Search results

Two studies in the context of English‐French relations in Québec suggest that individuals who strongly identify with a group derive the individual‐level costs and benefits that drive expectancy‐value processes (rational decision‐making) from group‐level costs and benefits. In Study 1, high identifiers linked group‐ and individual‐level outcomes of conflict choices whereas low identifiers did not. Group‐level expectancy‐value processes, in Study 2, mediated the relationship between social identity and perceptions that collective action benefits the individual actor and between social identity and intentions to act. These findings suggest the rational underpinnings of identity‐driven political behavior, a relationship sometimes obscured in intergroup theory that focuses on cognitive processes of self‐stereotyping. But the results also challenge the view that individuals' cost‐benefit analyses are independent of identity processes. The findings suggest the importance of modeling the relationship of group and individual levels of expectancy‐value processes as both hierarchical and contingent on social identity processes.

Surveys a police department in a medium‐sized Canadian city to investigate ethnocentrism and role orientation, in particular the officer’s role as crime fighter rather than service provider. Finds that respondents view crime fighting to be more socially significant and personally satisfying than other activities and that they perceived this as having the highest degree of public support. Notes that an adherence by officers to the crime fighting role may tend to keep officers alienated from the community, thus causing increasing role conflict as North America embraces more fully the service delivery model.

The decline in attendance at historically Black colleges and universities and their existence is as much about the theoretical frameworks of social knowledge that exist within a putative post-racial society as it is about the systemic destabilization of educational institutions that produce a critical mass of Black and Brown professional through, inter alia, neoliberal narratives of individualism. What impact does framing have on erroneous beliefs about the efficacy of HBCUs? In the context of America's historical and current sociopolitical environment, HBCUs are more than educative spaces for Black students. HBCUs are places where the transformative practices of rhetorical criticism and collective action can uproot attitudes and theories that lead Blacks students to believe the marginalized outcomes they experience are their own fault over systemic racial discrimination.

This paper outlines 4 assumptions behind attempts to explain the sequential organization of communication behavior during conflict. These assumptions were supported by an analysis of behavioral sequences coded from 9 hostage negotiations and 20 divorce mediations. Analyses showed that negotiators use only a small proportion of available responses to other party's behavior, and that this proportion rapidly decreases as sequence length increases. Critical to this channeling in behavior was the triple‐interact (i.e., cue‐response‐cue‐response), which represents the maximum sequence length required to enable accurate prediction of negotiators' future behavior. More detailed analysis showed that the triple‐interact reduced uncertainty in behavior by over 70%, which compares to less than 1% from knowledge of negotiation context and approximately 10% from knowledge of individual differences.

This is a troubled age for democracy, but the nature of that trouble and why it is a problem for democracy is an open question, not easy to answer. Widespread wishing for responsible leaders who respect democratic norms and pursue policies to benefit people and protect the vulnerable don’t help much. The issue goes well beyond library contexts, but it is important that those in libraries think through our role in democracy as well. Micro-targeting library-centric problems won’t be effective and don’t address the key issue of this volume. The author can only address the future if we recover an understanding of the present by building up an understanding of actually-existing democracy: (1) the scope must be narrowed to accomplish the task; (2) the characteristics of the retreat from democracy should be established; (3) core working assumptions and values – what libraries are about in this context – must be established; (4) actually-existing democracy should then be characterized; (5) the role of libraries in actually-existing democracy is then explored; (6) the source and character of the threat that is driving the retreat from democracy and cutting away at the core of library assumptions and values is analyzed; (7) the chapter concludes by forming a basis of supporting libraries by unpacking their contribution to building and rebuilding democratic culture: libraries are simultaneously less and more important than is understood.

This thirty-second volume in the REA series represents a joint effort between two former students of Norbert Dannhaeuser, who edited REA together with his colleague Cynthia Werner from 2001 to 2005, and who served as the chair of both Donald's and Ty's M.A. thesis committees at Texas A&M University. Norbert also was chair of Ty's Ph.D. committee. Donald was just settling on Japan as his geographic focus in anthropology around 1993, and although this was not Norbert's specialty he was very familiar with the canon of postwar Japanese village studies. Introducing Donald to this body of work had a tremendous influence on his academic development and his future path. Prior to this more intensive and focused guidance, however, it was taking Norbert's core Anthropological Theory (ANTH 410) course at Texas A&M in the autumn term of 1992 – exactly 20 years ago – that convinced Donald to commit himself to a career in anthropology in the first place. Similarly, Ty's career development as an anthropologist owes a considerable debt to Norbert. The knowledge acquired from him both in the field (the Philippines) and classroom (Texas A&M University) has proven indispensable in influencing Ty's geographical and topical focus. Both of us would like to take this opportunity to thank Norbert for all of his guidance and encouragement. We humbly dedicate this volume of REA to him in honor of all of his contributions to the field of anthropology, and also out of gratitude for his support when we were just starting out.

With the call for educational policies focusing on more accountability and high stakes testing, educational legislations are putting the overall development of the preschool child at risk. Children spend much of their day preparing for standardized tests and skills such as self-regulation are not supported in early elementary grades. Research demonstrates that students who enter kindergarten without self-regulatory skills are at greater risk for difficulties such as peer rejection and low levels of academic achievement.

This chapter explores the association between self-regulation specifically, cognitive, impulse control, ethnicity, and academic achievement in preschool Dual Language Learners (DLL). Results revealed that cognitive control and academics vastly differs in Hispanic/Latino and African American preschool students. Implications for practice and policy are further discussed.