On the need to investigate the barriers to physical activity that are specific to stigmatized individuals

Understanding what predicts behavior change is a hot topic in health psychology, especially with regard to physical activity. While existing research has revealed key factors of physical activity (e.g., reasoned cognitions, automatic processes), it fails to accurately identify those that are specific to the most inactive populations (e.g., older adults, obese individuals, women, people living with chronic disease). In this commentary, we propose to articulate current approaches of health behavior change with the social psychology of stereotypes, based on the observation that inactive groups are often targeted by negative stereotypes. This articulation may allow to better identify the barriers to physical activity that are specific to individuals from the most inactive groups. More particularly, we propose that low self-control resources and self-perceptions may be key factors of physical inactivity in these individuals. This proposition could in turn help to explain why some behavioral change techniques that are efficient in healthy or young adults are inefficient in other individuals.

Negative Stereotypes Towards Older People. A Study with Teachers in Initial Training

Objective. To describe whether there are stereotypes towards older adults by the group of teachers in initial training. Method. The approach was quantitative and not probabilistic through a statistical study with university students preparing to become primary school teachers in the Spanish education system. This training profile includes adult and senior education as an additional professional opportunity. The sample (n=110) has been selected among students of the Primary Education Degree. We have applied the Negative Stereotype Questionnaire for the Elderly (CENVE) and the Educational Stereotype Questionnaire for the Elderly (CEEAM). Results. We suggest that the respondents present some degree of stereotypes towards older adults; the stereotype is greater when we question the deterioration of memory and cognitive impairment in general. However, the data are positive, except that in the case of the health factor we found two items in which respondents reported a higher level of stereotyping. Conclusions. Based on these results, we conclude that it is necessary to work on stereotypical perceptions, especially with students pursuing careers related to education, since their professional performance can lead them to develop their teaching careers in adult and senior education. The education professions must be involved in improving quality of life, active aging, and lifelong learning through professional practice and the elimination of personal and societal stereotypes.

Applying a Transformative Justice Approach to Encourage the Participation of Black and Latina Girls in Computing

Global protests and civil unrest in 2020 has renewed the world’s interest in addressing injustice due to structural racism and oppression toward Black and Latinx people in all aspects of society, including computing. In this article, we argue that to address and repair the harm created by institutions, policies, and practices that have systematically excluded Black and Latina girls from computer science, an intersectional, transformative justice approach must be taken. Leveraging testimonial authority, we share our past 8 years of experience designing, implementing, and studying Digital Youth Divas, a programmatic and systemic approach to encouraging middle school Black and Latina girls to participate in STEM. Specifically, we propose three principles to counter structural racism and oppression embedded in society and computing education: computing education must (1) address local histories of injustice by engaging community members; (2) counter negative stereotypes perpetuated in computer science by creating inclusive safe spaces and counter-narratives; and (3) build sustainable, computational capacity in communities. To illustrate each principle, we provide specific examples of the harm created by racist policies and systems and their effect on a specific community. We then describe our attempt to create counter structures and the subsequent outcomes for the girls, their families, and the community. This work contributes a framework for STEM and computing educators to integrate transformative justice as a method of repairing the harm that both society and the field of computing has and continues to cause Black and Latinx communities. We charge policy makers, educators, researchers, and community leaders to examine histories of oppression in their communities and to adopt holistic, transformative approaches that counter structural oppression at the individual and system level.

If They Only Disrespect Us a Little, and the Story is Interesting, I Keep Watching: Navigation of Ethnic Media Gratifications by Latino Teens

The goal of this study was to apply insights from social identity gratifications and ethnic/racial identity development frameworks to better understand how adolescents perceive, select, and avoid media content which has the potential to damage self-and group-concept. We conducted focus groups with 32 Latino adolescents aged 13 to 15. We found mixed evidence that youth prioritized the ethnicity of characters in program selection. Most referenced personality or age as the primary identity-based factors of interest. Although students widely recognized negative stereotypes of Latinos in mainstream English-language media, this did not overwhelmingly dictate media choices, seemingly due to lack of alternative choices. In contrast, Spanish language programming offered a positive alternative to English-language media and may serve identity needs. The theoretical and practical implications are discussed.

Emerging complexity in children's conceptualization of the wealthy and the poor

Past work suggests that children have an overly rosy view of rich people that stays consistent across childhood. However, adults do not show explicit pro-rich biases and even hold negative stereotypes against the rich (e.g., thinking that rich people are cold and greedy). When does this developmental shift occur, and when do children develop more complex and differentiated understandings of the wealthy and the poor? The current work documents the developmental trajectory of 4- to 12-year-old primarily American middle-class children’s conceptualizations of the wealthy and the poor (total N = 164). We find: 1) age-related decreases in pro-rich preferences and stereotypes relative to the poor; 2) domain-sensitive stereotypes across prosociality, talent, and effort; 3) resource-specific behavioral expectations such that with age children increasingly expect the wealthy to contribute more material resources but not more time than the poor; 4) an increasing recognition of the unfairness of the wealth gap between the wealthy and the poor; and 5) a developing understanding of the link between wealth and power. In sum, this work illuminates the emergence of more complex understandings of wealth, poverty, and inequality.

