Bonita London

Rejection Sensitivity and the Defensive Motivational System: Insights From the Startle Response to Rejection Cues

Rejection sensitivity (RS) is the disposition to anxiously expect, readily perceive, and intensely react to rejection. This study used the startle probe paradigm to test whether the affect-based defensive motivational system is automatically activated by rejection cues in people who are high in RS. Stimuli were representational paintings depicting rejection (by Hopper) and acceptance (by Renoir), as well as nonrepresentational paintings of either negative or positive valence (by Rothko and Miro, respectively). Eyeblink startle magnitude was potentiated in people high in RS when they viewed rejection themes, compared with when they viewed nonrepresentational negative themes. Startle magnitude was not attenuated during viewing of acceptance themes in comparison with nonrepresentational positive themes. Overall, the results provide evidence that for people high in RS, rejection cues automatically activate the defensive motivational system, but acceptance cues do not automatically activate the appetitive motivational system.

Gender-based rejection sensitivity and academic self-silencing in women.

Building on prior work on rejection sensitivity, we propose a social-cognitive model of gender-based rejection sensitivity (Gender RS) to account for individual differences in how women perceive and cope with gender-based evaluative threats in competitive, historically male institutions. Study 1 develops a measure of Gender RS, defined as anxious expectations of gender-based rejection. Studies 2-5 support the central predictions of the model: Gender RS is associated with increased perceptions of gender-based threats and increased coping by self-silencing--responses that reinforce feelings of alienation and diminished motivation. Study 2 shows that Gender RS is distinct from overall sensitivity to rejection or perceiving the world through the lens of gender. Study 3 shows that Gender RS becomes activated specifically when gender-based rejection is a plausible explanation for negative outcomes. Study 4 provides experimental evidence that Gender RS predicts lower academic self-confidence, greater expectations of bias, and avoidance of opportunities for further help from a weakness-focused expert evaluator. Study 5 tests the Gender RS model in situ, using daily diaries to track womens experiences during the first weeks in a highly competitive law school. Implications for womens coping with the subtle nature of contemporary sexism are discussed as well as the importance of institution-level checks to prevent the costs of gender-based rejection.

The Role of Mental Representation in Social Development

In this article we focus on a major advance of the past few decades: the introduction of mental representation as a tool for understanding social development. We argue that despite the considerable contributions made by this approach, it is underrepresented in social developmental research, except in the area of attachment. We go on to show that mental representations (1) play a key role in the social and self-related outcomes researchers value most highly, (2) are the carriers of socialization experience and a major means through which experience affects childrens outcomes, (3) have unique implications for pinpointing important socialization practices and designing effective interventions, and (4) can link social development to other areas in psychology. We also suggest, along with other recent authors, that mental representations hold the key to understanding the important issue of continuity and change in development.

The relation of personality types to physiological, behavioural, and cognitive processes

Three personality types, labeled resilient, over‐controlled, and under‐controlled, were identified through cluster analysis of classroom observations of 63 children, and used to understand biological, cognitive, and behavioural processes that influence academic achievement and aggression. Resilient children were found to be high in trait cortisol and high in academic achievement. Under‐controlled and over‐controlled children showed the greatest change in cortisol levels under stress, low levels of academic achievement, and attributed hostility to others in ambiguous situations. Under‐controlled children also exhibited high levels of externalizing behaviour in the classroom. The findings suggest that the single processes or traits assessed in this study do not mediate the associations of personality types to academic achievement and behaviour. The implications of the findings for the personality type construct and for personality processes are discussed. Copyright

The Influences of Perceived Identity Compatibility and Social Support on Women in Nontraditional Fields During the College Transition

Research suggests the need to examine theoretically founded psychosocial factors influencing the underrepresentation of women in science, technology, engineering, and math (STEM). In a longitudinal and daily diary study during womens transition to undergraduate education, greater perceived identity compatibility and perceived social support during womens first 3 weeks of college predicted greater sense of belonging, motivation, and less insecurity in STEM disciplines. In addition, identity compatibility and support on a given day corresponded to motivation and sense of belonging on subsequent days. One semester later, cross-sectional data revealed that both factors predicted lower expectations of women dropping out of their STEM major.

Unstable Identity Compatibility How Gender Rejection Sensitivity Undermines the Success of Women in Science, Technology, Engineering, and Mathematics Fields

Although the perceived compatibility between one’s gender and science, technology, engineering, and mathematics (STEM) identities (gender-STEM compatibility) has been linked to women’s success in STEM fields, no work to date has examined how the stability of identity over time contributes to subjective and objective STEM success. In the present study, 146 undergraduate female STEM majors rated their gender-STEM compatibility weekly during their freshman spring semester. STEM women higher in gender rejection sensitivity, or gender RS, a social-cognitive measure assessing the tendency to perceive social-identity threat, experienced larger fluctuations in gender-STEM compatibility across their second semester of college. Fluctuations in compatibility predicted impaired outcomes the following school year, including lower STEM engagement and lower academic performance in STEM (but not non-STEM) classes, and significantly mediated the relationship between gender RS and STEM engagement and achievement in the 2nd year of college. The week-to-week changes in gender-STEM compatibility occurred in response to negative academic (but not social) experiences.

