Bettina J. Casad

Let's Talk About Sex: How Comfortable Discussions About Sex Impact Teen Sexual Behavior

A secondary analysis of data from 1,039 Latino adolescents who participated in a study of a sex education program was conducted to examine the impact of comfortable communication about sex on intended and actual sexual behavior. Results indicate that Latino adolescents have a broad communicative network, including friends, dating partners, and extended family members, with whom they talk about sex. Regression analyses suggest comfortable sexual communication is predictive of less likelihood of being sexually active, older at first intercourse, and increased intentions to delay intercourse.

Discrimination and the Stress Response: Psychological and Physiological Consequences of Anticipating Prejudice in Interethnic Interactions

OBJECTIVES We sought to demonstrate that individuals who anticipate interacting with a prejudiced cross-race/ethnicity partner show an exacerbated stress response, as measured through both self-report and hemodynamic and vascular responses, compared with individuals anticipating interacting with a nonprejudiced cross-race/ethnicity partner. METHODS Through a questionnaire exchange with a White interaction partner (a confederate) Latina participants learned that their partner had racial/ethnic biased or egalitarian attitudes. Latina participants reported their cognitive and emotional states, and cardiovascular responses were measured while participants prepared and delivered a speech to the White confederate. RESULTS Participants who believed that their interaction partner held prejudiced attitudes reported greater concern and more threat emotions before the interaction, and more stress after the interaction, and showed greater cardiovascular response than did participants who believed that their partner had egalitarian attitudes. CONCLUSIONS This study shows that merely anticipating prejudice leads to both psychological and cardiovascular stress responses. These results are consistent with the conceptualization of anticipated discrimination as a stressor and suggest that vigilance for prejudice may be a contributing factor to racial/ethnic health disparities in the United States.

Addressing Stereotype Threat is Critical to Diversity and Inclusion in Organizational Psychology

Recently researchers have debated the relevance of stereotype threat to the workplace. Critics have argued that stereotype threat is not relevant in high stakes testing such as in personnel selection. We and others argue that stereotype threat is highly relevant in personnel selection, but our review focused on underexplored areas including effects of stereotype threat beyond test performance and the application of brief, low-cost interventions in the workplace. Relevant to the workplace, stereotype threat can reduce domain identification, job engagement, career aspirations, and receptivity to feedback. Stereotype threat has consequences in other relevant domains including leadership, entrepreneurship, negotiations, and competitiveness. Several institutional and individual level intervention strategies that have been field-tested and are easy to implement show promise for practitioners including: addressing environmental cues, valuing diversity, wise feedback, organizational mindsets, reattribution training, reframing the task, values-affirmation, utility-value, belonging, communal goal affordances, interdependent worldviews, and teaching about stereotype threat. This review integrates criticisms and evidence into one accessible source for practitioners and provides recommendations for implementing effective, low-cost interventions in the workplace.

The Real Versus the Ideal Predicting Relationship Satisfaction and Well-Being From Endorsement of Marriage Myths and Benevolent Sexism

Marriage is a rite of passage in U.S. culture influenced by fairy-tale expectations presented in the media and perpetuated through gender role socialization. Our study tested endorsement of marriage myths and benevolent sexism as predictors of engaged heterosexual college women’s premarital relationship outcomes and psychological well-being. Women in heterosexual relationships (N = 99) completed an online questionnaire 6–12 months before their wedding. Results indicated endorsement of marriage myths predicted positive experiences, whereas benevolent sexism predicted negative experiences. However, several interactions indicated that women who rejected marriage myths but endorsed benevolent sexism showed more negative patterns including lower relationship satisfaction and confidence, lower educational expectations, and higher depression. Results are interpreted using self-discrepancy theory such that when actual and ideal experiences are congruent, higher relationship satisfaction and more positive well-being results, whereas discrepant actual–ideal experiences predict dissatisfaction and more negative well-being. These results have implications for counseling couples on holding realistic expectations for their romantic partners. Marriage counselors can advise couples about the potential negative consequences of endorsing benevolent sexism. Exposure of common myths or unrealistic expectations about one’s partner and relationship may decrease the real–ideal discrepancy and increase marital satisfaction, thus increasing the likelihood of relationship longevity.

