Stereotypes Research Articles

From English to “Englishes”: A Process Perspective on Enhancing the Linguistic Responsiveness of Culturally Tailored Cancer Prevention Interventions

Linguistic accommodation refers to the process of adjusting one’s language, speech, or communication style to match or adapt to that of others in a social interaction. It is known to be vital to effective health communication. Despite this evidence, there is little scientific guidance on how to design linguistically adapted health behavior interventions for diverse English-speaking populations. This study aims to document the strategies used to develop a culturally grounded cancer prevention intervention with the capabilities to linguistically accommodate to speakers of African American English (AAE). We describe the iterative process of developing a cancer prevention intervention with contributions of racially and linguistically diverse colleagues representing various community and institutional perspectives, including communication scientists, linguists, a community advisory board, professional voice talents, and institutional representatives for scientific integrity. We offer a detailed description of the successes and, in some cases, failures of strategies. Social stereotypes associated with AAE were prevalent at both institutional and community levels, resulting in unanticipated challenges and delays during intervention development. The diversity of linguistic, racial, and role identities within the message development team was integral to successfully addressing and identifying opportunities for process improvement. Language is a vital but often overlooked aspect of intervention development. Message designers should consider implicit social stereotypes that unintentionally shape linguistic choices. This study provides a novel overview of how various types of expertise and iterative message development processes contribute to successfully navigating cultural grounding when sensitive or stigmatized issues are salient.

Why U.S. science and engineering undergraduates who struggle with mental health are left without role models

Depression and anxiety are among the most common mental health concerns for science and engineering (S&E) undergraduates in the United States (U.S.), and students perceive they would benefit from knowing a S&E instructor with depression or anxiety. However, it is unknown how prevalent depression and anxiety are among S&E instructors and whether instructors disclose their depression or anxiety to their undergraduates. These identities are unique because they are concealable stigmatized identities (CSIs), meaning they can be kept hidden and carry negative stereotypes. To address these gaps, we surveyed 2013 S&E faculty instructors across U.S. very high research activity doctoral-granting institutions. The survey assessed the extent to which they had and revealed depression or anxiety to undergraduates, why they chose to reveal or conceal their depression or anxiety, and the benefits of revealing depression or anxiety. These items were developed based on prior studies exploring why individuals conceal or reveal CSIs including mental health conditions. Of the university S&E instructors surveyed, 23.9% (n = 482) reported having depression and 32.8% (n = 661) reported having anxiety. Instructors who are women, white, Millennials, or LGBTQ+ are more likely to report depression or anxiety than their counterparts. Very few participants revealed their depression (5.4%) or anxiety (8.3%) to undergraduates. Instructors reported concealing their depression and anxiety because they do not typically disclose to others or because it is not relevant to course content. Instructors anticipated that undergraduates would benefit from disclosure because it would normalize struggling with mental health and provide an example of someone with depression and anxiety who is successful in S&E. Despite undergraduates reporting a need for role models in academic S&E who struggle with mental health and depression/anxiety being relatively common among U.S. S&E instructors, our study found that instructors rarely reveal these identities to their undergraduates.

Explicating selected post-independence Shona novelists’ perspectives on business management

ABSTRACT This article interrogates Shona novelists’ perspectives vis-a-vis business management as practiced by indigenous entrepreneurs and managers. Particular attention is on Lwanda’s Zvichakuwanawo (Crime Will Catch up with You), Chitsike’s Wakandigona Wena (You Outwitted Me) and Nyawaranda’s Barika Remashefu (The Bosses’ Polygamy). The argument averred in this article is that these selected narratives are not only fractured but also part and parcel of the mythopoeia about Africa and Africans. The Black or indigenous business owner and manager is emblematically cast in lurid images, devoid of business acumen and as brutes incapable of administrating and managing business ventures successfully. Such negative stereotypes of traducing and excoriating black businessmen and managers as congenital failures through novelistic discourses, typify pro-imperialist prejudices and misrepresentations that generations of Europeans have created against the Black civilization. Guided and informed by Afrocentricity, we established that the selected novels, though they address a pertinent issue, are materials of questionable integrity with a vast potential for disempowering society through sustaining and fostering anti-life pessimism, literary deception and dis-agency in the readership.

