When Empathy Backfires: How (Not) to Engender Warmth and Respect for Minorities

The popular expression “walk in another person’s shoes before you judge them” implies that we must take the perspective of others to fully understand their emotions and experiences. Prejudice-reduction interventions have harnessed people’s abilities to empathize with others to reduce stereotyping and improve attitudes towards outgroup members, effectively creating feelings of warmth towards people who face negative stereotypes. I present evidence, however, suggesting that inducing empathy with perspective-taking can backfire by undermining perceptions of competence. Perspective-taking that focuses solely on the disadvantages of a Black individual leads majority group members (White individuals) to report pity and decreased respect for the minority target (Studies 1-3). These feelings are reflected in Whites’ behaviour, such as asking fewer questions during a job interview that would allow the Black individual to fully demonstrate his abilities and competence (Study 3), which might very well undermine actual success. This research investigates methods for reducing prejudice in majority group members that increase respect for members of negatively stereotyped groups—without the hidden cost of increasing pity—by creating identity safe environments in which individuals are treated with both warmth and respect

Girls Are Good At STEM: Opening Minds And Providing Evidence Reduce Boys\u27 Stereotyping Of Girls\u27 STEM Ability

Girls and women face persistent negative stereotyping within STEM (science, technology, engineering, mathematics). This field intervention was designed to improve boys\u27 perceptions of girls\u27 STEM ability. Boys (N = 667; mostly White and East Asian) aged 9-15 years in Canadian STEM summer camps (2017-2019) had an intervention or control conversation with trained camp staff. The intervention was a multi-stage persuasive appeal: a values affirmation, an illustration of girls\u27 ability in STEM, a personalized anecdote, and reflection. Control participants discussed general camp experiences. Boys who received the intervention (vs. control) had more positive perceptions of girls\u27 STEM ability, d = 0.23, an effect stronger among younger boys. These findings highlight the importance of engaging elementary-school-aged boys to make STEM climates more inclusive

Kawasaki syndrome: an intriguing disease with numerous unsolved dilemmas

More than 40 years have passed since Kawasaki syndrome (KS) was first described. Yet KS still remains an enigmatic illness which damages the coronary arteries in a quarter of untreated patients and is the most common cause of childhood-acquired heart disease in developed countries. Many gaps exist in our knowledge of the etiology and pathogenesis of KS, making improvements in therapy difficult. In addition, many KS features and issues still demand further efforts to achieve a much better understanding of the disease. Some of these problem areas include coronary artery injuries in children not fulfilling the classic diagnostic criteria, genetic predisposition to KS, unpredictable ineffectiveness of current therapy in some cases, vascular dysfunction in patients not showing echocardiographic evidence of coronary artery abnormalities in the acute phase of KS, and risk of potential premature atherosclerosis. Also, the lack of specific laboratory tests for early identification of the atypical and incomplete cases, especially in infants, is one of the main obstacles to beginning treatment early and thereby decreasing the incidence of cardiovascular involvement. Transthoracic echocardiography remains the gold-standard for evaluation of coronary arteries in the acute phase and follow-up. In KS patients with severe vascular complications, more costly and potentially invasive investigations such as coronary CT angiography and MRI may be necessary. As children with KS with or without heart involvement become adolescents and adults, the recognition and treatment of the potential long term sequelae become crucial, requiring that rheumatologists, infectious disease specialists, and cardiologists cooperate to develop specific guidelines for a proper evaluation and management of these patients. More education is needed for physicians and other professionals about how to recognize the long-term impact of systemic problems related to KS

