Experiencing Everyday Discrimination: A Comparison Across Five Immigrant Populations

Drawing on both quantitative and qualitative data, this article explores and compares the subjective experiences of everyday discrimination articulated by immigrants across five different national origin populations. The comparison reveals that discrimination is perceived, encountered, and experienced differently by immigrants from various national origins backgrounds. Further, from the perspective of immigrants themselves, discrimination is not just about phenotypical racial characteristics, but also about language abilities, class position, immigration status, foreignness, and personhood. The article describes some of the contexts or settings within which discrimination is encountered, including a discussion of both mainstream and minority contexts. The latter is rarely addressed in the literature on discrimination. Finally, using some hypothetical scenarios, it examines how immigrants of different national origins say they might react to discriminatory behavior. This exercise not only illuminates some intriguing variations across the five populations but also addresses broader discussion of confrontation as opposed to forbearance in the literature on discrimination.     

After the wave-the Centrelink Social Work response offshore

Communities worldwide were affected by the tsunamis that struck a dozen Indian Ocean nations on 26 December 2004. More than 300,000 people were killed or left missing as a result of the tragedy. The Australian Government played a key role in the disaster response overseas and in Australia. As part of a whole-of-government response to the crisis, eight Centrelink Social Workers were deployed to tsunami-affected areas for two weeks after the initial disaster to provide personal support to Australian victims and their families. This paper presents the service delivery framework adopted offshore and delineates the role undertaken by the social workers. Drawing on their practice experience, the paper examines some of the challenges, dilemmas, learnings and implications for future service delivery.     

A Collaborative Approach to Infant Research: Promoting Reproducibility,Best Practices,and Theory‐Building

The ideal of scientific progress is that we accumulate measurements and integrate these into theory, but recent discussion of replicability issues has cast doubt on whether psychological research conforms to this model. Developmental research—especially with infant participants—also has discipline‐specific replicability challenges, including small samples and limited measurement methods. Inspired by collaborative replication efforts in cognitive and social psychology, we describe a proposal for assessing and promoting replicability in infancy research: large‐scale, multi‐laboratory replication efforts aiming for a more precise understanding of key developmental phenomena. The ManyBabies project, our instantiation of this proposal, will not only help us estimate how robust and replicable these phenomena are, but also gain new theoretical insights into how they vary across ages, linguistic communities, and measurement methods. This project has the potential for a variety of positive outcomes, including less‐biased estimates of theoretically important effects, estimates of variability that can be used for later study planning, and a series of best‐practices blueprints for future infancy research.     

Infants' First Words are not Phonetically Specified: Own Name Recognition in British English‐Learning 5‐Month‐Olds

By the end of their first year of life, infants’ representations of familiar words contain phonetic detail; yet little is known about the nature of these representations at the very beginning of word learning. Bouchon et al. ( 2015 ) showed that French‐learning 5‐month‐olds could detect a vowel change in their own name and not a consonant change, but also that infants reacted to the acoustic distance between vowels. Here, we tested British English‐learning 5‐month‐olds in a similar study to examine whether the acoustic/phonological characteristics of the native language shape the nature of the acoustic/phonetic cues that infants pay attention to. In the first experiment, British English‐learning infants failed to recognize their own name compared to a mispronunciation of initial consonant (e.g., Molly versus Nolly) or vowel (e.g., April versus Ipril). Yet in the second experiment, they did so when the contrasted name was phonetically dissimilar (e.g., Sophie versus Amber). Differences in phoneme category (stops versus continuants) between the correct consonant versus the incorrect one significantly predicted infants’ own name recognition in the first experiment. Altogether, these data suggest that infants might enter into a phonetic mode of processing through different paths depending on the acoustic characteristics of their native language.     

Distress in Emerging Adults: Further Evaluation of the Painful Feelings About Divorce Scale

Young adults from divorced families experience clear emotional distress despite most not meeting diagnostic criteria for emotional disorders. Laumann-Billings and Emery (2000) developed the Painful Feelings About Divorce (PFAD) scale to assess the emotional distress emerging adults feel regarding childhood parental divorce. The study sample is undergraduates predominately between the ages of 18 and 22. This study adds to the literature by (a) further demonstrating the PFAD scale reliability and validity, (b) including participants with both divorced and separated but never married parents, and (c) assessing generalizability of the PFAD with a more diverse socioeconomic sample.