Changes in Healthcare Professionals' Practice Behaviors Through an Educational Intervention Targeting Weight Bias.

Weight bias is pervasive in healthcare and leads to worse patient outcomes. A uniquely designed 4-h continuing medical education (CME) intervention was assessed for changing healthcare professionals' (HCPs') weight biases and clinical practice behaviors. The intervention used a (1) pre/post design examining CME attendees' self-reported weight bias at baseline, after, and 4- and 12-month follow-up, and (2) post/post design examiningobesity practice behaviors 12months after intervention in attendees and non-attendees. Single medical center service area within Kaiser Permanente Southern California. All HCPs (n = 472) from the target service area were eligible to attend. Analyses were done with 218 HCPs who attended and 89 who did not. The intervention contained theory-based elements of changing attributions of responsibility of obesity, increasing empathy, creating self-awareness of weight bias, and creating a bias-free culture. For pre/post analyses, the primary outcome was self-reported weight bias. For comparative analyses of CME attendees and non-attendees, the outcomes were electronic medical record-confirmed rates of obesity diagnosis and referrals to evidence-based obesity treatments in the 12months following the CME intervention. Self-reported negative obesity stereotypes were significantly reduced compared to baseline while self-reported empathy and confidence in caring for patients with obesity were significantly increased immediately post intervention and were maintained at 4- and 12-month follow-up. After adjusting for years in practice, race/ethnicity, gender, profession type, practice type, and panel size, HCPs who attended the CME intervention had significantly increased odds (range 60-212%) of diagnosis and obesity-related referrals in the 12months following the CME intervention when compared to HCPs who did not attend. This intervention has promise to be a scalable program that goes beyond impacting HCP's self-reported weight bias and also changes HCPs' clinical practice behaviors related to obesity treatment.

“Us” vs. “Them”: a systematic analysis of history textbooks in post-war Bosnia and Herzegovina across three ethnic educational programmes

ABSTRACT Background: Post-war education in Bosnia and Herzegovina (BiH) has been labelled in contemporary literature as segregated, where children are divided into three ethnic groups (Bosnian Croats, Bosnian Serbs, and Bosnjaks) and taught an ethnicity-based curriculum that reinforces negative stereotypes of ‘.others’. Aims: The present study examines the content of a large number of textbooks covering all three educational programmes (for 8th and 9th grades, and up to the 4th grade of high school), with the aim of deconstructing the discursive strategies that three ethnic groups use to promote their nationalistic agendas. Methods: The study is based on exploratory content analysis and the identification of dominant codes that characterize the data material. Results: As expected, the results show that selected books powerfully project a strong message of ‘us’ in contrast to ‘them’. However, the narration differs, with Croatian textbooks using distancing, Serbian domination, and Bosnjak denying and possessive strategies. All three build a narrative of (1) celebrating ‘us’, (2) devaluing ‘them’, and (3) being victimized by the two other groups. Conclusions: Recommendations for history textbooks that would be suitable for all children in BiH are made. The present paper clearly concludes that comprehensive educational reform is a necessary element to initiate changes in the country.

Curriculum wars: A critical policy analysis of K-12 critical race theory bills in state legislatures in the United States

The 2017 inauguration of Donald J. Trump sparked polarizing policies, notably Executive Order 13950’s stance on “combating race and sex stereotyping.” Using critical policy analysis, we examined 290 state legislature bills from 2017–2022 to compare strategies affecting discussions on racism, bias, and contributions of racial or ethnic groups in public K-12 education. We explored how state-level policymakers wielded power through legislative policy framing and the redistribution of knowledge and resources. Although most bills (74.6%) designed to restrict these discussions failed, were withdrawn, or expired, legislators notably used them to hinder open discourse in educational settings. Our comparative analysis identified only 12 formally introduced legislative efforts in support of these discussions, contrasted with 278 restrictive bills. This orchestrated effort, primarily driven by well-funded, far-right conservative noneducators, may not align with broader public sentiment. Our analysis underscores the urgent need for practice, policy, and research recommendations to counter this ongoing political campaign and ensure equitable and inclusive education for all.

