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Bilingual education is thought to be one of the principal means of simultaneously revitalizing threatened language and preparing students for success in mainstream society. However, little research has examined, in a comprehensive and longitudinal fashion, bilingual programs in Aboriginal contexts. Hierarchical linear modeling was used to conduct a longitudinal analysis of the language skills of 110 Inuit students participating in an Inuktitut-English/French program in a remote Arctic community. Students' skills in English or French improved from Grades 4-6, after a switch to second language instruction; whereas, their skills in Inuktitut showed no significant improvement across these grades. Baseline heritage language skills in Grade 3 were found to be predictive of later success in both the heritage and mainstream languages, providing evidence for cross-language transfer and pointing to the pivotal importance of heritage language instruction for Aboriginal students. (Contains 3 notes, 5 tables, and 3 figures.)

In three experiments, we tested whether LGBTQ+ individuals experience greater psychological well-being when they feel other groups support (versus restrict) their community's collective autonomy to express its social identity. LGBTQ+ individuals recruited from a Canadian city (Experiment 1a, N=114), and nationally from the United States (Experiment 1b, N=370), retrospectively recalled feeling more personal autonomous need satisfaction, and in turn, greater psychological well-being during a time in their community's history when they felt their collective autonomy was supported (versus restricted). In Experiment 2 (N=396), US participants reported greater personal autonomous need satisfaction and psychological well-being after reflecting on how their community presently had versus lacked collective autonomy. Effects remained robust controlling for anti-LGBTQ+ discrimination, personal autonomy support, and openness about one's gender/sexuality identity. [ABSTRACT FROM AUTHOR]

Abstract: Across four studies, we applied the cognitive model of anxiety to explicate the appraisals that elicit collective angst (i.e., concern for the in‐group's future vitality). In Study 1a, consistent with the model, Québécois experienced collective angst when they appraised the following: (1) a threat as likely to harm their group, (2) a threat as severely harming their group, and (3) Québécois as not having efficacy to protect their group. In Study 1b, results were replicated in the context of the realistic threat that Islamic extremists pose to Christian‐Lebanese. In Studies 2a and 2b, we manipulated the three appraisals and found a similar pattern of results in the context of a potential terrorist attack on American soil by Islamic extremists. Importantly, collective angst mediated the threat appraisal effect on (non‐Muslim) Americans' prejudice towards Muslims. The utility of the appraisal model for regulating collective angst (and thus its consequences) is discussed. [ABSTRACT FROM AUTHOR]

Not all social groups survive the passage of time. Groups once in existence are now but memories of the past. If history is any indication, other social groups are likely to experience a similar fate and join the list of groups that once were. The concern that one's group might one day join such a list is the focus of this paper. Specifically, we examine the social psychology of collective angst - a group-based emotion that stems from concern for the future vitality of one's social group. We begin by discussing the anatomy of collective angst and how it differs from other collective emotions. We then outline factors that foster collective angst. Importantly, we provide a novel theoretical framework outlining both constructive and destructive means by which members may defend against a future that does not include their group. For example, we examine collective angst as a facilitator of, among other things, ingroup cohesion and outgroup aggression. Finally, we discuss how collective angst has manifested on the world stage as well as implications for relations within and between groups. [ABSTRACT FROM AUTHOR]