autonomy predicted higher gatekeeping in both housework and child care, whereas greater relationship ambivalence, greater perceived parenting skill, and lower perceived partner parenting skill predicted higher gatekeeping in child care. Findings provide insight into how gatekeeping behaviors and beliefs are enacted in diverse types of couples and suggest that work factors should be taken into account when conducting research on, and seeking to improve, coparenting relationships

The Relationships between Religiosity and Internalizing Symptoms in African American Parent-Adolescent Dyads

Objectives: African American (AA) adolescents face a greater risk of internalizing symptoms, including symptoms of both depression and anxiety, compared with other racial groups; yet, relatively less is known about the variables that contribute to internalizing symptoms. With the aim of advancing this work, this study examined factors that may buffer against such symptoms (maternal warmth, religiosity), as well as those that may confer additional risk (maternal psychopathology). Method: One hundred ninety-three AA single mothers and their adolescent youth reported on religiosity, maternal warmth and depressive symptoms, and youth internalizing symptoms. Dyadic structural equation modeling was used to examine the effects of mother and adolescent religiosity, maternal warmth, maternal depressive symptoms, and adolescent age on youth internalizing symptoms as reported by both the mother and the adolescent. Results: Consistent with hypotheses, maternal depressive symptoms were significantly associated with youth internalizing symptoms (as reported by the adolescent). Further, the impact of maternal religiosity on self-reported youth internalizing symptoms and its subscales was moderated by adolescent age. Specifically, maternal religiosity was associated with fewer self-reported internalizing symptoms in young adolescents, whereas the effect waned in older youth. Conclusions: Possible predictive coprocesses such as maternal influence on adolescent religious choices and identity formation are explored in the context of adolescent internalizing symptomatology

“A Threat on the Ground”: The Consequences of Witnessing Stereotype-Confirming Ingroup Members in Interracial Interactions

Objectives: Three studies explored interpersonal consequences of engaging in interracial interactions after witnessing racial ingroup members’ stereotypical behavior. Method: Study 1 used experience-sampling methodology to assess ethnic minority students’ (n = 119) intergroup anxiety, metastereotypes, and anticipatory behaviors following one of three types of interpersonal interactions: (a) a White person and a racial ingroup member who had behaved stereotypically, (b) a White person and a nonstereotypical ingroup member, or (c) neither. Studies 2 (n = 273) and 3 (n = 379) experimentally examined whether witnessing an ingroup member’s stereotypically negative behavior in interracial interactions, compared to stereotypically positive (Study 2) or nonstereotypically negative behavior (Study 3) differentially affected anxiety, metastereotypes, and anticipatory behaviors in interracial versus intraracial interactions among Black Americans. Results: In Study 1, minorities reported greater anxiety, metastereotypes, and motivation to disprove stereotypes, but less interest in future interracial contact, following interracial interactions involving stereotype-confirming ingroup members compared to other interactions. In Studies 2 and 3, adverse interaction consequences were most severe when ingroup behavior was both negative and stereotypical compared to neutral, stereotypically positive, and nonstereotypically negative ingroup behavior. Additionally, metastereotypes (and, to a lesser degree, anxiety) mediated individuals’ motivation to disprove stereotypes and desire future interactions with White witnesses following stereotypically negative ingroup behavior in interracial (vs. intraracial) interactions. Conclusions: This research highlights the emotional, metaperceptual, and motivational outcomes following ingroup members’ stereotypical behavior in intergroup contexts that extend beyond dyadic encounters

Feeling (Mis)Understood and Intergroup Friendships in Interracial Interactions

The present research investigated whether having out-group friends serves as a buffer for feeling misunderstood in interracial interactions. Across three experience sampling studies, we found that among ethnic minorities who have few White friends or are not interacting with White friends, daily interracial interactions are associated with feeling less understood. By contrast, we found that among ethnic minorities who have more White friends or are interacting with White friends, the relationship between daily interracial interactions and feeling understood is not significant. We did not find similar results for Whites; that is, having ethnic minority friends did not play a role in the relationship between daily interracial interactions and feeling understood. Together, these studies demonstrate the beneficial effects of intergroup friendships for ethnic minorities

Integrating Data Science Ethics into an Undergraduate Major

We present a programmatic approach to incorporating ethics into an undergraduate major in statistical and data sciences. We discuss departmental-level initiatives designed to meet the National Academy of Sciences recommendation for weaving ethics into the curriculum from top-to-bottom as our majors progress from our introductory courses to our senior capstone course, as well as from side-to-side through co-curricular programming. We also provide six examples of data science ethics modules used in five different courses at our liberal arts college, each focusing on a different ethical consideration. The modules are designed to be portable such that they can be flexibly incorporated into existing courses at different levels of instruction with minimal disruption to syllabi. We conclude with next steps and preliminary assessments