Undergraduate Nursing Students' Perceptions of Geriatric Care and Nursing Curriculum.

The geriatric population in the United States is growing rapidly with an expected increase of 22% by 2040. Nursing students, however, consistently report negative attitudes toward caring for geriatric patients. The purpose was to assess undergraduate nursing student perceptions of care for the geriatric population, how their nursing curriculum influenced these perceptions, and any perceived curricular changes, didactic or clinical, that could potentially improve students' preparedness and desire to seek a career in geriatric nursing. Using a convergent parallel mixed methods approach, senior prelicensure nursing students completed a Likert-scale survey with additional open-ended questions to assess perceptions of geriatric care and how the current nursing curriculum relates to those perceptions. Quantitative data identified that most students believed the didactic curriculum prepared them for geriatric care but did not increase their desire to work with geriatric patients. Qualitative data identified negative stereotypes and clinical experiences and revealed a lack of desire for geriatric care. Lack of desire for geriatric care was the norm for participants. Geriatric care should be more heavily weighted in academics, and educators should develop innovative methods that increase the desire of prelicensure students to commit to care for the geriatric population.

Construction of an animal model of autism based on interaction between cerebellar histological, immunohistochemical, and biochemical changes in adult male albino rat

ABSTRACT Autism spectrum disorder (ASD) represents a heterogeneous group of neurodevelopmental conditions characterized by impaired social interaction, language deficit, and stereotype behavior. This study was designed to construct an autistic animal model on the basis of histological and immunohistochemical changes in the rat cerebellum. Methods Twelve pregnant female rats were divided into a control group and a valproic acid (VPA) treated group (injected intraperitoneally on embryonic day 12 with 600 mg/kg body weight of VPA). Neurobehavioral tests were conducted on the offspring of both groups. The cerebellum was studied by light and electron microscopy as well as GFAP and caspase-3 immunohistochemical staining. Results The VPA-treated group showed signs of neuronal degeneration, such as congested blood vessels, vacuolations, irregularly shrunken with dark small heterochromatic nuclei and numerous apoptotic blebs in the Purkinje and granule cells with vacuolated cerebellar glomeruli. The myelinated nerve fibers showed rarefaction and loss of their neurofilaments. GFAP and caspase-3 immune expression were significantly altered in the VPA-treated group. Conclusion The VPA rat model can serve as an excellent model of autism at the structural level, which may be used as a validated model in preclinical studies to evaluate novel drugs.

Funkcjonowanie osoby z niepełnosprawnością intelektualną w opinii studentów Uniwersytetu w Siedlcach

The effect of shaping the ethics and culture of modern man is his attitude towards individuals who are different from him and his tolerance for non-uniformity. In connection with the above topic, research on the functioning of people with disabilities requires constant amendment and supplementation. The aim of the research was to learn students' views on the functioning of people with intellectual disabilities. The research was in the form of a diagnostic survey, carried out using an own questionnaire. The research was con-ducted among one hundred students from such fields as: pedagogy, other social sciences, medical sciences, exact and natural sciences, and humanities. The work consists of three main chapters. The first one shows the functions and types of social attitudes and characterizes the concept of social attitudes and stereotypes. The second one presents a description of the own research methodology. The third one presents the results of own research on how a person functions with intellectual disabilities. To get rid of all social barriers, inclusive education must continue to be promoted from an early age. This would eliminate all stereotypes, physical and mental barriers of society towards people with intellectual disabilities.

Revision of Ethnic Immigrant Fiction Patterns in My New American Life by Francine Prose

The paper discusses the changing role of ethnicity in immigrant narratives with the example of Francine Prose's novel My New American Life (2011). It is a multidimensional work of fiction which presents ethnicity as a cultural and social asset. The novel brings into play and revisits a tradition of the novel of manners. It uses American cultural and social stereotypes to tailor the main character’s new identity of existential inbetweenness. and to represent the American realities of the Bush-Cheney era through the filter of the protagonist’s perspective as a semi-legal alien of a suspicious ethnic background. The paper problematizes the geopolitical challenges of immigration that the novel’s characters deal with in post-9/11 America. The article argues that in the novel, immigration is presented as a process with a distinct social dimension, prioritizing safety and welfare over the values of democracy and personal freedom.

