Published for The Society for the Psychological Study of Social Issues (SPSSI), the Journal of Social Issues (JSI) brings behavioral and social science theory, empirical evidence, and practice to bear on human and social problems. Each issue of the journal focuses on a single topic - recent issues, for example, have addressed poverty, housing and health; privacy as a social and psychological concern; youth and violence; and the impact of social class on education.

The Journal of Social Issues (JSI), published by The Society for the Psychological Study of Social Issues (SPSSI), aims to apply behavioral and social science theory, empirical evidence, and practical applications to human and social problems. Each issue of the journal focuses on a specific topic; recent issues have addressed themes such as poverty, housing and health; privacy as a social and psychological concern; youth and violence; and the impact of social class on education.

《社会问题杂志》（Journal of Social Issues）是由社会心理学研究协会（SPSSI）出版的期刊，旨在将行为和社会科学理论、实证证据与实践应用于人类和社会问题的研究。每期杂志聚焦于一个特定主题，近期的主题包括贫困、住房与健康；隐私作为社会与心理问题的关注点；青少年与暴力；以及社会阶层对教育的影响等。

Journal of Social Issues

Although males report more same‐sex friendships than women do, most of these are not close, intimate, or characterized by self‐disclosure. Many barriers exist to emotional intimacy between men, some stemming from the demands of traditional male roles in our society, such as pressures to compete, homophobia, and aversion to vulnerability and openness, as well as from the lack of adequate role models. Exercises to increase self‐disclosure, openness, and the potential for deeper affection between men are described as the goals of workshops developed to enable male participants to initiate and maintain meaningful relationships with other men.

Robert A. Lewis

Emotional Intimacy among Men

This article explores the behavioral outcomes of an understudied emotion, guilt, in the context of the work–family domain. Specifically, we propose that work–family guilt motivates both pro‐ and anti‐social behaviors in the workplace. Working undergraduate students in the United States completed qualitative and quantitative indicators of behavioral responses to work–family guilt. Results demonstrated that when individuals experienced family‐to‐work guilt, they responded with helping behaviors directed toward individuals. When individuals experienced work‐to‐family guilt, they responded by shirking of work responsibilities. Thus, work–family guilt may be a critical and underexplored determinant of extrarole behaviors and an important emotion to manage in order to sustain career and care roles.

Whitney Botsford Morgan

Eden B. King

The Association between Work–Family Guilt and Pro‐ and Anti‐Social Work Behavior

Following Langer (1992), this article reviews a series of experimental studies that demonstrate that individuals mindlessly apply social rules and expectations to computers. The first set of studies illustrates how individuals overuse human social categories, applying gender stereotypes to computers and ethnically identifying with computer agents. The second set demonstrates thatpeople exhibit overlearned social behaviors such as politeness and reciprocity toward computers. In the third set of studies, premature cognitive commitments are demonstrated: A specialist television set is perceived as providing better content than a generalist television set. A final series of studies demonstrates the depth of social responses with respect to computer ‘personality.’ Alternative explanations for these findings, such asanthropomorphism and intentional social responses, cannot explain the results. We conclude with an agenda for future research.

Clifford Nass

Youngme Moon

J Social Isssues

Machines and Mindlessness: Social Responses to Computers

机器与无意识：社会对计算机的反应

Despite societal pressure for change in traditional gender roles, the coevolution of genes and culture may still lead us to be attracted to potential mates whose appearance and behavior is stereotypically masculine or feminine. This attraction is ironic in light of a growing body of research evidence indicating that the relationships of men and women with traditional gender roles are far from optimal—and are generally worse than those of androgynous men and women. These seemingly paradoxical findings may reflect the conflict between what our genes and past culture dispose us to do and what our present culture prescribes.

William Ickes

Traditional Gender Roles: Do They Make, and Then Break, our Relationships?