Using the Implicit Association Test as an Unconsciousness Raising Tool in Psychology

People are reluctant to admit they harbor implicit biases. Students (N = 68) from four social psychology courses completed an assignment designed to raise awareness about implicit biases. After completing an Implicit Association Test (IAT), students answered six essay questions, read two articles on the IAT, and answered five additional essay questions. Before the readings, students showed uncertainty about the IAT’s ability to measure their implicit attitudes. The main reason students gave in support of or against the IAT’s validity was the congruency between their implicit and explicit attitudes. After the readings, more students agreed that the IAT measured prejudice. This assignment was a useful tool in raising students’ awareness about their unconscious biases and teaching them about implicit attitudes.

Wise psychological interventions to improve gender and racial equality in STEM

Women and racial minorities are underrepresented in science, technology, engineering, and math (STEM) fields. This review describes six “wise” psychological interventions that can improve gender and race equality in STEM education by addressing psychological processes that inhibit achievement. The interventions are brief, low cost, and effective because they target specific psychological processes that cause disinterest, disengagement, and poor performance in STEM education. Interventions promoting a growth mindset address needs for competence and confidence. Communal goal interventions portray STEM as fulfilling communal values. Utility-value interventions highlight the usefulness and value of STEM education in students’ lives and careers. Values-affirmation interventions can buffer negative effects of social identity threat by reaffirming one’s personal values. Belonging interventions can bolster sense of belonging and identity in STEM by fostering a personal connection with the STEM community. Role models can instill a sense of belonging and identity compatibility in underrepresented groups in STEM. Educators, researchers, and policy makers can promote STEM education and careers by advocating for wise psychological interventions.

The Benefits of Attending the Annual Biomedical Research Conference for Minority Students (ABRCMS): The Role of Research Confidence

Students who attended Annual Biomedical Research Conference for Minority Students (ABRCMS) reported many benefits, including greater research self-efficacy, research confidence, sense of belonging in science, and intentions to pursue a research degree in graduate school. Increase in research confidence predicts graduate school plans and intentions for a research career in science.

Heart Rate Variability Moderates Challenge and Threat Reactivity to Sexism Among Women in STEM

Using a biopsychosocial model of challenge and threat, we tested resting heart rate variability (HRV) as a moderator of physiological reactivity after experiencing sexism. Women science, technology, engineering, and mathematics (STEM) majors participated in a mock interview in which the male interviewer made a sexist or neutral comment. Resting HRV moderated physiological stress reactivity among women in the sexism condition, but not control, indicating lower resting HRV predicted greater physiological threat than challenge and higher resting HRV predicted greater physiological challenge than threat during the interview. These findings support the emotion regulation properties of HRV as applied to a biopsychosocial model of challenge and threat. Higher resting HRV may be adaptive for women experiencing sexism in male-dominated contexts like STEM.

Stereotype Threat Among Girls: Differences by Gender Identity and Math Education Context

Effects of stereotype threat on math performance have been well-documented among college women; however, the prevalence among adolescent girls is less well-known. Further, the moderating role of gender identity and effects of stereotype threat on high achieving girls in math is unknown. This study tested the effects of a stereotype threat condition (vs. control group) among middle school girls in standard and honors math classes and examined gender identity as a moderator. Students (N = 498) completed pre- and post-questionnaires and a math test as part of a stereotype threat experiment. Gender identity moderated effects of stereotype threat on math discounting, disengagement, attitudes, and performance, but whether gender identity was a protective or risk factor differed by math education context (honors math and standard math classes). Gender identity was protective for girls in honors math for attitudes, discounting, and disengagement but was a risk factor for math performance. Gender identity was a risk factor for disengagement and math attitudes among girls in standard math classes, but was a buffer for math performance. Results suggest the need to examine protective and risk properties of gender identity importance for adolescent girls and the need to examine stereotype threat within educational contexts. Stereotype threat can be reduced through interventions; thus, educators and practitioners can collaborate with social scientists to implement widespread interventions in K–12 schools. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684317711412. Online slides for instructors who want to use this article for teaching are available on PWQs website at http://journals.sagepub.com/page/pwq/suppl/index