The racial shared reality scale: Capturing Black Americans' perceived consensus with White Americans about race and racism.

Black individuals often feel unheard and misunderstood by White people during conversations about race. These experiences could be due in part to a perceived disconnect between their own and White people's views on race. In the current research ( = 1,470 Black Americans), we developed and tested a new scale to capture this potential mechanism- (RSR)-which we conceptualize as Black Americans' perceived consensus with White Americans about race and racism.

Emotion regulation in response to discrimination: Exploring the role of self-control and impression management emotion-regulation goals.

Contending with discrimination can yield a cascade of negative psychological and physiological outcomes which adversely affect health. How individuals manage their emotions in response to discrimination can influence the extent of these negative health outcomes. Research finds, however, that Black and Latine individuals are more likely to use expressive suppression (vs.

Climate change and health equity: A research agenda for psychological science.

Climate change poses unique and substantial threats to public health and well-being, from heat stress, flooding, and the spread of infectious disease to food and water insecurity, conflict, displacement, and direct health hazards linked to fossil fuels. These threats are especially acute for frontline communities. Addressing climate change and its unequal impacts requires psychologists to consider temporal and spatial dimensions of health, compound risks, as well as structural sources of vulnerability implicated by few other public health challenges.

White fragility: An emotion regulation perspective.

To address anti-Black Racism, systemic change across many domains in American life will be necessary. There are many barriers to change, however, and progress requires identifying these barriers and developing tools to overcome them. Given that White individuals disproportionately occupy "gatekeeping" positions of power, one key barrier to systemic change is rooted in White individuals' emotional (and emotion-regulatory) responses when considering their own role in racism (e.

Managing emotions in the face of discrimination: The differential effects of self-immersion, self-distanced reappraisal, and positive reappraisal.

Contending with sexism is associated with negative affective outcomes, including increased anger, anxiety, and depression. Prior research demonstrates that the use of emotion-regulation strategies, such as self-distanced reappraisal, when contending with general negative interpersonal experiences, can help people manage their emotions, attenuating the associated negative affect. The present research considers whether the affective benefits of reappraisal extend to past experiences of discrimination.

Does my professor think my ability can change? Students' perceptions of their STEM professors' mindset beliefs predict their psychological vulnerability, engagement, and performance in class.

Two experiments and 2 field studies examine how college students' perceptions of their science, technology, engineering, and mathematics (STEM) professors' mindset beliefs about the fixedness or malleability of intelligence predict students' anticipated and actual psychological experiences and performance in their STEM classes, as well as their engagement and interest in STEM more broadly. In Studies 1 ( = 252) and 2 ( = 224), faculty mindset beliefs were experimentally manipulated and students were exposed to STEM professors who endorsed either fixed or growth mindset beliefs. In Studies 3 ( = 291) and 4 ( = 902), we examined students' perceptions of their actual STEM professors' mindset beliefs and used experience sampling methodology (ESM) to capture their in-the-moment psychological experiences in those professors' classes.

Learning goals mitigate identity threat for Black individuals in threatening interracial interactions.

Objective: Interactions between members of different racial and ethnic groups are often stressful. These interactions are stressful, in part, because they contribute to social identity threat-the fear of being judged or treated negatively based on one's social group membership. Previous work separately suggests that the diversity of an interaction partner's friendship network and the goals that people set for themselves influence social identity threat.

STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes.

An important goal of the scientific community is broadening the achievement and participation of racial minorities in STEM fields. Yet, professors' beliefs about the fixedness of ability may be an unwitting and overlooked barrier for stigmatized students. Results from a longitudinal university-wide sample (150 STEM professors and more than 15,000 students) revealed that the racial achievement gaps in courses taught by more fixed mindset faculty were twice as large as the achievement gaps in courses taught by more growth mindset faculty.