Color Experience Research Articles

Russellian Representationalism and the Stygian Hues

Representationalism is today the leading physicalist theory of the phenomenal character of perceptual experience. And Russellian representationalism, which identifies contents with extensions, is the leading iteration of that theory. If there exist phenomenally distinct experiences as of the impossible, then these would prima facie serve as counterexamples to the theory. In order that they definitively serve as counterexamples, it needs to be that there is no plausible account of the experiences on which they decompose into constituent elements each of which is unproblematic from the perspective of the theory. The contention of this paper is that the stygian color experiences, afterimage-experiences as of maximally dark, hued surfaces, of Churchland (Churchland, Philosophical Psychology 18:527–560, 2005) serve as counterexamples to Russellian representationalism.

Teacher candidates of Color experiences and perceptions of culturally responsive teaching within teacher education: “they hit the target, not the bullseye”

PurposeThis study aims to examine how teacher candidates of Color (TCoCs) experienced and perceived culturally responsive teaching across three teacher education programs at a predominately White institution in the USA. At the time of the study, the campus was reeling from a series of racist incidents on- and off-campus, and the teacher education programs were attempting to recruit more TCoCs.Design/methodology/approachDrawing on a critical race theory counternarrative approach and qualitative research focus-group interviews, the authors centered the voices of seven TCoCs and their experiences with culturally responsive teaching in their coursework.FindingsThe TCoCs experienced and perceived culturally responsive teaching as promising yet fleeting, missing the mark, and a misuse of culture and language that resulted in harm. The TCoCs urge teacher education to hire racially–ethnically–linguistically diverse faculty, provide affirming spaces for TCoCs, and curricular transformation.Originality/valueStudy findings contribute to recent calls for teacher education programs to attend to the lived experiences, concerns and expectations of future teachers of color.

Safe healing circles: Mindful self‐compassion interventions to address racial battle fatigue with teachers of color

AbstractMindful self‐compassion can address the emotional exhaustion teachers of color experience due to racial injustice and social marginalization compounded by the pandemic. The authors propose a humanistic intervention in which mental health counselors create safe spaces for teaching self‐regulation skills and processing emotional stressors related to racial tensions in schools.

Face-Processing Differences Present in Grapheme-Color Synesthetes.

Grapheme‐color synesthesia is a heterogeneous neurological phenomenon whereby the experience of a grapheme automatically and involuntarily elicits an experience of color. While the majority of synesthesia research has focused on inducer‐specific influences of synesthetic associations, more recent efforts have examined potential broader differences. Based on spontaneous reports from synesthetes detailing problems with face recognition, in conjunction with the geographical proximity of neurological regions relevant to both synesthesia and face processing, we sought to examine whether synesthetes demonstrated atypical face‐processing abilities.A total of 16 grapheme‐color synesthetes and 16 age‐and‐gender matched controls (±3 years) completed the Cambridge Face Memory Test (CFMT; Duchaine & Nakayama, 2006) of face memory, the Vanderbilt Holistic Face Processing Task (VHPT‐F; Richler, Floyd, & Gauthier, 2014) of holistic face processing, as well as a standardized self‐report questionnaire the Faces and Emotions Questionnaire (Freeman, Palermo, & Brock, 2015). The results revealed significantly poorer performance in synesthete's ability to recognize faces in the CFMT that was driven by a reduction in upright advantage. Results also revealed a significant reduction in overall accuracy on the VHPT‐F for synesthetes, who despite this displayed a comparable holistic processing advantage compared to matched controls. Finally, synesthetes also rated themselves as significantly worse at face recognition. We suggest that this pattern may reflect differences in the development of individualized perceptual strategies.

