Post-Hurricane Katrina Racialized Explanations as a System Threat: Implications for Whites’ and Blacks’ Racial Attitudes

This experiment drew upon theoretical perspectives on group and system justification to examine whether exposure to media coverage arguing that racism was responsible for the ineffective Hurricane Katrina disaster response affected White and Black Americans’ intergroup attitudes. Consistent with a system justification perspective, Whites exposed to video clips arguing that the hurricane Katrina disaster response was due to racism displayed greater racial ingroup attachment and ingroup love compared to Whites exposed to videos conveying that the government’s incompetence was to blame for the disaster response. In contrast, Blacks displayed strong levels of ingroup attachment and ingroup love across both video conditions. This research highlights how insights from social psychology are valuable in understanding psychological responses to social justice-related events, such as the tragic response to hurricane Katrina.

“It Must Be <Emphasis Type="Italic">Me</Emphasis>”: Ethnic Diversity and Attributions for Peer Victimization in Middle School

This study examined the mediating role of self-blaming attributions on peer victimization-maladjustment relations in middle school and the moderating role of classroom ethnic diversity. Latino and African American 6th grade participants (N = 1105, 56% female) were recruited from middle schools in which they were either members of the numerical majority ethnic group, the numerical minority, or one of several ethnic groups in ethnically diverse schools. Peer nomination data were gathered in the Fall of 6th grade to determine which students had reputations as victims of harassment and self-report data on self-blame for peer harassment and the adjustment outcomes of depressive symptoms and feelings of self-worth were gathered in the Spring of 6th grade, approximately 6 months later. A mediational model in which self-blame partly explained the relation between victimization and maladjustment was supported among students from the majority ethnic group in their classroom but not among students from the minority group. The usefulness of including ethnic diversity as an important context variable in studies of peer victimization during early adolescence was discussed.

The Importance of Male Batters’ Attributions in Understanding and Preventing Domestic Violence

The present article reviews the literature regarding the importance of taking into account male batters’ attributions in order to understand and to curtail their violence. Many treatment programs have been devised to stop domestic violence (DV); however, little comparative research exists. Therefore, we are unable to determine which techniques are effective and which are not. We contend that uncovering battering men’s attributions is important in understanding DV, and specifically, that these attributions are the key to curtailing DV. We present a typology of battering men’s attributions. What is common to these attribution styles is the evasion of responsibility for commission of, and for the need to take affirmative action to stop, the violence. These attribution styles have been found to increase battering men’s hostility and stress, their risk for engaging in violent behavior, as well as enabling battering men to continue their violence unchecked. Therefore, attributions are a crucial ingredient in DV and must be addressed directly and intensely in DV treatment programs in order to increase their (as yet limited) effectiveness.