Common wisdom seems to suggest that racial bias, defined as disparate treatment of minority defendants, exists in jury decision-making, with Black defendants being treated more harshly by jurors than White defendants. The empirical research, however, is inconsistent--some studies show racial bias while others do not. Two previous meta-analyses have found conflicting results regarding the existence of racial bias in juror decision-making (Mazzella & Feingold, 1994, Journal of Applied Social Psychology, 24, 1315-1344; Sweeney & Haney, 1992, Behavioral Sciences and the Law, 10, 179-195). This research takes a meta-analytic approach to further investigate the inconsistencies within the empirical literature on racial bias in juror decision-making by defining racial bias as disparate treatment of racial out-groups (rather than focusing upon the minority group alone). Our results suggest that a small, yet significant, effect of racial bias in decision-making is present across studies, but that the effect becomes more pronounced when certain moderators are considered. The state of the research will be discussed in light of these findings.

Under the Americans with Disabilities Act (ADA), employers must provide employees with disabilities reasonable accommodations that will enable them to perform job duties, as long as the accommodations do not financially burden the organization. Two studies were conducted to investigate whether disability origin and/or prior work history impermissibly influence the granting of reasonable accommodations under the ADA. In both studies, participants granted more accommodations for employees whose disability was caused by some external factor than for those whose disability was caused by the employee's own behavior. In Study Two, participants also granted more and costlier accommodations for an employee with an excellent work history than for an employee with an average work history. Implications of the use of extralegal factors in accommodation decisions are discussed.

Sexual violence, including rape, is a pervasive problem on college campuses in the United States. Although men perpetrate the majority of sexual violence, men's attitudes, experiences, and perspectives are not typically included in research on rape and sexual violence. We addressed this empirical gap through our mixed-methods analysis of 365 young men's definitions of the term "rape." Our analysis via consensual qualitative research revealed that men's definitions fit into nine primary domains: lack of consent, taken advantage of, sex, sexual activity, unwanted, gender/sex-specific, harm to victim, relationship, and emotional response, as well as a miscellaneous domain. Further, using chi square tests of independence, we compared responses from men with and without a history of sexual violence perpetration. Findings showed that the definitions generated by men with a history of perpetration were less likely to include non-penetrative sexual violence and were more likely to use gender/sexspecific language in their definitions of rape. We conclude that most young men have a generally accurate understanding of rape, though perpetrators' understandings may be somewhat narrower and more limited than those without a history of perpetration. We end with recommendations for refocusing sexual education curricula to better aid in the prevention of sexual violence perpetration. Specifically, given that (most) men know what rape is, educators should emphasize the cultural and situational factors that make rape more likely so all people can reduce the risk of sexual violence and take proactive precautions to prevent it.

Psi chi central office P.o. box 709 chattanooga, tn 37401-0709 (423) 756-2044 www.psichi.org ABoUT PSI CHI Psi Chi is the International Honor So ci ety in Psychology, found ed in 1929 for the pur pos es of encouraging, stim u lat ing, and maintaining ex cel lence in schol ar ship, and advancing the sci ence of psy chol ogy. Mem ber ship is open to gradu ate and under gradu ate men and women who are mak ing the study of psy chol ogy one of their major interests and who meet the min i mum qual i fi ca tions. Psi Chi is a member of the As so cia tion of Col lege Honor So ci et ies (ACHS) and is an affiliate of the Ameri can Psy cho logi cal As so cia tion (APA) and the Association for Psy cho log i cal Science (APS). Psi Chi's sister honor society is Psi Beta, the na tion al honor society in psychology for com mu nity and junior colleges. Psi Chi functions as a federation of chap ters located at over 1,100 senior col leg es and universities in the U.S., Canada, and Ireland. The Psi Chi Central Office is lo cat ed in Chatta nooga, Ten nessee. A Board of Directors, com posed of psy chol o gy faculty who are Psi Chi members and who are elect ed by the chapters, guides the affairs of the or ga ni za tion and sets pol i cy with the ap prov al of the chap ters. Psi Chi serves two major goals-one immediate and visibly re ward ing to the in di vid u al member, the other slower and more dif fi cult to accomplish, but of fer ing greater rewards in the long run. The first of these is the Society's ob li ga tion to pro vide ac a dem ic rec og ni tion to its in duc tees by the mere fact of mem ber ship. The sec ond goal is the obligation of each of the Society's local chapters to nurture the spark of that ac com plish ment by offering a climate congenial to its creative de vel op ment. For ex am ple, the chapters make ac tive at tempts to nourish and stim u late pro fes sion al growth through pro grams de signed to augment and en hance the reg u lar cur ric u lum and to provide prac ti cal ex pe ri ence and fellowship through af fil i a tion with the chapter. In addition, the or ga ni za tion provides programs to help achieve these goals including re gional and Society con ven tions, research award and grant competitions, cer tifi cate rec og ni tion programs, chapter awards, and Society ser vice projects. JoURNAL PURPoSE STATEMENT The twofold purpose of the Psi Chi Journal of Undergraduate Research is to foster and reward the scholarly efforts of un der grad u ate psychology students as well as to provide them with a valuable learning experience. The articles pub lished in this journal represent primarily the work of the under graduate student(s). Faculty mentors, who deserve recog nition, are identified by an asterisk next to their name or on a separate byline. Because the articles in this journal are primarily the work of undergraduate stu dents, the reader should bear in mind that: (1) the studies are possibly less complex in design, scope, or sampling than professional publications and (2) the studies are not limited to sig...