Racial Injustice Against Blacks in the American Society as Represented in Wright’s Native Son

Racial injustice refers to the unfair treatment of a specific race in a community, which disadvantages one race. Therefore, this study aimed to investigate the social consequences of systemic racism and identify the various types of racial injustices experienced by Black people in the 1930s, as depicted in Wright's Native Son. Qualitative and descriptive methods, as well as Lucien Goldmann's Genetic Structuralism methods, were used. The results showed various forms of racism, including prejudice, negative stereotypes, segregation, and social isolation. These types of injustice have had a severe impact on African Americans, as seen through the protagonist, Bigger Thomas, who represented the constant state of fear, uncertainty, and frustration inflicted upon Black people. By uncovering the different kinds of racial injustice, this study emphasized the importance of societal reflection and action in eliminating long-standing racial biases and injustices.

Attitudes of Teachers, Students, and the Public Toward Stuttering in India: A Comparison

Purpose: People who stutter experience societal misconceptions and negative stereotypes due to cultural prejudices. The present study aimed to compare attitudes toward stuttering of Indian teachers, students, and members of the public and to further compare their attitudes to comparable samples regionally and internationally. Method: Five hundred eighteen adults completed the Public Opinion Survey of Human Attributes–Stuttering (POSHA-S), translated into Kannada, which was analyzed according to standard protocol. Summary and selected item scores were compared from samples of teachers ( n = 125), students ( n = 233), and the public ( n = 160). Additionally, the scores were compared to those from South Asian samples and an international POSHA-S database. Results: Teachers in the current study had the most positive stuttering attitudes, followed by the public and then by students. The summary attitude scores obtained by all three groups were more positive attitudes compared to other South Asian samples and either similar to or slightly less positive than the international POSHA-S database average sample rating. Education and income were small but significant predictors of more—or less—positive attitudes, but gender, age, and familiarity with stuttering were not. Conclusions: While teachers demonstrated a greater understanding of stuttering compared to the public and students, the lack of understanding among the latter groups highlights the need for increased awareness and education about stuttering across various segments of society. Negative social reactions toward stuttering, observed in different cultural contexts, further emphasize the need for awareness about stuttering. Supplemental Material: https://doi.org/10.23641/asha.27855195

To stay, switch, or leave: A four-year longitudinal study of the situated and stable social influences on women’s STEM major choices

Research on situational antecedents for women’s persistence is critical to advancing gender equity in science, technology, engineering, and mathematics (STEM) fields. To disentangle the influences of stable and situated aspects of motivational antecedents, we used survival analysis to predict if, when, and to where undergraduate women change majors (i.e., staying in, switching across, or out of STEM) from between-person average and within-person fluctuations in Tripartite Integration Model of Social Influence (TIMSI) motivational constructs (science self-efficacy, identity, and community values) and stereotype threat. Women (N = 413) STEM majors in their first or second year of college were recruited from nine U.S. universities and followed over four years. Women were most likely to leave STEM in the first year of college and were most likely to change STEM majors within the first two years. Major change was predicted by (a) between-person average and within-person fluctuations in science identity, (b) within-person fluctuations in stereotype threat, and (c) an interaction between average stereotype threat and fluctuations in science identity. These findings emphasize the importance of distinguishing between-person and within-person aspects of motivational antecedents of STEM choices and developing tailored motivational interventions for short- and longer-term periods.

Politics in Video Games: A Socio-Cognitive Analysis of Call of Duty: Modern Warfare 2 and Battlefield 3

Abstract This study explores the portrayal of political ideologies in popular video games, which are Call of Duty: Modern Warfare 2 and Battlefield 3. As games often contain real-world references, meanings, and themes, they have the potential to convey ideological and political messages to players and shape their perspectives on political issues. Using a qualitative research methodology, the study examines the language, with visual and auditory elements, present in the cutscenes and during the gameplay of these games. The analysis employs van Dijk’s socio-cognitive approach (2000, 2006) to decipher the games’ embedded ideological messages. The findings indicate that game developers perpetuate the hegemonic ideology of US military power. The developers also portray Arabs as the main source of terrorism and reinforce negative stereotypes of Iran and Russia.