Racial equity and inclusion in United States of America-based environmental education organizations: a critical examination of priorities and practices in the work environment

In the United States of America, societal structures of oppression frame and underpin nearly every field and industry, including environmental education. Despite growing attention on efforts to diversify the environmental education workforce in the United States, environmental fields have had minimal success attracting and retaining professionals of color. This study sought to explore how Environmental Educators of Color experience and are impacted by workplace culture, practices, and policies. Through focus groups, Environmental Educators of Color (n = 26) shared their perspectives related to equity and inclusion in environmental education work environments. This study draws on critical race theory (Delgado & Stefancic, 2017; Tate, 1997) as an analytical framework to center racial equity in our understanding of the experiences and perspectives of Environmental Educators of Color. Analysis of data included thematic emergent analysis (Merriam & Tisdell, 2016) to identify themes in focus group transcripts. Findings indicate that the workplace practices are frequently and unintentionally reinforcing the status quo of systemic racism and marginalization that Environmental Educators of Color experience.

Perceived Discrimination Among Surgical Residents at Academic Medical Centers.

Residents of color experience microaggressions in the work environment, are less likely to feel that they fit into their training programs, and feel less comfortable asking for help. Discrimination has been documented among surgical residents, but has not been extensively studied and largely remains unaddressed. We sought to determine the extent of perceived discrimination among general surgery residents. Residents who were enrolled in a randomized controlled trial investigating a cultural dexterity curriculum completed baseline assessments prior to randomization that included demographic information and the Everyday Discrimination Scale (EDS). Data from the baseline assessments were analyzed for associations of EDS scores with race, ethnicity, sex, socioeconomic level, language ability, and training level. Of 266 residents across seven residency programs, 145 (55%) were men. Racial breakdown was 157 (59%) White, 45 (17%) Asian, 30 (11%) Black, and 12 (5%) Multiracial. The median EDS score was seven (range: 0-36); 58 (22%) fell into the High EDS score group. Resident race, fluency in a language other than English, and median household income were significantly associated with EDS scores. When controlling for other sociodemographic factors, Black residents were 4.2 (95% CI 1.62-11.01, P = 0.003) times as likely to have High EDS scores than their White counterparts. Black surgical residents experience high levels of perceived discrimination on a daily basis. Institutional leaders should be aware of these findings as they seek to cultivate a diverse surgical training environment.

Experiences of and resistance to multiple discrimination in health care settings among transmasculine people of color

BackgroundResearch shows that transmasculine people experience discrimination based on their gender identity and/or expression (i.e., cissexism) while obtaining health care. However, studies examining the experience of other forms of discrimination in health care settings among diverse subgroups of transmasculine individuals, including those from minoritized racial/ethnic backgrounds, are very limited.MethodsGuided by intersectionality, we designed a qualitative research study to explore how transmasculine people of color experience—and resist—multiple, intersecting forms of discrimination in health care settings. Guided by a purposive sampling strategy, we selected 19 transmasculine young adults of color aged 18–25 years to participate in 5 mini-focus groups conducted between February and May 2019 in Boston, MA. Focus group transcripts were analyzed using a template style approach to thematic analysis that involved both deductive and inductive coding using a codebook. Coded text fragments pertaining to participants’ experiences of health care discrimination were clustered into themes and sub-themes.ResultsTransmasculine people of color described experiencing notable challenges accessing physical and mental health care as a result of structural barriers to identifying health care providers with expertise in transgender health, finding providers who share one or more of their social positions and lived experiences, and accessing financial resources to cover high health care costs. Further, participants discussed anticipating and experiencing multiple forms of interpersonal discrimination—both independently and simultaneously—in health care settings, including cissexism, racism, weight-based discrimination, and ableism. Moreover, participants described the negative impact of anticipating and experiencing multiple interpersonal health care discrimination on their health care utilization, quality of care, and mental and physical health. Lastly, participants discussed using various strategies to resist the multiple, intersecting forms of discrimination they encounter in health care settings, including setting boundaries with health care providers, seeking care from competent providers with shared social positions, engaging in self-advocacy, drawing on peer support during health care visits, and obtaining health information through their social networks.DiscussionEfforts are needed to address cissexism, racism, weight-based discrimination, ableism, and other intersecting forms of discrimination in clinical encounters, health care institutions and systems, and society in general to advance the health of transmasculine people of color and other multiply marginalized groups.

