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Lewis (this issue) reflects on the achievement of social equality as the ideal goal within diverse and culturally plural societies, focusing on the U.S., specifically. Lewis argues that, because ma...

Self-affirmation interventions have been shown to mitigate the negative psychological effects of stereotype threat on Black students in secondary and undergraduate education. However, there is currently limited research testing whether Black students in medical schools may also experience the negative influences of stereotype threat. Until now, it has been unclear whether Black (vs. White) students experience a lower sense of belonging in medical school and whether they can benefit from self-affirmation interventions during medical training. With a longitudinal field experiment, we tested (a) whether Black (vs. White) medical students in the US experience decrements in psychological well-being (i.e., fatigue, depression, anxiety), sense of belonging, perceived residency competitiveness, and residency goal stability; and (b) the extent to which a self-affirmation intervention would ameliorate any observed disparities in these outcomes for Black students. With a sample of 234 Black and 182 White medical students across 50 schools in the US, we found that Black students tended to report more fatigue and less belonging than White students; however, the self-affirmation intervention did not significantly influence students' fatigue, depression, anxiety, or belonging. Unexpectedly, Black students in the self-affirmation (vs. control) condition reported lower perceived competitiveness for residency. White students' perceived competitiveness for residency was unaffected by the intervention. Exploratory analyses revealed that Black (vs. White) students were less likely to indicate stable residency goals over time, which may be an indication of threat; however, this racial gap was eliminated with the intervention. We discuss the plausible reasons for these findings and provide recommendations for future work in this area.

Risk-taking is sometimes admired and sometimes disparaged. In this research, we examine previously unexplored questions concerning how membership in social groups is related to expectations and perceptions of risk-taking. We propose that prototypes of risk-takers incorporate racial associations. We conducted five studies (NTotal = 1,603, predominantly White residents of the United States) examining whether prototypes of risk-takers-primarily reckless and responsible ones-activate racial stereotypes and discrimination. We first focused on whether participants perceive Black (vs. White) men as more likely to engage in risk-taking, broadly construed (Study 1). Next, we tested whether the trait attributions (Studies 2 and 3) and mental images constructed with the reverse correlation task (Study 3) of reckless risk-takers are more stereotypically Black (and less White) than responsible risk-takers. In Study 4, we employed an investment game to investigate participants' willingness to trust targets we depicted using the racialized mental images of reckless and responsible risk-takers derived from Study 3. A final study examined whether thinking about reckless risk-takers evokes Black stereotypes broadly, including even positive stereotype content. Findings confirmed that reckless risk-takers were imagined as more phenotypically Black and as having more stereotypically Black traits (both positive and negative), compared with responsible risk-takers. Theoretical and practical implications for this novel stereotype content in the domain of risk are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Self-affirmation interventions have been shown to mitigate the negative psychological effects of stereotype threat on Black students in secondary and undergraduate education. However, there is currently limited research testing whether Black students in medical schools may also experience the negative influences of stereotype threat. Until now, it has been unclear whether Black (vs. White) students experience a lower sense of belonging in medical school and whether they can benefit from self-affirmation interventions during medical training. With a longitudinal field experiment, we tested (a) whether Black (vs. White) medical students in the US experience decrements in psychological well-being (i.e., fatigue, depression, anxiety), sense of belonging, perceived residency competitiveness, and residency goal stability; and (b) the extent to which a self-affirmation intervention would ameliorate any observed disparities in these outcomes for Black students. With a sample of 234 Black and 182 White medical students across 50 schools in the US, we found that Black students tended to report more fatigue and less belonging than White students; however, the self-affirmation intervention did not significantly influence students’ fatigue, depression, anxiety, or belonging. Unexpectedly, Black students in the self-affirmation (vs. control) condition reported lower perceived competitiveness for residency. White students’ perceived competitiveness for residency was unaffected by the intervention. Exploratory analyses revealed that Black (vs. White) students were less likely to indicate stable residency goals over time, which may be an indication of threat; however, this racial gap was eliminated with the intervention. We discuss the plausible reasons for these findings and provide recommendations for future work in this area.

In the face of evidence that someone is socially biased or prejudiced, we examined how people react to those who deny or admit having such flaws. We proposed the novel hypothesis that people’s perceptions and evaluations of individuals who deny or admit their social biases may be ambivalent. As such, we hypothesized that when a denier and an admitter of social bias would be considered together, people would react to the denier more negatively than to the admitter. However, when a denier and an admitter would be considered independently, we predicted the individual’s self-report about whether or not they were biased would be accommodated, such that the denier would be perceived as less prejudiced than the admitter. In eight studies (N= 3,933), we tested this hypothesis for both gender and racial biases, across participant gender and race, and with multiple indicators of bias (i.e., an implicit bias test; subtle and blatant hiring discrimination). Findings across studies provided robust support for our hypothesis, suggesting that people have mixed reactions to individuals who deny or admit their social biases.

With diversity rising in the United States, do people believe that progress for black Americans means increased discrimination against white Americans? Despite prior evidence of such ‘zero-sum’ beliefs, a provocative new study by Earle and Hodson challenges this narrative with large, nationally representative samples.