International perspectives on lesbian psychology.

Researchers from the Philippines, Mexico, Italy, Germany, Chile, Canada, Brazil, China, and the US shed new light on important questions in lesbian psychology while subverting the hegemonic status of Western scholarship. Articles part of this special issue move away from treating LGBTQ + identity as a monolith and center lesbian identity. An eclectic set of contributions explore central questions in the field of psychology, including differences between gay men's and lesbian women's mental health as well as similarities and differences between bisexual and lesbian women's sense of identity. This special issue pushes the field to consider how cultural values such as collectivism and individualism, religious affiliation, and the intersections of misogyny and homophobia configure the risk of mental health problems, intimate partner violence, and body dissatisfaction among lesbian women.

Stability and changes in high school students' STEM career expectations: Variability based on STEM support and parent education.

INTRODUCTION: Why do some students maintain their career expectations in STEM (science, technology, engineering, mathematics), whereas others change their expectations? Using situated expectancy-value and social cognitive career theories, we sought to investigate the extent to which STEM support predicted changes in students' STEM career expectations during high school, and if these processes varied by whether the student had college educated or noncollege educated parents. METHODS: Using the nationally representative data set of the High School Longitudinal Study, we investigated the predictors of changes in US students' STEM career expectations from 9th to 11th grade (n = 13,100, 54% noncollege educated parents, 51% girls, 55% White, 21% Latinx, 12% Black). RESULTS AND CONCLUSIONS: Students with noncollege educated parents were significantly more likely to change from STEM to non-STEM career expectations by 11th grade or to have stable non-STEM career expectations (compared to having stable STEM expectations or changing from non-STEM to STEM expectations). Additionally, students with noncollege educated parents were less likely to receive STEM support from parents and attend extracurricular activities compared to students with college educated parents. However, when examining the predictors among students with noncollege educated parents, students were more likely to maintain their expectations for a STEM career from 9th to 11th grade (compared to switching to a non-STEM career) if they had parental STEM support. Additionally, all students regardless of parents' level of education were more likely to maintain their expectations for a STEM career (vs. switching to a non-STEM career) through high school if they received teacher STEM support. Furthermore, students were more likely to develop STEM career expectations (vs. maintaining non-STEM career expectations) if they had parent STEM support. These findings highlight how parent and teacher STEM support may bolster STEM career expectations, particularly among students with noncollege educated parents.

Developmental Trajectories of Science Identity Beliefs: Within-Group Differences among Black, Latinx, Asian, and White Students.

Though adolescents' science identity beliefs predict positive STEM outcomes, researchers have yet to examine developmental differences within racial/ethnic groups despite theoretical arguments for such studies. The current study examined science identity trajectories for Black (14%), Latinx (22%), Asian (4%), and White (52%) students (N = 21,170; 50% girls) from 9th grade to three years post-high school and the variability within each racial/ethnic group based on gender and college generational status. Contrary to the literature, students' science identities increased over time, and the increases were larger for potential first- versus continuing-generation White students. Potential continuing-generation boys had stronger 9th grade science identities than potential first-generation girls in all groups except Asians. The findings suggest who might benefit from additional supports within each racial/ethnic group.

Born to Code: Does the Portrayal of Computer Scientists as Geniuses Undermine Adolescent Youths' Motivational Beliefs?

Introduction: Computer scientists are often stereotyped as geniuses who are naturally gifted in pSTEM (physical Sciences, Technology, Engineering, and Math). Prior correlational research found that this genius stereotype is negatively related to students' pSTEM motivation. However, the effect has not been explored experimentally to evaluate possible casual influences. Using situated expectancy-value theory as a framework, the present experiment tested whether media invoking the genius stereotype negatively impacts high school students' expectancy and value beliefs regarding pSTEM. Methods: The sample comprised of 213 U.S. high school students (53% boys, 46% Asian). Participants read one of two versions of an article profiling a student majoring in computer science. The genius condition emphasized the student's natural talent and the importance of being gifted for success in computer science, whereas the control condition did not mention these attributes. Pre- and post-test measures of pSTEM expectancy and value beliefs were assessed. Results and Conclusions: Students in the genius condition, but not the control condition, demonstrated a significant decline in pSTEM value beliefs. There was no effect on expectancy beliefs. Thus, popular stereotypes of persons in pSTEM as geniuses may contribute to students devaluing of pSTEM subjects. These stereotypes may be especially threatening to girls and students from minoritized backgrounds. Implications are discussed, including the need to address genius stereotypes in pSTEM classrooms.

COVID-19 Outbreaks in Correctional Facilities with Work-Release Programs - Idaho, July-November 2020.