Navigating white academe during crisis: The impact of COVID-19 and racial violence on women of color professionals.

Scholars have shown that women of color experience racial and gender aggressions in different workplaces but strategically in predominantly white institutions. This article explores how women of color professionals in academic institutions perceive their experiences during this time of multiple pandemics induced by COVID‐19 and racial violence. By examining research on women of color in academe and other white institutional spaces, we discuss how systemic racism is embedded within organizational practices that sustain racial inequality. Drawing on data from a qualitative online survey of women of color in academe (n = 25), our theoretically grounded research employs Black feminist thought as a methodological practice to examine how COVID‐19 and racial violence have impacted women of color through the continued perpetuation of racial and gender inequities. The findings provide important insights on how institutional responses to public discourses about racism can influence the experiences of women of color and their career trajectories.

Potential value of color vision aids for varying degrees of color vision deficiency.

Red-green color vision deficiency (CVD) is the most common single locus genetic disorder in humans, affecting approximately 8% of males and 0.4% of females [G. H. M. Waaler, Acta Ophthalmol.5, 309 (2009)10.1111/j.1755-3768.1927.tb01016.x]; however, only about 1/4 of CVD individuals are dichromats who rely on only two cone types for color vision. The remaining 3/4 are anomalous trichromats whose CVD is milder, being based on three cone types, and who still perform remarkably well on many color-based tasks. To illustrate this, we have developed an algorithm that computes the relative loss of color discrimination in red-green CVD individuals with varying degrees of deficiency and accurately simulates their color experience for color normal observers. The resulting simulation illustrates the large gap in color discrimination between dichromats and even the most severe anomalous trichromats, showing that, relative to dichromats, the majority of anomalous trichromats can function without aids for color vision deficiency.

The influence of culture, evolving symbolisms and globalization on defining colour forecasting in India

Colours and cultures have the spirit of time. Yet, with shifts in societies, the meaning of colour has evolved. Our colour experiences today are widely dominated by technology and digital means. What once symbolized Shringar rasa, our agrarian heritage and depicted royalty, today, has tremendous renewed meanings from sustainability, vegetarianism, to being the colour of WhatsApp and Spotify, while also signifying trending global idioms like ‘don’t be green with envy’. With the fast-paced globalization influencing us, we are led towards adopting western symbolisms. Then there are some symbolisms that have simply evolved with time as superstition fades and new beliefs emerge. This article dives into the nine rasas and traces the evolution of colour symbolism through our scriptures, arts and the cultural practices to understand the deeper roots of colour symbolisms and their associations in our cultures, beliefs and traditions. The article will then explore the perceptions of colour in modern culture and trace its roots from our history, technological developments and present perspectives. This collection of data will help to understand the psychological and behaviour factors that contribute to the acceptance and association of colour today, opening a window to project new colour directions for the future.

“I am the Chair”: Women and Department Leadership in the Academy

The paucity of women in leadership roles in the academy has been the focus of the literature in higher education for several decades. The discussion has lamented how few women attain presidencies, chancellorships, or vice chancellor roles, that women of color experience even greater barriers to leadership attainment, and that women are likely to experience both a “glass ceiling” and a “glass cliff”. As a result, women often find themselves trapped in low-level managerial roles, unsupported when they do attain leadership positions, and underrepresented on powerful committees and in meaningful decision-making bodies. Drawing on data from a large study of the department chair, this qualitative study explores the experiences of twenty women who hold the position. Findings suggest that women department chairs continue to face ongoing gendered challenges to their leadership and that barriers to their success are still very much present in the academy. Coping with these challenges requires a balancing act within oneself, with others, and within the institution. Each challenge is then reflected in tensions that must be negotiated rather than resolved. Recommendations for structural and cultural changes are offered.