Context matters: Diagnosing and targeting local barriers to success at school

We trialed a novel method aimed at reducing educational inequalities in any given school by tailoring an intervention to address the specific local social, cultural, and psychological barriers that contribute to those inequalities. In Study 1 (N = 2070), we validated measures in a student survey of barriers experienced by students ages 11–16 years in two schools in England. We used a pilot version of these measures to identify two barriers that appeared to be contributing in both schools to poorer attendance and behavioral records of Black versus Asian students and of lower socioeconomic status (SES) students versus higher SES students. These barriers consisted of perceptions that (a) the schools were biased against certain groups of students and that there were negative stereotypes about certain groups of students, and (b) teachers and students did not come from similar backgrounds. In Study 2, which was pre-registered, we administered a brief tailored intervention to target these barriers in students ages 11–14 years in the same two schools the following year (N = 1070). The intervention, which aimed to induce values affirmation and reveal hidden teacher-student similarities, improved the attendance of low-SES students by 0.20 SD (p = .009) and reduced the gap with their peers by 60%. Exploratory analyses indicated that the improvement in attendance was larger for students who reported perceiving greater levels of bias and poorer teacher-student relationships at baseline. The impact of the intervention on the behavioral records of Black students (p = .089) and low-SES students (p = .293) was not significant. These qualified but encouraging findings provide a basis for developing practical ways for individual schools to improve outcomes for their historically disadvantaged students.

The Role of Interreligious Theology in the Development of Christian Religious Education in the Era of Pluralism

The era of religious pluralism presents challenges for Christian Religious Education to remain relevant. This article discusses the role of interreligious theology in the development of Christian Religious Education, identifying issues of interreligious tension due to exclusivity and internal resistance within the Christian community. The aim of this research is to explore the integration of interreligious theology to enhance understanding and tolerance among religions. Using a descriptive qualitative method with a literature study approach, the findings indicate that this integration can reduce prejudice and negative stereotypes, as well as facilitate inclusive dialogue. Interreligious theology has the potential to enrich Christian Religious Education by fostering an inclusive attitude. Its implementation requires a commitment from educators and policymakers to build peaceful education within a diverse society.

Unveiling Hidden Histories: Disability in Ancient Egypt and Its Impact on Today’s Society—How Can Disability Representation in Museums Challenge Societal Prejudice?

The representation of disabled individuals in museum spaces worldwide has sparked substantial debate in recent decades. It has become increasingly evident that disabled people’s lives and experiences have been overlooked, under/misrepresented in museum narratives, or as museum professionals and academics have highlighted, ‘buried in the footnotes’ of history. Museums can either challenge or continue such exclusion through their actions. This marginalization of disabled people from our present museums narratives contributes to the perpetuation of prejudice and systematic biases that reinforce their exclusion in contemporary society. Nevertheless, the call for change has never been more pressing. Museums, as ‘agents of social change’, are required to not only address the absence of disabled people in their narratives but to combat prejudicial ideas about disability and drive societal changes to support social inclusion. This paper intends to use the recent movement of disability representation to envisage how national museums in Egypt can challenge societal prejudice by representing disability narratives from ancient Egypt in their exhibitions. The historical perspective of disability in ancient Egypt is a compelling example for illustrating social acceptance and the level of inclusion for disabled individuals in contrast to the negative stereotypes prevalent in contemporary Egyptian society. By adopting the new emergent approach of ‘Representing Disability’. Egyptian museums can stimulate discussions on disability issues and advocate for social change while connecting disabled individuals with a history that acknowledges their contributions and existence. The paper employed qualitative research methods to answer the following research question: what impact do representations of disability from ancient Egypt have on the way national museums engage with societal discourses about disability? Please note the article includes images of human remains.