As of April 16, 2021, U.S. correctional and detention facilities reported 399,631 cases of COVID-19 in incarcerated persons, resulting in 2,574 deaths (1). During July 14-November 30, 2020, COVID-19 was diagnosed in 382 persons incarcerated in Idaho correctional facilities with work-release programs. Work-release programs (which place incarcerated persons in community businesses) have social and economic benefits, but might put participants at increased risk for bidirectional transmission of SARS-CoV-2, the virus that causes COVID-19. The Idaho Department of Correction (IDOC) operates 13 state-run correctional facilities, including six low-security facilities dedicated to work-release programs. This report describes COVID-19 outbreaks in five IDOC facilities with work-release programs,* provides the mitigation strategies that IDOC implemented, and describes the collaborative public health response. As of November 30, 2020, 382 outbreak-related COVID-19 cases were identified among incarcerated persons in five Idaho correctional facilities with work-release programs; two outbreaks were linked to food processing plants. Mitigation strategies that helped to control outbreaks in IDOC facilities with work-release programs included isolation of persons with COVID-19, identification and quarantine of close contacts, mass testing of incarcerated persons and staff members, and temporary suspension of work-release programs. Implementation of public health recommendations for correctional and detention facilities with work-release programs, including mass testing and identification of high-risk work sites, can help mitigate SARS-CoV-2 outbreaks. Incarcerated persons participating in work-release should be included in COVID-19 vaccination plans.

The Rehabilitation Institute of Chicago Military Traumatic Brain Injury Screening Instrument: determination of sensitivity, specificity, and predictive value.

BACKGROUND: Traumatic brain injury (TBI) is referred to as the signature injury of the wars in Iraq and Afghanistan. Given the prevalence of TBI in military personnel, there is a need for validated instruments tailored to accurately screen for TBI in this population. METHODS: Three hundred service members or veterans underwent a novel screen and a comprehensive diagnostic assessment to identify the occurrence of TBI and/or the presence of posttraumatic stress disorder. Negative predictive value, positive predictive value, sensitivity, and specificity were calculated. RESULTS: This screening tool for TBI yielded sensitivity of 96%, specificity of 64%, negative predictive value of 95%, and positive predictive value of 69%. CONCLUSION: The Rehabilitation Institute of Chicago Military Traumatic Brain Injury Screening Instrument has a high negative predictive value and high sensitivity for TBI. This tool identifies individuals likely to have sustained a TBI. Moreover, it detects those who are likely not to have sustained such an injury and can be reassured in this regard. Because such distinction can be made with a high degree of accuracy in rapid and cost-effective fashion, it represents an important contribution to the armamentarium of TBI screening tools.

Memory deficits, postconcussive complaints, and posttraumatic stress disorder in a volunteer sample of veterans.

PURPOSE: To better understand how memory impairment is related to postconcussive complaints and to posttraumatic stress disorder (PTSD) and whether these relationships remain after controlling for premorbid cognitive ability. METHOD: We examined memory impairment, premorbid cognitive ability, postconcussive complaints, and symptoms of PTSD in 205 veterans, 135 of who gave a self-reported history of concussion and exposure to a traumatic life event. We limited our sample to those who gave good effort on cognitive testing according to a symptom validity measure. RESULTS: Although memory impairment was not associated with a history of concussion, it was associated with severity of postconcussive complaints. That association was no longer significant after controlling for premorbid IQ. A similar analysis yielded slightly different findings for PTSD. Memory impairment was associated with PTSD diagnosis, although it was not associated with severity of PTSD symptoms after controlling for premorbid ability. CONCLUSIONS: These data are consistent with multifactorial models of the etiology of postconcussion disorder and PTSD such as the "burden of adversity hypothesis" described by Brenner, Vanderploeg, and Terrio (2009). In such models, symptom severity and course of recovery are determined not only by trauma severity but (also) premorbid risk factors and postonset complications. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

Postconcussive complaints, cognition, symptom attribution and effort among veterans.

The etiology of postconcussive symptoms is not clearly understood. Development of etiological models of those symptoms will be helpful for accurate diagnosis and for planning effective treatment. Such a model should characterize the role of subject characteristics (education, premorbid intelligence), social psychological factors and symptom validity. Toward that end, the present study examined the association of postconcussive complaints and cognitive performance with symptom attribution and level of effort on testing. In a sample of 155 veterans, attribution to concussion was associated with endorsement of more severe postconcussive complaints, after controlling for the effects of other factors such as subject characteristics. Similarly, effort was associated with cognitive performance after controlling for the effects of these other factors. The present findings are consistent with previous reports that illness perception and effort on testing are associated with postconcussive complaints. This supports previous recommendations to routinely educate all concussion patients immediately after injury to reduce distorted perceptions and related persistent complaints. Finally, these findings highlight a need for routine assessment of patients' perception of their injury to identify cases that may require psychotherapy to address any misattributions that develop.