Sexual Health, but What Else? A Critical Review of the Literature Focused on Bisexual Men in the United States

Although bisexual individuals have higher rates of mental health concerns than their lesbian and gay counterparts, and higher rates of unsafe sex practices and substance use (Feinstein & Dyar, 2017; Gonzalez et al., 2017; Green & Feinstein, 2012), bisexual men, in particular, remain an under-researched population (Feinstein & Dyar, 2017; Schrimshaw et al., 2018). Such health disparities have been tied to internalized biphobia and masculinity concerns (Mackenzie, 2019; Schrimshaw et al., 2013). Further, bisexual men of color experience marginalization related to race and ethnicity as well as sexual orientation, which can negatively impact health (Arnold et al., 2017; Muñoz-Laboy et al., 2018). Utilizing Google Scholar, Pubmed and Psychinfo, 180 articles that included variations of the terms bisexual men (see methods for details) were identified from the past five years. Articles that did not meet inclusion criteria (e.g. were not focused exclusively on bisexual men, comprised of non-U.S. samples, or were non-empirical) were filtered out, resulting in 33 articles in the final sample. The final articles were qualitatively analyzed through a thematic analysis of the article’s keywords. The 33 articles included in the final review included themes that largely fit into the framework of minority stress (Meyer, 2003) when interpreted thematically by the reviewers. The two main categories of the findings included sexual health and identity concerns for bisexual men. In the last five years, only fourteen articles were focused on aspects of experience outside of the scope of sexual health. Sexual health continues to be a primary focus of research with bisexual men. Bisexual men are more than their sexual health; it would be beneficial to know about a broad spectrum of their experiences, including resiliency in the face of stigma, relational and family dynamics, and navigation of work and other dimensions.

A Scoping Review of Colorism in Schools: Academic, Social, and Emotional Experiences of Students of Color

Students of color experience academic, social, and emotional challenges due to colorism in schools. The purpose of this scoping review is to compare the experiences with colorism of students from varying racial backgrounds (African Americans, Native Americans, Asians, and Latin) in U.S. public schools. It is predicted that the understudied group of Latinx and indigenous students of color will uniquely experience colorism in academic settings when compared to African American and Asian students. A 30 article literature review utilizing search dates from 1990 to 2020 was conducted employing a scoping review framework. Themes emerged that include: the privileging of lighter skin and more Eurocentric features in academic outcomes, the complicated social status created for students of color experiencing colorism in schools, and the increased potential for emotional challenges as a result of colorism. This review highlights possible school reform efforts to affirm all skin tones, reduce colorist biases, and offer mediation to mitigate colorist experiences in the school environment.

Academics of colour in elite universities in the UK and the USA: the ‘unspoken system of exclusion’

ABSTRACT This article explores the experiences of academics of colour in elite universities in the UK and the USA. Drawing on interviews with 34 respondents and using a critical race theory perspective, the findings indicate that academics of colour experience racism in the White space of an elite university. To counter the racism they experience, they develop ‘safe spaces’ in which they find empathy and support from other academics of colour. A key finding from the study suggests that despite having negative experiences in elite universities, academics of colour have contradictory feelings about their positions. They disassociate themselves from the racism by recognising the status and prestige associated with working at an elite university. This article suggests that in order for academics of colour to be fully included in elite universities, institutions must acknowledge racism and their own Whiteness to work towards cultural change.

Memorable messages matter: diversity, inclusion, and institutional success for faculty and students of color in the United States

ABSTRACT As institutions of higher education aim to support diverse campus communities, a sense of urgency has developed to better understand the predictors of success for faculty and students of color. Amongst the growing body of literature about the needs and challenges of faculty and students of color in higher education, one finding is unequivocal: messages matter and matter far beyond the initial utterance. In addition to discussing the difficulties that both faculty and students of color experience in the context of U.S. higher education, this paper explores how memorable messages research from a variety of conceptual and theoretical standpoints can be used to better understand the role of communication in shaping student and faculty success.