Violence Against Men and Its Effects Within the Workplace: A Literature Review

Over the years, there has been increasing interest in violence against women and its significant effects on victims. However, there has been comparatively little interest regarding violence against men and its effects within the workplace. This is despite the fact that scholarly research has highlighted the frequency of this phenomenon, further exacerbated by the poor functioning of support services, which intensifies distress among male victims. The present review focused on examining publications indexed in bibliographic databases (Scopus, PubMed, and Web of Science) from the years 2012–2023 to comprehend the contemporary landscape of academic literature concerning violence against men, along with its implications within the workplace. A total of 20 studies met inclusion criteria, and all selected papers focused on male victims of violence were included in this review. The results highlight the significant presence of male victims within the context of gender-based violence and harassment, domestic violence, and intimate partner violence. This literature review additionally highlights that social representation and gender stereotypes seem to contribute to the low demand for intervention by victims and the imbalance in their effects on the public and practitioners. Moreover, the results underscore the intricate and profound repercussions of violence against men within the workplace. This review, offering an overview of existing research in this field, emphasizes the necessity for future research to enhance understanding of quantitative methodologies and to facilitate specialized training for practitioners. Hence, it becomes imperative to actively identify interventions tailored to safeguarding the well-being of male victims of violence.

Unveiling Shadows: Stigma Among Family Members of Children With Trisomy 21

The experiences of family members of children with Trisomy 21 revealed the stigmatization these families face. This stigma arises from a combination of societal and cultural factors, mainly driven by people's tendency to judge based on physical appearance. Participants pointed out that the focus on facial features, where visible differences trigger prejudice, often leads to hurtful name-calling and exclusion. Additionally, a lack of awareness about Trisomy 21 in communities significantly affects families. Limited knowledge creates misunderstandings resulting in judgment and emotional distress. Disparities in education add another layer to the issue, as educational gaps foster unconscious biases and negative stereotypes. The data show that people's attitudes contribute to ongoing stigma. The uniqueness of this study is that it explored the pervasive stigma experienced by family members and extended family members of children with Trisomy 21, commonly known as Down syndrome. Through qualitative interviews, the researchers were able to investigate the stigmatization and prejudices faced by these families. The findings revealed that stigma manifests in various forms, including social exclusion, discrimination, and emotional distress, significantly impacting the psychological well-being and social integration of both the children and their family members. Through these experiences that were highlighted, it helped to create the themes. By examining these experiences, the study recommends for urgent need for raising awareness, inclusive policies, and supportive interventions to mitigate stigma and promote a more accepting and understanding society. Future research on the stigma faced by family members of children with Trisomy 21 may also delve deeper into the different cultural and regional contexts that influence the stigmatization that these families encounter. Future studies may examine how effective different laws, anti-stigma programs, and awareness programs are in order to promote a more inclusive and welcoming environment for these families. The data that were gathered highlights the need for raising awareness and the government giving more focus to these people to foster empathy and reduce the negative perceptions associated with Trisomy 21.

„Izgradnja (a ne rušenje) mostova za evanđelje“

In this article, I explore what the Pastoral Epistles (Titus and 1-2 Timothy) say about disciplemaking. I deal with the goals of Paul’s teaching in the letters and the methods that he commended to Timothy and Titus and the churches they served. Goals: the twenty-seven New Testament documents emphasize different aspects of following Jesus toward maturity (i.e., goals of disciplemaking) as the situations they were written to and from necessitate. In the Pastoral Epistles, Paul’s specific goal is that his readers live virtuous lives, largely as defined by the pagan culture around them. He hopes that in so doing they will gain and maintain a hearing for the gospel. Thereby they would avoid or defuse negative stereotypes that were used against Christians and ease societal anxieties that were common in their world. Methods: in these letters, Paul commends the use of moral examples and appeals to honor and shame. He further exemplifies the use of creeds as a teaching tool for his churches. My purpose is to show that the Pastoral Epistles offer a unique perspective on disciplemaking, focusing on the importance of public witness and utilizing methods like imitation and conformity to social values. They do this to produce mature Christians who can effectively represent the gospel message in their communities.