OLD AGE AS A PEDAGOGICAL PROBLEM

The article deals with the substantiation of the theoretical and methodological principles of the old age phenomenon. It has also been analyzed positive and negative stereotypes related to aging and old age in the aspect of intergenerational relations. The characteristics of the phenomenon of old age, content, forms of attitude to the elderly are considered. This is important at the level of personal development, rational interaction of generations, no less important are the social and economic aspects. This issue gained special importance at the beginning of the XXI century, when the elderly found themselves in the position of social outsiders, and that was important both for society as a whole and for each person. The importance of addressing the topic is substantiated, as the development of many aspects of social life has led to a significant increase in the number of elderly people, and the ratio between workers and retirees has caused concern among economists. The attention is paid to the fact that demographic change, which means that our society continues to age and the prevailing view that the old man is no longer needed, it is emphasized the importance of recognizing the strengths of old age and their use.

Ruptures of Possibility: Mexican Origin Mothers as Critical Border Pedagogues

In U.S. schools, educators are often regarded as knowledge producers and sole pedagogues, whereas parents (particularly of Color) are perceived as not engaged or interested in their child(ren)'s education (Colgrove, 2019; Nuñez, 2019; Ramirez, 2020). These negative stereotypes and white-centered discourses sustain raciolinguistic perspectives (Rosa & Flores, 2017) of families of Color and immigrant backgrounds. For the present study, we employed critical discourse analysis to explore why and how Mexican mothers raise bilingual children by examining how their experiences inform us about their powerful roles as critical translanguaging pedagogues. Drawing on border thinking and pedagogy of border thinking, the findings revealed two main themes: (1) how mothers recognize and draw on the ruptures of cultural and linguistic worlds, and (2) how they sustain language through family and cultural practices. Lastly, we share implications for educators, teacher educators, and policymakers.

Mutual Perception in Contemporary Relations between Russia and Iran: Image of Russia and Iran in History School Textbooks of the Two Countries

Russia and Iran have maintained continuous diplomatic relations since 1592. During the post-Soviet period, relations between the Russian Federation and the Islamic Republic of Iran have strengthened significantly. The leaderships of both countries seek to turn their relations into a strategic partnership. However, the main obstacle to achieving this goal is the negative perception of the other by the peoples of both countries. The purpose of this study is to understand how modern Russians and Iranians see each other and the relations between their governments. This article examines data from sociological surveys, opinions of Russian and Iranian experts, and analyzes the images of Iran and Russia presented in school-level history textbooks of the two countries. We note negative stereotypes and a distrust of Russia among modern Iranians. Russia receives far more attention in Iranian history textbooks than Iran in Russian ones. For Iranians, the image of Russia as a neighbor is more important than the image of Russia as a great world power. However, the image of Russia in general is negative; Russia is seen as a country to be feared. The negative image of Russia among Iranians is formed through selective and often erroneous interpretation, rather than historical facts. Although opinion polls in contemporary Russia divulge a generally positive image of Iran, the country is not seen as important to respondents - it remains distant, exotic, and incomprehensible. Modern Russians have very faint ideas about their Southern neighbor, Iran. Persia and Iran receive so little attention in Russian school textbooks that it is difficult to talk about the image of this country as positive or negative.

A Structured Intervention for Medical Students Significantly Improves Awareness for Stigmatisation in Visible Chronic Skin Diseases: A Randomised Controlled Trial

People with skin diseases suffer from stigmatisation. The aim of this study was to develop and evaluate an intervention against stigmatisation of people affected for medical students. The new intervention was evaluated using a randomised controlled design. Effectiveness was assessed at three time points. Data from 127 participants were analysed. Regarding the outcome ‘social distance’, a significant difference between the measurement-points was observed for the intervention group (χ2(2) = 54.32, p < 0.001) which also showed a significant effect on the agreement to negative stereotypes (F(1.67, 118.67) = 23.83, p < 0.001, partial η² = 0.25). Regarding the outcome ‘agreement to disease-related misconceptions’, a significant difference between the measurement-points was observed for the intervention group (χ2(2) = 46.33, p < 0.001); similar results were found for the outcome ‘stigmatising behaviour’ (F(1.86, 131.89) = 6.16, p = 0.003, partial η² = 0.08). Results should encourage medical faculties to invest in such courses to prevent stigmatisation.

Hate speech targets in COVID-19 related comments on Ukrainian news websites

The research focuses on hate speech in the comments section of Ukrainian news websites. Restricted to solely COVID-19 related comments, it seeks to analyze the development of hate speech rates throughout the pandemic. Using a semi-automated machine-learning-aided approach, the paper identifies hate speech in the comments and defines its main targets. The research shows that a crisis like the COVID-19 pandemic can strengthen existing negative stereotypes and gives rise to new forms of stigmatization against social and ethnic groups.