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Role-taking is a basic social process underpinning much of the structural social psychology paradigm – a paradigm built on empirical studies of human interaction. Yet today, our social worlds are occupied by bots, voice assistants, decision aids, and other machinic entities collectively referred to as artificial intelligence (AI). The integration of AI into daily life presents both challenges and opportunities for social psychologists. Through a vignette study, the authors investigate role-taking and gender in human-AI relations.

Participants read a first-person narrative attributed to either a human or AI, with varied gender presentation based on a feminine or masculine first name. Participants then infer the narrator's thoughts and feelings and report on their own emotions, producing indicators of cognitive and affective role-taking. The authors supplement results with qualitative analysis from two open-ended survey questions.

Participants score higher on role-taking measures when the narrator is human versus AI. However, gender dynamics differ between human and AI conditions. When the text is attributed to a human, masculinized narrators elicit stronger role-taking responses than their feminized counterparts, and women participants score higher on role-taking measures than men. This aligns with prior research on gender, status, and role-taking variation. When the text is attributed to an AI, results deviate from established findings and in some cases, reverse.

This first study of human-AI role-taking tests the scope of key theoretical tenets and sets a foundation for addressing group processes in a newly emergent form.

This research note focuses on the quest to move beyond the poverty paradigm in researching, planning, and developing distressed urban neighborhoods. It is based on the notion that the poverty paradigm hides more than it reveals about the positionality of people in neoliberal society. It argues that low incomes and joblessness are structural components of neoliberal economies. Therefore, they cannot be eliminated without making fundamental changes in the way that neoliberalism operates. Thus, in a neoliberal society, with a small, passive government, both low incomes and joblessness will grow over time, especially among blacks, Latinos, and immigrants of color. Within this context, the distress found in inner-city neighborhoods is a product of failed urban institutions and the lack of investments in such places. However, there are no laws of socioeconomic development that say low income and joblessness must equate with living in distressed neighborhoods, where dilapidation, crime, and violence are characteristic features of the landscape. This reality is a public policy decision. Therefore, it can be changed by altering the investment strategy in distressed community and by radically transforming the institutions operating in these communities. If this happens, it will be possible to produce communities where low-income workers live in energetic places where they enjoy a high quality of life and standard of living. In such regenerated neighborhoods, it will also be possible to develop innovative strategies that put the jobless to work.

A major challenge in teacher education in the United States is how to address the academic and linguistic needs of the growing numbers of emergent bilingual students. A second challenge is how to prepare predominantly White monolingual preservice teachers with little exposure to speakers of languages other than English to educate culturally and linguistically diverse students. With these two challenges in mind, this study examines how a course on literacy, language, and culture grounded in pedagogies of discomfort shifts preservice teachers’ deficit orientations toward emergent bilingual students’ language and literacy resources. Using Ofelia García’s (2009) definition for emergent bilingualism, this mixed-method study was conducted from 2011 to 2013 with 73 preservice teacher participants enrolled at an urban mid-Atlantic university. Quantitative data consisted of pre and post surveys while qualitative data comprised written responses to open-ended statements, self-analyses, and participant interviews. Findings evidence preservice teachers’ endorsement of monolingualism before coursework; however, pedagogies of discomfort during coursework provoke critical reflection leading to significant shifts in preservice teachers’ dispositions toward teaching language diversity in the classroom with implications for teaching emergent bilingual students.

Using matched data from the 1996 to 2004 Current Population Survey (CPS), we examine racial patterns in annual transitions into and out of health insurance coverage. We first decompose racial differences in static health insurance coverage rates into group differences in transition rates into and out of health insurance coverage. The low rate of health insurance coverage among African-Americans is due almost entirely to higher annual rates of losing health insurance than whites. Among the uninsured, African-Americans have similar rates of gaining health insurance in the following year as whites. Estimates from the matched CPS also indicate that the lower rate of health insurance coverage among Asians is almost entirely accounted for by a relatively high rate of losing health insurance. In contrast to these findings, differences in health insurance coverage between Latinos and whites are due to group differences in both the rate of health insurance loss and gain. Using logit regression estimates, we also calculate nonlinear decompositions for the racial gaps in health insurance loss and gain. We find that two main factors are responsible for differences in health insurance loss between working-age whites and minorities: job loss and education level. Higher rates of job loss account for 30 percent of the health insurance gap for African-Americans and Asians, and 16 percent of the health insurance gap for Latinos. Lower levels of education explain roughly 15 percent of the gap for African-Americans and Latinos (Asians' higher levels of education serve to close the gap). Higher rates of welfare and SSI participation among African-Americans also serve to widen the gap in health insurance loss by 8 percent.

