This study assessed racial variations in how adaptive and maladaptive perfectionism relate to psychological functioning in a sample of 150 Black and 150 White female college students. Comparative results indicated that Black women, as compared with White women, reported less adaptive perfectionism, less life satisfaction, greater stress, and greater negative affect. Correlational results indicated that for both groups, maladaptive perfectionism, but not adaptive perfectionism, was associated with stress. Accordingly, a model in which stress mediates the link between maladaptive perfectionism and psychological functioning was tested. Overall, path-analytic results indicated that stress completely or partially mediated the link between maladaptive perfectionism and psychological functioning for both Black and White women. Potential implications of the present findings for counseling Black and White women are discussed.

Among the descriptions of learning styles that characterize African American children, communalism and cooperative learning have been offered. The current investigation explored the developmental nature of this dimension among 2- to 5-year-old girls and boys (N = 44). Help-seeking behaviors were observed and coded. Variable frequencies (source of help, age, type of help solicitation, and kind of activity) were tallied, and associations between variables were examined. Associations between variables were arranged in a log linear analysis, and a log linear post hoc analysis was conducted. Type of help solicitation was found to significantly affect help source. Age and kind of activity did not significantly affect help source. Post hoc analysis revealed that children approached teachers more than peers for social help and peers more than teachers for academic help. Implications for effective communal/cooperative learning structures during early childhood are proposed.

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In this study, we investigated the impact of past and current service-learning on the civic attitudes of African American college women: 44 students enrolled in either service-learning or non–service-learning courses were given pretests and posttests measuring civic attitudes. Repeated measures analyses of variance were conducted to examine the effect of previous and current service-learning experiences on 6 different aspects of civic attitudes. Results did not indicate changes in civic attitudes over time for service-learning students. However, there was a significant interaction between past and current service-learning in predicting political awareness. Implications of the findings are discussed.

Revisiting Authentic Assessments When COVID-19 Restricts Traditional Intelligence Testing Highly regarded for diagnosing ability and for decision making about instructional delivery, intelligence testing is a well-established practice. Intelligence tests are among the most consistently and widely used measures by psychologists the world over, and as a primary tool for the identification of learning disabilities [1][2][3][4].