Psychological Impact of Negotiating Two Cultures: Latino Coping and Self-Esteem

Among 96 Latino adults, active coping accounted for variance in global self-esteem beyond that of biculturalism and sociodemographic indicators. The findings highlight the importance of accounting for the way Latino adults approach negotiating multiple cultural contexts. Extending acculturation research to integrate competence-based formulations provides comprehensive information regarding cultural adaptation. Entre una muestra de 96 adultos Latinos, el afrontamiento activo dio cuenta de la varianza en autoestima global más allá de los indicadores de biculturalismo y sociodemográficos. Los hallazgos destacan la importancia de buscar una explicación a la forma en que los adultos Latinos enfocan la negociación de múltiples contextos culturales. Extender el ámbito de la investigación sobre aculturación para integrar las formulaciones basadas en competencia proporciona una información exhaustiva sobre la adaptación cultural

Acculturation and Depression Among Hispanics: The Moderating Effect of Intercultural Competence

In the present study the authors examined the relative contributions of typical acculturation indicators, general coping, and intercultural competence in predicting depression among 96 Hispanic adults. The results indicated that intercultural competence served to moderate the relationship between acculturation and depression. The combination of high acculturation and high intercultural competence was associated with fewer symptoms. General coping accounted for significant amounts of variance in predicting depression, over and above traditional acculturation variables alone, suggesting that an active problemsolving style was associated with a healthier outcome. The findings are discussed within the context of integrating competence-based variables into psychological conceptualizations of cultural adaptation and the importance of group-specific abilities as potential buffers against negative mental health consequences

‘I would have become wallpaper if racism had its way’: Black female professors, racial battle fatigue, and strategies for surviving higher education

In 2019, AdvanceHE reported that there were just 25 UK Black female full professors in British universities. Black women are less likely to occupy a role at this level than their male and White counterparts. Despite this, Black women remain relatively absent in institutional initiatives to advance gender equality, and there is little commitment amongst UK universities to explicitly address structural inequalities of race as they affect the experiences of academic staff. Black female academics remain under-represented and invisible in UK higher education. This article draws on the first known qualitative study into the career experiences and strategies of twenty of these Black female professors. Specifically, it engages Critical Race Theory and Bourdieu as principal theoretical frameworks to explore how their academic journeys, shaped as they are by an existence at the intersection of race and gender, result in racial battle fatigue, feelings of isolation, and disillusion with the academy. The article demonstrates how, despite these challenges, these women have been agentic in their efforts to navigate higher education. They have developed and continue to deploy sophisticated strategies of analysis, hyper-surveillance, self-care, and resilience in order to carve out a successful career in the academy and remain within it

Pursuing Racial Justice within Higher Education: Is Conflict Inevitable?

In his 2005 inaugural presidential address to the British Educational Research Association (later published in the British Educational Research Journal), Geoff Whitty interrogates the relationship between education research and the way in which it is variably taken up by policymakers and put into practice. He contends that the relationship is one marked by misunderstanding, conflict and the subjective priorities and interests of individual policymakers, hence the question posed in the title of his address: ‘Is conflict inevitable?’ In this chapter, I take up Whitty’s provocations in relation to racial justice and higher education. Specifically, I am interested in the relationship and ensuing tensions between what might be conceptualized as the diversity promise – articulated and enacted by universities via policy documents and equality statements – and the stark realities revealed by the data and empirical research regarding, in this case, the experiences of racially minoritized faculty. Building on previous arguments, I contend that the cultural practices and norms of the institution, not only contribute to racial injustice but actively work against remedying it, leaving ambitions of racial diversity unfulfilled. I demonstrate this in two ways: first, I show how the formal procedures surrounding recruitment and progression and the workload management model work as structuring mechanisms to the disadvantage of racially minoritized faculty. Second, I argue that racial injustice operates beyond these formalized, officially sanctioned sites. Drawing on Peggy McIntosh’s work on privilege I catalogue how the organizational culture of higher education is predicated on a series of normalized assumptions, behaviours and acts that serve to foreground whiteness, white comfort and white privilege as the norm. I contend that just as Whitty questions the presumption that research will automatically inform the direction, formation and enactment of policy – encouraging as he does education researchers to nonetheless maintain their ambitions unfettered solely by policy concerns – so too must this remain the case for racial justice research and those seeking to decolonize the higher education sector

Staying power: the career experiences and strategies of UK Black female Professors

This research is the first known UK study to exclusively focus on the career experiences of Black female Professors and their efforts to reach professorship. The study examines, through one-to-one interviews, the experiences of 20 of the 25 UK Black female Professors

Independent review into the allegation of institutional racism in NUS

In February 2016, NUS commissioned the Runnymede Trust to carry out an independent review to investigate whether the organisation is institutionally racist. This document sets out the findings of that review

Professional Responsibility and Organization of the Family Business: The Lawyer as Intermediary

Symposium: Law and the New American Family Held at Indiana University School of Law - Bloomington Apr. 4, 199

A Test of Spielberger’s State-Trait Theory of Anger with Adolescents: Five Hypotheses

