Who is More Likely to “Not See Race”? Individual Differences in Racial Colorblindness

Many Americans endorse a colorblind racial ideology, meaning they strive to “not see race” and emphasize sameness and equal distribution of resources across racial lines. Currently, there is an absence of studies examining the personality and individual difference correlates of racial colorblindness. The current study investigated the association between three different aspects of racial colorblindness (unawareness of racial privilege, unawareness of institutional discrimination, and unawareness of blatant racism) and the Big 5, empathy, and aggression in white undergraduates. Our results revealed two divergent patterns. Unawareness of racial privilege was related to lower openness and perspective taking, but more empathic concern, whereas unawareness of blatant racism and unawareness of institutional discrimination were related to lower agreeableness, perspective taking, and empathic concern. These results are discussed in relation to the broader literature on prejudice and personality.     

Immigrant Latino Families Saving Against Great Odds: The Case of CSAs and the Prosperity Kids Program

Children’s savings account programs are interventions that seek to engage disadvantaged children and their families in early college saving, cultivate college-saver identities, and reduce disparities in educational and economic outcomes. Existing research has revealed positive effects of CSAs on children’s outcomes, but questions remain about how and for whom CSAs facilitate these outcomes. This study uses account data from 493 accountholders and findings from interviews with 50 participants to examine asset accumulation and savings experiences among mostly low income, Latino families in New Mexico’s Prosperity Kids CSA program. One-third of the families made a deposit into their child’s account designated as “savers” with a median total contribution of $123 and a median account balance, including initial seed deposit, of $345. Longer duration of program enrollment and fewer number of unexcused absences predicted savers status. Qualitative findings highlight emerging college-saver identities, viewed through the framework of identity-based motivation, understood to include salience, normalization of difficulty, and group congruence. Qualitative interview data further suggest that initial seed money, deposit incentives, and withdrawal restrictions were important influences on participants’ saving. These findings suggest CSA features that may encourage positive savings outcomes for economically disadvantaged households and, then, that may have implications for future CSA policy development.     

Congregational Composition and Explanations for Racial Inequality Among Black Religious Affiliates

Prior research suggests that congregational characteristics are associated with the racial attitudes of Black churchgoers. This study examines the relationship between congregational diversity and beliefs about the Black/White socioeconomic gap among Black religious adherents. Drawing upon pooled data from the General Social Survey and the National Congregations Study, we fit binary logistic regression models to estimate the association between congregational diversity and the explanations of Black/White economic inequality among Black religious adherents. Findings from our study reveal that congregational diversity is one factor that accounts for intragroup differences in racial attitudes among Black religious affiliates. Relative to Blacks that attend religious services in overwhelmingly Black congregations, Blacks that attend religious services in congregations that are overwhelmingly White are significantly less likely to attribute Black/White socioeconomic gaps to a lack of educational opportunities. Our study demonstrates that congregational diversity is a source of intragroup variation in racial attitudes among Black religious affiliates, which may attenuate the ability of such congregations to bridge racial divisions.     

African American Adolescents’ Psychological Well-Being: The Impact of Parents’ Religious Socialization on Adolescents’ Religiosity

The dearth of research literature on the religious beliefs and practices of African American adolescents has led to increased empirical inquiry, yet a lack of research considers African American adolescents’ religious beliefs and practices as an important developmental milestone. This study explored how African American parents’ religious socialization affected youth religious experiences and served as a culturally specific strength-based asset that promotes psychological well-being. Our sample included a socioeconomically diverse sample of 154 African American families. Accounting for demographics, adolescents’ relationship and communication with God were found to be associated with a healthier psychological well-being. Additionally, parents’ religious socialization impacted the relationship between youths religious beliefs and practice and psychological well-being. Overall, results suggest that parents’ and adolescents’ religious beliefs can promote psychological well-being.     

Mosque-Based Social Support and Collective and Personal Self-Esteem Among Young Muslim American Adults

This study investigated the association between congregational relationships and personal and collective self-esteem among young Muslim American adults. Mosque-based emotional support and negative interactions with congregants were assessed in relation to personal and collective self-esteem. Data analysis was based on a sample of 231 respondents residing in southeast Michigan. Results indicated that receiving emotional support from congregants was associated with higher levels of collective self-esteem but was unassociated with personal self-esteem. Negative interaction with congregants was associated with personal self-esteem. Together, these findings indicate that mosque-based emotional support and negative interactions function differently for personal and collective self-esteem, which provides evidence that although personal and collective self-esteem are interrelated constructs, they are also conceptually discrete aspects self-evaluations.     