Reducing Implicit Bias in Maternity Care: A Framework for Action

Reducing Implicit Bias in Maternity Care: A Framework for Action

Axalta opens new Colour Experience Room in Milan

Axalta opens new Colour Experience Room in Milan

A Comparative Study of Colour Effects on Cognitive Performance in Real-World and VR Environments.

This research explores the influence of colour on cognitive performance and intellectual abilities (i.e., logical and lateral thinking abilities and people’s attention to detail) in a conventional laboratory setting and an approximately identical virtual reality (VR) environment. Comparative experiments using psychological methods were carried out in both settings to explore the impact of immersive colour experience. This work builds on earlier studies that suggest that the VR environment enhances user experiences, with results evidencing that a considered approach to colour design can trigger a positive impact on user engagement. The experiments further evaluated the positive effects of immersive colour stimuli in VR by evaluating participants’ logical and lateral thinking abilities, as well as their attention to detail. Their response time and error rate when completing each psychometric test were recorded with different hue backgrounds in both environments. The data collected from participants reveal the differential impacts of colour between the reality setting using standard colour imaging displays and in an approximately identical VR environment. Analysis of the psychometric tests shows the differential influence of colours on logical and lateral thinking abilities and people’s attention to detail between the physical environment and the VR environment. Our findings add to the data demonstrating that a well-designed immersive colour experience in VR can trigger positive user engagement and, as explored in this study, improve cognitive performance. This again positions immersive colour experience as an important design tool to be fully considered in the creation of effective VR research and applications.

Teaching Anti-Racism in Gerontology: An Interactive Program of Recognition, Self-Work, Pedagogy, and Action

Older adults with intersecting identities as persons of color experience disparities in health and well-being due to racism in individual and structural spheres, which have been amplified by health, economic, and social consequences of COVID-19. We can begin the work to reduce these inequities by training scholars and practitioners to disrupt the systems within which we work that relegate advantages and disadvantages throughout the life course and in later life by racial groups. This interactive symposium presents resources on anti-racist gerontological education and provides an opportunity to engage critically with peers in all stages of their careers and anti-racism journeys who are interested in integrating anti-racism into their teaching. The first presenter introduces conversations to begin anti-racist pedagogy and assumptions to dismantle. The second presenter describes cultural humility as an essential step towards self-awareness and critical self-reflection for educators and practitioners. The third presenter presents how anti-racist pedagogy, a teaching approach that combines racial content, pedagogy, and organizing, may be applied to gerontology education. Fourth, an example will be presented from an online course module developed to guide Master of Social Work students toward recognizing racial disparities in aging services systems and identifying concrete suggestions for improvement. Finally, strategies for curriculum design will be presented with examples from Public Health education. This symposium is designed to include ample time for group discussion on this critical and under-addressed area of teaching in gerontology across disciplines, such that participants can better connect with others to build awareness, competency, and resources.

Systemic Response: Developing a Strategic Response to Support Young Men of Color during COVID-19 Pandemic

The aim of this work is to provide insight into the California State University Young Men of Color Consortium (CSU YMOC), which was created to explore the unique challenges young men of color face during their postsecondary experiences, as well as advance effective approaches to better support them. Specifically, we focus on CSU Male Success Initiative programs and detail how campus partners worked collaboratively to support men of color during the previous academic year amid the COVID-19 pandemic. Given the ways that the ongoing COVID-19 pandemic disrupted education across the P-16 spectrum, the MSIs were positioned uniquely to support some of the challenges that students endured. Recent reports reveal that the pandemic has exacerbated a number of difficulties, both old and new(er), that men of color experience in their college years, from accessing and transitioning to matriculating and persisting in higher education. We provide an overview of the CSU YMOC Consortium and present details about one program element (Critical Conversations) we incorporated this year as a measure to be responsive to challenges brought on by the pandemic. Finally, partners at three institutions share reflections on how their MSI shifted their efforts to meet students’ needs and provide support.