Spielberger’s state-trait theory of anger was investigated in adolescents (n = 201, ages 10-18, 53% African American, 47% European American, 48% female) using Deffenbacher’s five hypotheses formulated to test the theory in adults. Self-reported experience, heart rate (HR), systolic blood pressure (SBP), and diastolic blood pressure (DBP) responses to anger provoking imagery scripts found strong support for the application of this theory to adolescents. Compared to the low trait anger (LTA) group, adolescents with high trait anger (HTA) produced increased HR, SBP and DBP, and greater self-report of anger to anger imagery (intensity hypothesis) but not greater self-report or cardiovascular reactivity to fear or joy imagery (discrimination hypothesis). The HTA group also reported greater frequency and duration of anger episodes and had longer recovery of SBP response to anger (elicitation hypothesis). The HTA group was more likely to report negative health, social, and academic outcomes (consequence hypothesis). Adolescents with high hostility reported more maladaptive coping with anger, with higher anger in and anger-out than adolescents with low hostility (negative expression hypothesis). The data on all five hypotheses supported the notion that trait anger is firmly entrenched by the period of adolescence, with few developmental differences noted from the adult literature

Legitimate players? : an ethnographic study of academically successful Black pupils in a London secondary school

The low educational attainment of Black (notably African Caribbean) students has seldom been\ud absent from the achievement debates of at least the last forty years. Yet, despite consensus\ud amongst academics and policy makers that Black pupils do not attain equally in relation to their\ud white peers there has been, to date, no single coherent governmental policy which has\ud successfully closed the gap in achievement. Black pupils have become associated with a\ud language of failure and disadvantage. Research that examines the opposite side of the equation\ud - Black pupils and academic success - is rare. This research adopts an ethnographic approach\ud to explore how staff and successful pupils at an inner-city London secondary school\ud conceptualise academic success and seeks to understand the processes that might lead to the\ud increased educational attainment of Black students.\ud Findings indicate that while pupils perceive academic success to be within the grasp of all, staff\ud regard it as unquestioningly dependant on a range of factors such as gender, individual\ud characteristics, ability, social class, home environment and family background. In addition, the\ud reported display by mainly Black boys of what is defined as "Black street subculture" is\ud reconstituted as a threat to school norms and at odds with the portrayal of the academic profile.\ud Using a Bourdieuian analysis, it is argued that pupils seen to fit the academically successful\ud profile are regarded as having legitimacy within the school context and therefore encouraged to\ud succeed. Black pupils, due to their lack of "appropriate" capital, are not regarded as having\ud legitimacy and are less likely to be encouraged to succeed. Black male pupils in particular are\ud disadvantaged by their positioning by female staff as conspicuous, sexualised objects of threat.\ud It is therefore argued that academic success remains a challenge for Black (male) pupils, even\ud for those originally defined as achieving

Guiding Principles for Prioritizing Use of Emergent Technology Towards Self-Reliant Deep Space Habitats

NASA's future plans for human spaceflight call for extended operation in deep space locations such as the Moon and Mars. As these missions extend further from Earth, the use of ground-based resources becomes increasingly impractical due to communication delays, potential for occultations, and the long transit time required for resupply, particularly at locations such as the Martian surface. In order to meet the high level of Earth-independence needed for these missions, much of the essential knowledge and capabilities previously provided through ground support and human operators must be designed into onboard systems to enable increasing self-reliance. Emergent technologies, including autonomous systems, have the potential to be mission-enabling in deep space; however, as these technologies are often low-Technology Readiness Level (TRL) and lacking set values for mass, power, or volume, their net impact to the habitat design must be assessed through alternative means. This work proposes a need-based methodology for designing space habitats, in which emergent technologies are assessed based on their potential contributions towards self-reliance in deep space. Self-reliance is defined here as the ability to operate indefinitely without external support, and can be enabled through increasing levels of self-sufficiency informed by self-awareness. Self-awareness pertains to a system&rsquo;s knowledge and understanding of its components and the external environment, including prior states, previous actions, and resulting consequences, to inform decision-making. Self-sufficiency refers to the degree by which a system can enable a task to be accomplished within a specified increment of time (e.g., mission duration), crewed or uncrewed, without external intervention. These terms are defined from related terrestrial definitions. Subsequently, a methodology for characterizing the degree of self-awareness and self-sufficiency in a space habitat is outlined to provide logic and metrics for assessing the contributions of emergent technologies to overall habitat self-reliance. Although it may be tempting to leverage emergent technology such as autonomous systems wherever possible, the added complexity can also lead to new failure modes and/or schedule and budget overruns. Prioritizing those functions that are most critical to mission success and currently most reliant on Earth can help to determine where emergent technologies offer the greatest potential return on investment. To this end, trade criteria and considerations for prioritizing deep space habitat functional needs based on criticality and degree of Earth-reliance for operational capabilities are proposed as a means of comparing candidate technologies. From these established definitions and trade criteria, a process for assessing the potential benefits of emergent technology to meet a given function is proposed. Building on utility theory, the return on investment of emergent technology can be assessed through 1) identifying high-priority functions that have a high Earth-reliance in the SOA, 2) mapping candidate emergent technology to these high-priority functions, and 3) comparing each solution's capabilities and reliance on Earth-based communications and logistics using relevant figures of merit, determined by the specific technology under consideration and weighted by mission constraints. This process will highlight which emergent technologies provide the highest contributions to system self-reliance through a reduction in Earth-reliance. Finally, this process is demonstrated using two case studies. Select projects from the NASA Habitats Optimized for Missions of Exploration (HOME) Space Technology Research Institute (STRI) are assessed through semi-structured interviews with subject-matter experts. Future methods of reducing reliance on Earth-based logistics are assessed using performance of the ISS water system and a discussion of technology coupling opportunities within the constraints of deep space. These studies illustrate the application of this methodology across systems of varying maturity in order to demonstrate how functional design decisions can be made through the lens of pursuing self-reliance in deep space.</p