Essentialist beliefs: Understanding contact with and attitudes towards lesbian and gay individuals.

Sexual prejudice remains a widespread problem worldwide. Past research demonstrates that cross-orientation contact (contact between heterosexuals and lesbian/gay individuals) reduces sexual prejudice among heterosexuals, especially when contact is high quality. This study extends the literature on the relationship between cross-orientation contact and sexual prejudice and the mediation of this relationship by intergroup anxiety by examining the role of a key ideology - essentialist beliefs about homosexuality (immutability, universality, and discreteness beliefs). Findings indicate that the mediation of the relationship between cross-orientation contact and sexual prejudice by intergroup anxiety differs by level of essentialist beliefs. Additionally, the relationship between cross-orientation contact and sexual prejudice appears to be mediated by essentialist beliefs as well as intergroup anxiety. These results suggest that individuals who endorse essentialist beliefs commonly associated with increased bias (high discreteness and low immutability and universality beliefs) may benefit the most from cross-orientation contact and resultant decreases in intergroup anxiety. Further, decreasing essentialist beliefs generally associated with increased bias may be a mechanism through which cross-orientation contact reduces sexual prejudice. Implications and future directions are discussed.

Development and Initial Validation of the Sexual Minority Women Rejection Sensitivity Scale

The goals of the current studies were to develop a measure of sexual orientation rejection sensitivity (RS) for sexual minority women (SMW) and to examine its preliminary reliability and validity. In Study 1a, data from 150 SMW were used to develop scenarios for the SMW Rejection Sensitivity Scale (SMW-RSS). In Study 1b, data from a second sample of 128 SMW were used to streamline the SMW-RSS and test its factor structure. In Study 2, data from a third sample of 300 SMW were used to test the convergent and discriminant validity of the SMW-RSS. The SMW-RSS demonstrated strong convergent validity, correlating with the indices of minority stress (discrimination, sexual identity acceptance concerns, difficulty developing a positive sexual identity, internalized negativity, and concealment motivation) and internalizing psychopathology (anxiety and depression symptoms). The measure also demonstrated strong discriminant validity, predicting psychosocial outcomes above and beyond existing measures of RS. Findings demonstrate the utility of the SMW-RSS to assess concerns and expectations of sexual orientation rejection among women and underscore the importance of examining the unique concerns about rejection that SMW experience. Additional online materials for this article are available to PWQ subscribers on PWQ’s website at http://pwq.sagepub.com/supplemental

Are Outness and Community Involvement Risk or Protective Factors for Alcohol and Drug Abuse Among Sexual Minority Women

Sexual minority women (SMW) are at increased risk for substance abuse compared to heterosexual women. Two psychosocial factors that have been implicated in SMW’s substance abuse are outness and LGBT community involvement, but findings have been mixed as to whether these are risk or protective factors. One possible explanation is that they may have different consequences for subgroups of SMW (lesbians, bisexual women, and queer women). While being open about one’s sexual orientation and involved in the community may be protective for lesbians, discrimination against bisexual women may lead these same factors to contribute to substance abuse for bisexual women. It is unclear how these associations will operate for queer women, given limited research on this subpopulation. The current study examined whether sexual identity moderated the associations between outness and community involvement with alcohol and drug abuse. We also examined whether perceived discrimination would help explain why these associations may be different for subgroups of SMW. A sample of 288 self-identified SMW (113 lesbians, 106 bisexual women, and 69 queer women) completed an online survey. Higher outness was associated with higher alcohol and drug abuse for bisexual women, but not for lesbians or queer women. Similarly, higher community involvement was associated with higher drug abuse for bisexual women, but not for lesbians or queer women. Among bisexual women, the association between community involvement and drug abuse was mediated by perceived discrimination. Further, the association between outness and drug abuse was mediated by both community involvement and perceived discrimination. Findings demonstrate that outness and community involvement function as risk factors for substance abuse for bisexual women, in part due to their associations with discrimination.

Psychosocial Pathways to STEM Engagement among Graduate Students in the Life Sciences

Perceived support from one’s advisor may promote science, technology, engineering, and mathematics (STEM) engagement among women by predicting greater gender–STEM identity compatibility for women, which predicts higher perceived STEM importance, which in turn predicts a higher sense of belonging and increased STEM self-efficacy. The implications of this work for educational policy are described.