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Objective: Across a correlational cross-sectional and experimental study, we investigate how contextual variables, such as majority group perceptions, interact with individual variables, such as the relationship between ethnic and national identity, to ultimately influence intergroup relations between bicultural individuals and White Americans. Method: Across 2 studies (Study 1, n = 187; Study 2, n = 176), bicultural participants completed a battery of surveys measuring bicultural identity integration, impressions of majority group attitudes, and behavioral intentions targeted at majority group members. Additionally, majority group attitudes were experimentally manipulated in Study 2. Results: Individuals with integrated bicultural identities were more likely to approach and less likely to avoid majority members. Although perceptions of negative majority group attitudes are typically associated with negative intergroup relations, individuals with greater harmony (Study 1) and blendedness (Study 2) between their ethnic and national identities were buffered from these adverse effects. Conclusions: These findings highlight the importance of both individual and contextual factors in intergroup relations. The distinct effects of blendedness and harmony across self-report and experimental studies have theoretical and practical implications for our understanding of bicultural identity integration. Finally, implications for encouraging more positive intercultural relationships between majority and minority group members will be discussed. [ABSTRACT FROM AUTHOR]

Abstract Students were taught to use statistical reasoning to critically evaluate the pseudoscience of astrology. A pretest and posttest were given before and after a 20-minute lesson that empirically demonstrated the inaccuracy of three entertaining astrological predictions and, in doing so, taught skills in quantitative literacy. On the pretest, 33% of the 233 undergraduates enrolled in introductory or intermediate psychology courses believed that astrology is “not at all scientific.” Following the short lesson debunking astrology, that percentage increased to 84%. The data for testing astrological predictions came from the General Social Survey, which can be freely and easily used to teach quantitative skills or pursue further research on discrediting astrology. Students found the lesson debunking astrology interesting and worthwhile. [ABSTRACT FROM AUTHOR]