Recent studies have documented that performance in a domain is hindered when individuals feel that a sociocultural group to which they belong is negatively stereotyped in that domain. We report that implicit activation of a social identity can facilitate as well as impede performance on a quantitative task. When a particular social identity was made salient at an implicit level, performance was altered in the direction predicted by the stereotype associated with the identity. Common cultural stereotypes hold that Asians have superior quantitative skills compared with other ethnic groups and that women have inferior quantitative skills compared with men. We found that Asian-American women performed better on a mathematics test when their ethnic identity was activated, but worse when their gender identity was activated, compared with a control group who had neither identity activated. Cross-cultural investigation indicated that it was the stereotype, and not the identity per se, that influenced performance.

Much attention has been directed toward understanding the impact having a multiracial background has on psychological well-being and adjustment. Past psychological research has focused on the challenges multiracial individuals confront in defining a racial identity. The implication is that these challenges lead to outcomes that are psychologically detrimental. However, evidence to support this assertion is mixed. The authors review qualitative and quantitative empirical research examining multiracial individuals' identity development, depression, problem behaviors, peer relationships, school performance, and self-esteem, finding support for detrimental outcomes only in studies sampling clinical populations. Studies on nonclinical samples find that multiracial individuals tend to be just as well-adjusted as their monoracial peers on most psychological outcomes. Earlier assertions of maladjustment may have been due to reliance on qualitative research that sampled clinical populations. Other implications and future research are discussed.

A growing body of research indicates that the activation of negative stereotypes can impede cognitive performance in adults, whereas positive stereotypes can facilitate cognitive performance. In two studies, we examined the effects of positive and negative stereotypes on the cognitive performance of children in three age groups: lower elementary school, upper elementary school, and middle school. Very young children in the lower elementary grades (kindergarten-grade 2) and older children in the middle school grades (grades 6-8) showed shifts in performance associated with the activation of positive and negative stereotypes; these shifts were consistent with patterns previously reported for adults. The subtle activation of negative stereotypes significantly impeded performance, whereas the subtle activation of positive stereotypes significantly facilitated performance. Markedly different effects were found for children in the upper elementary grades (grades 3-5). These results suggest that the development of stereotype susceptibility is a critical domain for understanding the connection between stereotypes and individual behavior

The activation of positive stereotypes has been shown to produce academic performance boosts. Evidence regarding the role of self-relevance in producing such effects has been mixed. The authors propose that the subtlety of stereotype activation plays a key role in creating performance boosts among targets and nontargets of stereotypes. Study 1 found that subtle stereotype activation boosted performance in targets, but blatant activation did not. Study 2 was conducted on both targets and nontargets using different methods of stereotype activation. Again, targets showed performance boosts when stereotypes were subtly activated but not when they were blatantly activated. Nontargets, however, showed boosts in performance only when stereotypes were blatantly activated. The role of self-relevance in mediating sensitivity to stimuli is discussed.

X-ray diffraction data from water-supported monolayers of fatty acids with chain lengths from 19 to 22 is presented. The structures of the tilted mesophases L2′, L2, and Ov are characterized in detail. The contributions to the unit cell distortion from the tilt and the ordering of the backbone planes of the molecules are separated. It is shown that at the swiveling transition L2′–L2, not only the tilt azimuth but also the packing of the backbone planes change discontinuously. We demonstrate that the tilting transition LS–L2 is accompanied by the ordering of the backbone planes and may be discontinuous. Evidence is presented for a herringbone ordering transition within the L2 region. The distortions are related to symmetry of the phases and described by the order parameters responsible for tilt and herringbone ordering of the backbone planes of the molecules.

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ARTICLE THE ANNALS OF THE AMERICAN ACADEMY POSITIVE STIGMA 591 JanuaryThe traditional literature on stigma focuses on identifying factors contributing to the harmful impact of stigmas on the lives of stigmatized individuals. This focus, however, cannot explain the many cases of individuals possessing a stigmatized identity flourishing in our society. This article investigates the processes that successful stigmatized individuals use to overcome the harmful consequences of stigmatization. Specifically, this article reviews three processes: (1) compensation;(2) strategic interpretations of the social environment; and (3) focusing on multiple identities that have been identified in the literature to help stigmatized individuals handle prejudice and discrimination. Moreover, successful individuals adopt an "empowerment" model as opposed to a "coping" model when dealing with stigma. In other words, successful individuals view overcoming the adversities associated with stigma as an empowering process, as opposed to a depleting process. This discussion underscores the importance of adopting a new approach to gain a fuller understanding of the experience of being stigmatized.

The authors tested three hypotheses from social dominance theory in four cultures: (a) that individual differences in social dominance orientation (SDO), or the preference for group-based inequality, can be reliably measured in societies that are group-based hegemonies; (b) that SDO correlates positively with attitudes supporting hegemonic groups and correlates negatively with attitudes supporting oppressed groups; and (c) that men are higher on SDO than women. For the most part, the results confirmed the hypotheses. SDO scales were internally reliable and were administered in English, Chinese, and Hebrew. SDO scores correlated with sexism, measured in culturally appropriate ways, in every culture, and with ethnic prejudice and other attitudes concerning the local hegemony except in China. Men were higher on SDO than women in most samples. Findings are discussed in terms of ideological and psychological facilitators of group dominance.