A reduced form of the Workplace Bullying Scale – the EAPA-T-R: A useful instrument for daily diary and experience sampling studies

The need for more longitudinal studies (i.e. daily diary and experience sampling studies) focused on counterproductive work behaviours such as bullying requires shorter scales that at the same time do not compromise their content validity. Our main objective is to develop and validate a reduced version of the Workplace Bullying Scale (Escala de Abuso Psicológico Aplicado en el Lugar de Trabajo): the EAPA-T-R. Two studies (Study 1: 1506 and Study 2: 932 employees, respectively) were conducted to evaluate its psychometric properties and to ensure the external validity of the EAPA-T-R. Correlation and regression analyses were performed to reduce the current 12-item scale to a more parsimonious 4-item scale. Moreover, the psychometric properties of potential models were compared. Subsequently, the new scale was assessed using confirmatory factor analysis. Likewise, statistically significant relationships were found between the EAPA-T-R and other dimensions evaluated, such as job characteristics, transformational leadership, engagement, job satisfaction, and subjective performance. Moreover, bullying mediated the relationship between transformational leadership and burnout. To sum up, the EAPA-T-R showed good reliability and validity across studies, supporting its use in future research. The benefits of this short scale for daily diary and experience sampling studies and when using large surveys are discussed.     

The Weight Function Lemma for graph pebbling

Graph pebbling is a network model for studying whether or not a given supply of discrete pebbles can satisfy a given demand via pebbling moves. A pebbling move across an edge of a graph takes two pebbles from one endpoint and places one pebble at the other endpoint; the other pebble is lost in transit as a toll. It has been shown that deciding whether a supply can meet a demand on a graph is NP-complete. The pebbling number of a graph is the smallest t such that every supply of t pebbles can satisfy every demand of one pebble byt a vertex. Deciding if the pebbling number is at most k is \(\Pi _2^\mathsf{P}\)-complete. In this paper we develop a tool, called the Weight Function Lemma, for computing upper bounds and sometimes exact values for pebbling numbers with the assistance of linear optimization. With this tool we are able to calculate the pebbling numbers of much larger graphs than in previous algorithms, and much more quickly as well. We also obtain results for many families of graphs, in many cases by hand, with much simpler and remarkably shorter proofs than given in previously existing arguments (certificates typically of size at most the number of vertices times the maximum degree), especially for highly symmetric graphs. Here we apply the Weight Function Lemma to several specific graphs, including the Petersen, Lemke, \(4\mathrm{th}\) weak Bruhat, and Lemke squared, as well as to a number of infinite families of graphs, such as trees, cycles, graph powers of cycles, cubes, and some generalized Petersen and Coxeter graphs. In doing so we partly answer a question of Pachter, et al., by computing the pebbling exponent of cycles to within an asymptotically small range. It is conceivable that this method yields an approximation algorithm for graph pebbling.     

Is there any polynomial upper bound for the universal labeling of graphs?

A universal labeling of a graph G is a labeling of the edge set in G such that in every orientation \(\ell \) of G for every two adjacent vertices v and u, the sum of incoming edges of v and u in the oriented graph are different from each other. The universal labeling number of a graph G is the minimum number k such that G has universal labeling from \(\{1,2,\ldots , k\}\) denoted it by \(\overrightarrow{\chi _{u}}(G) \). We have \(2\Delta (G)-2 \le \overrightarrow{\chi _{u}} (G)\le 2^{\Delta (G)}\), where \(\Delta (G)\) denotes the maximum degree of G. In this work, we offer a provocative question that is: “Is there any polynomial function f such that for every graph G, \(\overrightarrow{\chi _{u}} (G)\le f(\Delta (G))\)?”. Towards this question, we introduce some lower and upper bounds on their parameter of interest. Also, we prove that for every tree T, \(\overrightarrow{\chi _{u}}(T)={\mathcal {O}}(\Delta ^3) \). Next, we show that for a given 3-regular graph G, the universal labeling number of G is 4 if and only if G belongs to Class 1. Therefore, for a given 3-regular graph G, it is an \( {{\mathbf {N}}}{{\mathbf {P}}} \)-complete to determine whether the universal labeling number of G is 4. Finally, using probabilistic methods, we almost confirm a weaker version of the problem.     

Distance domination in graphs with given minimum and maximum degree

For an integer \(k \ge 1\), a distance k-dominating set of a connected graph G is a set S of vertices of G such that every vertex of V(G) is at distance at most k from some vertex of S. The distance k-domination number \(\gamma _k(G)\) of G is the minimum cardinality of a distance k-dominating set of G. In this paper, we establish an upper bound on the distance k-domination number of a graph in terms of its order, minimum degree and maximum degree. We prove that for \(k \ge 2\), if G is a connected graph with minimum degree \(\delta \ge 2\) and maximum degree \(\Delta \) and of order \(n \ge \Delta + k - 1\), then \(\gamma _k(G) \le \frac{n + \delta - \Delta }{\delta + k - 1}\). This result improves existing known results.