Extreme costs of mating for male two-spot ladybird beetles

Male costs of mating are now thought to be widespread. The two-spot ladybird beetle (Adalia bipunctata) has been the focus of many studies of mating and sexual selection, yet the costs of mating for males are unknown. The mating system of A. bipunctata involves a spermatophore nuptial gift ingested by females after copulation. In this study, we investigate the cost to males of mating and of transferring spermatophores in terms of lifespan, ejaculate production and depletion of nutritional reserves. We found that males faced a strong trade-off between mating and survival, with males that were randomly assigned to mate a single time experiencing a 53% reduction in post-mating lifespan compared to non-mating males. This is among the most severe survival costs of a single mating yet reported. However, spermatophore transfer did not impact male survival. Instead, the costs associated with spermatophores appeared as a reduced ability to transfer spermatophores in successive matings. Furthermore, males ingested more food following spermatophore transfer than after matings without spermatophores, suggesting that spermatophore transfer depletes male nutritional reserves. This is to our knowledge the first report of an effect of variation in copulatory behaviour on male foraging behaviour. Overall, our study highlights the advantages of assessing mating costs using multiple currencies, and suggests that male A. bipunctata should exhibit mate choice

Beliefs or Intentionality? Instructor Approaches to ePortfolio Pedagogy

We provide evidence to substantiate the learning potential of eportfolios by focusing on instructor variables that influence eportfolio learning experiences. We conducted a mixed-methods study of over 800 students across 30 courses. Using survey, interview, and focus group data, we argue that instructors’ approaches to eportfolio activities play a critical but underappreciated role in whether the eportfolio will be a valued student learning experience. By adapting categorizations of deep, surface, and strategic learning, we argue that an instructor’s approach to eportfolios can be classified in a similar manner. We analyze how the instructor adheres to eportfolio best practices, and how the instructor manages student expectations and relays the importance of the eportfolio. As a result, we propose that instructors too can adopt a deep, surface, or strategic approach to eportfolios. Our data show that students generally benefit most when instructors adopt a deep, intentional approach to eportfolios, such as having a long-term investment in the course (e.g., teaching it more than one time), taking a hands-on approach with the administration of the eportfolio, and collaboratively designing the eportfolio activity. Nous présentons des preuves afin de justifier le potentiel d’apprentissage des ePortfolios en nous concentrant sur les variables des instructeurs qui influencent les expériences d’apprentissage présentées par les ePortfolios. Nous avons mené une étude à méthodologie mixte auprès de plus de 800 étudiants dans 30 cours différents. Nous avons recueilli des données suite à des sondages, des entrevues et des groupes de discussion et nous en avons déduit que les activités préparées pour les ePortfolios par les instructeurs jouent un rôle primordial mais toutefois non apprécié à sa juste valeur pour déterminer si le ePortfolio va être une expérience d’apprentissage enrichissante. En adaptant des catégorisations d’apprentissage profond, de surface et stratégique, nous pensons que l’approche d’un instructeur vis-à-vis du ePortfolio peut être classifiée de la même manière. Nous analysons la manière dont l’instructeur adhère aux meilleures pratiques du ePortfolio ainsi que la manière dont l’instructeur gère les attentes des étudiants et transmet l’importance du ePortfolio. En conséquence, nous proposons que les instructeurs eux aussi peuvent adopter une approche profonde, en surface et stratégique vis-à-vis des ePortfolios. Nos données indiquent qu’en général, les étudiants bénéficient le plus quand les instructeurs adoptent une approche profonde et intentionnelle vis-à-vis des ePortfolios, comme par exemple le fait de consacrer un investissement à long-terme dans le cours (par exemple, le fait de l’enseigner davantage qu’une seule fois), d’adopter une approche pratique vis-à-vis de l’administration du ePortfolio, et en assurant la conception en collaboration des activités du ePortfolio

Male post-mating survival and lifespan.

<p>Survival curves for males after not mating (blue line) or a single mating in which spermatophore males transferred a spermatophore (red line) or did not (black line). Shaded regions indicate 95% confidence intervals. The inset shows quantile box plots for post mating lifespan in the three groups.</p

The post-mating lifespan of male ladybirds assigned to a single mating or no mating, in which mated males did or did not transfer a spermatophore.

1<p>Bootstrapped 95% confidence intervals.</p>2<p>Results from a proportional hazards survival analysis.</p