Racial Socialization in the United States.

Our review, situated within the context of the United States, explores how societal forces shape youths' racial socialization processes. Specifically, we explore how youths learn beliefs about race through interactions with their environment, how these processes affect youths' engagement with race in multiple contexts, and how they contribute to the perpetuation and dismantling of racial inequality. First, we discuss key psychological theories that inform our understanding of racial socialization.

An identity-based learning community intervention enhances the lived experience and success of first-generation college students in the biological sciences.

Working-class first-generation (FG) college students are underrepresented in higher education and STEM. Using a longitudinal quasi-experiment, we tested the impacts of a living learning community (LLC) in the biological sciences on FG students in their first year of college (Semester 1: N = 243; Semester 2: N = 199), across three cohorts (2018-2019, 2019-2020 and 2020-2021). Participation in the LLC enhanced FG students' belonging, confidence, motivation, grades, knowledge of the social relevance of biology, and reduced STEM anxiety compared to a control group of FG students not in an LLC.

White parents' racial socialization during a guided discussion predicts declines in white children's pro-white biases.

Although parent-child conversations about race are recommended to curb White U.S. children's racial biases, little work has tested their influence.

Female peer mentors early in college have lasting positive impacts on female engineering students that persist beyond graduation.

Expanding the talent pipeline of students from underrepresented backgrounds in STEM has been a priority in the United States for decades. However, potential solutions to increase the number of such students in STEM academic pathways, measured using longitudinal randomized controlled trials in real-world contexts, have been limited. Here, we expand on an earlier investigation that reported results from a longitudinal field experiment in which undergraduate female students (N = 150) interested in engineering at college entry were randomly assigned a female peer mentor in engineering, a male peer mentor in engineering, or not assigned a mentor for their first year of college.

"Will talking about race make my child racist?" dispelling myths to encourage honest white U.S. parent-child conversations about race and racism.

Racism continues to permeate the United States' society, today. Though many White parents in the U.S.

Psychology Doctoral Program Experiences and Student Well-Being, Mental Health, and Optimism During the COVID-19 Pandemic.

In a sample of 916 doctoral students from 144 universities across the United States, we examined psychology graduate students' experiences in their programs, as well as their mental health, well-being, and optimism during the onset of the COVID-19 pandemic. In a path model, we found that students' psychological experiences in their programs (i.e.

The influence of male faces on stereotype activation among women in STEM: An ERP investigation.

Members of stereotyped groups are vigilant to situational cues signaling threats to their social identity. In one psychophysiological experiment, we examined whether mere exposure to a watching male face would increase attentional vigilance among female STEM students due to the activation of math-gender stereotypes. Male and female students performed an alleged math intelligence task while being primed with male faces or control images.

Individual differences in sadness coherence: Associations with dispositional affect and age.

The current laboratory-based study examined individual differences in sadness coherence (i.e., coherence between objectively coded sad facial expressions and heart rate in response to a sad film clip) and associations with dispositional affect (i.

Nonaccidental trauma and peripheral retinal nonperfusion.

Purpose: To present fluorescein angiographic findings demonstrating retinal vascular alterations in children subjected to nonaccidental trauma (NAT).

Design: Retrospective non-comparative consecutive case series.

Participants: Ten eyes of 5 children with the diagnosis of NAT seen at William Beaumont Hospital between August 2007 and December 2008.

Results and repeatability of retinal thickness measurements from certification submissions.

Objectives: To present the results for subgroups defined by center point (CP) measurement and to assess the repeatability of the Fast Retinal Thickness Map analysis results from the Stratus OCT3 machine.

Methods: Two hundred eighty-one replicate OCT3 scans from 134 operators' certification submissions to a reading center were analyzed, including scans from eyes that were reported to be normal and eyes with exudative age-related macular degeneration and with macular edema due to diabetic retinopathy or retinal vascular occlusion.

Results: The mean (SD) of the CP was 284 (150) microm and the center subfield (CC) was 301 (130) microm.