A review of recent notable research on socioeconomic inequality, including Thomas Piketty’s Capital in the Twenty-First Century (2014), Rebecca Blank’s Changing Inequality (2011), Joseph Stiglitz’s The Price of Inequality: How Today’s Divided Society Endangers Our Future (2013), and Richard Wilkinson and Kate Pickett’s The Spirit Level: Why Greater Equality Makes Societies Stronger (2010).

I critically compare the contributions of Thomas Piketty’s Capital in the Twenty-First Century, Joseph Stiglitz’s The Price of Inequality, Rebecca Blank’s Changing Inequality, and Richard Wilkinson and Kate Pickett’s The Spirit Level. The comparison is focused largely on discerning analytical trends in studies of inequality and differential relationships with capitalism.

Popular scholarship on inequality is surprisingly diverse with varying analytical approaches and conclusions represented. Each of the works was consistent with regard to important role of the state as a mitigating institution.

The intent of these works was to engage the general public on the subject of economic inequality. Thus, it is important to know what information is being disseminated in a general sense and how this “public political economy” might influence popular views on inequality.

Comparative reviews of scholarship intended for general popular consumption are rare. Postrecession economic realities have driven inequality to the fore in many advanced capitalist societies making such a review timely as well.

Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being. Missing from this discussion is how – from a human resources management (HRM) perspective – organizations and managers can directly and positively shape the well-being of their employees. The authors use this review to paint a picture of what organizations could be like if they valued people holistically and embraced the full experience of employees’ lives to promote well-being at work. In so doing, the authors tackle five challenges that managers may have to help their employees navigate, but to date have received more limited empirical and theoretical attention from an HRM perspective: (1) recovery at work; (2) women’s health; (3) concealable stigmas; (4) caregiving; and (5) coping with socio-environmental jolts. In each section, the authors highlight how past research has treated managerial or organizational support on these topics, and pave the way for where research needs to advance from an HRM perspective. The authors conclude with ideas for tackling these issues methodologically and analytically, highlighting ways to recruit and support more vulnerable samples that are encapsulated within these topics, as well as analytic approaches to study employee experiences more holistically. In sum, this review represents a call for organizations to now – more than ever – build thriving organizations.

This study evaluates whether sociodemographic characteristics, political affiliation, family-related circumstances, self-reported health status, and access to health insurance affect public opinion toward the current US health-care system. Opinions about the health-care system were measured in terms of consumer confidence and perceived need for health-care reform. Data come from the 2008 Cooperative Congressional Election Study (CCES), a nationwide survey of 1,000 respondents. All data were collected in November 2008, thus providing a useful alternative to volatile polling data because they were collected prior to and are thus immune to the polarized tone of the debates that have occurred over the past few years. Overall, we found that public confidence in medical technology and quality of care were consistently high, while confidence in the affordability of medical care was much lower among respondents. Younger adults, those with poor health, and those without health insurance had particularly low confidence in their ability to pay for health care. Although a strong majority of the population agreed that the US health-care system was in need of major reform, support for particular types of government-sponsored health insurance programs was primarily determined by political affiliation. In an era where a large proportion of the population has little access to health care (due to lack of insurance) and where the US government is facing tremendous opposition to the implementation of major reform efforts, it is useful to understand which subgroups of the population are most confident in the current health-care system and most likely to support reform efforts, as well as those who are most resistant to change given their precarious health needs, their inability to access health care (as a result of insurance or noninsurance), or their political affiliation.

The disproportionate identification of learning disabilities among certain sociodemographic subgroups, typically groups who are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted, while students with a learning disability who are never identified are less likely to receive the accommodations and modifications necessary to learn at their maximum potential. In addition to inconsistent definitions of and criteria for diagnosing students with learning disabilities that may result in misdiagnoses, it is feared that discrimination also plays a role. We use the Education Longitudinal Study (ELS) of 2002 to describe national patterns in learning disability identification by individual- and school-level characteristics. Our results indicate that sociodemographic characteristics are predictive of being identified with a learning disability. Whereas some conventional areas of disproportionality are confirmed (males and language minorities are more likely to be identified), differences in social class entirely account for black and Hispanic disproportionality. Discrepancy between the results of bivariate and multivariate analyses reaffirms the importance of employing sophisticated methodology in explorations of disproportionality.