传统性别角色：它们是否塑造了我们的关系，然后又将其打破？

Community service often involves sustained prosocial actions by individuals. This article focuses on one kind of such actions, volunteerism. Volunteerism involves long–term, planned, prosocial behaviors that benefit strangers, and usually occur in an organizational setting. A selective review of the literature on the correlates of volunteerism is presented. One part of the review concerns the relationship between dispositional variables and volunteerism; it includes new data from an on–line survey that show significant relationships among personality traits, religiosity, and volunteer activities. The other part concerns how organizational variables, alone and in combination with dispositional variables, are related to volunteerism. A theoretical model of the causes of sustained volunteerism is presented and the practical implications of this model are discussed.

Louis A. Penner

J Social Issues

Dispositional and Organizational Influences on Sustained Volunteerism: An Interactionist Perspective

持续志愿行为的倾向性与组织影响：一种互动论视角

Abstract Socioeconomic and ethnicity‐based achievement gaps plague education. Both sociological theories and recent social‐psychological work consider cultural mismatches between schools’ and students’ ways of being and relating (i.e., self‐construal) as a potential mechanism. However, stringent empirical evidence remains lacking. Drawing on a sample of 5076 Belgian adolescents, this study aims to provide rigorous and robust novel evidence by (i) establishing high SES and ethnic majority group average patterns of self in relation to their teacher; (ii) calculating students’ ‘fit’ with these dominant group's patterns; and (iii) linking fit indices to objective and subjective achievement scores. As expected, fit with both high‐SES and ethnic majority self‐patterns were significantly positively related to achievement. Our findings suggest hitherto less visible systemic barriers to equal attainment due to engrained school practices that selectively value and reward majority middle‐class self‐ways. One way to promote equity in education is recognising and reforming such practices in schools.

Erdem Yılmaz

Karen Phalet

Jozefien De Leersnyder

Putting cultural mismatch theory to the test: Cultural fit of self‐construal in predicting student outcomes

检验文化错配理论：自我建构的文化契合度对学生成果的预测

Abstract The Covid‐19 outbreak forced families and teachers to use digital technology to support students to engage in distance learning at home. According to their social class, families’ digital equipment, competences and uses vary markedly, which in turn, impacts children's academic achievement. Social class has also a great influence on cultural and parental practices at home, as well as on parental self‐efficacy regarding supporting children's academic achievement. The present study investigated whether, within a single model, structural factors, including home environment, cultural capital, and digital capital, contribute both directly and indirectly (via parental self‐efficacy) to the development of academic inequalities during homework. As predicted, analyses showed that families from working‐class backgrounds are less equipped and feel less competent in digital technology as compared to families from middle‐ and upper‐class backgrounds. Our findings also showed that families’ social class is a significant predictor of cultural capital and parental self‐efficacy which in turn contributes to educational inequalities in achievement. Future studies should delve deeper into the role of parental practices and their involvement, during homework, to educational inequalities.

Johanne Mzidabi

Sébastien Goudeau

Romain Delès

Nele Claes

Matthew J. Easterbrook

Theodore Alexopoulos

Jean‐François Rouet

Unequal homework: The hidden forces of social class contexts and parental self‐efficacy in shaping educational outcomes

不平等的家庭作业：塑造教育成果的社会阶层背景和父母自我效能的隐性力量

Abstract Research into the relation between occupational aspirations and academic achievement has substantially grown. What remains unclear, however, is whether and how this relation, including the direction of effects, (1) unfolds dynamically in middle childhood and adolescence and (2) varies by socioeconomic status (SES). The present study aimed to address this, using the contemporary and nationally representative data from England through the UK's Millennium Cohort Study (Analytic N = 5517) and applying random intercept cross‐lagged panel modelling. Results showed that achievement unidirectionally and positively predicted aspirations in middle childhood. Achievement and aspirations predicted each other cyclically in adolescence, although their magnitudes varied. Moderation analysis demonstrated that this cyclical relation in adolescence was only significant amongst high and medium SES groups. For the low SES group, aspirations did not significantly predict achievement at any age point, despite relatively high aspirations. We discuss theoretical and practical implications, especially the differential effect of occupational aspirations in driving academic outcomes by SES.

Jeongeun Park

Jo Rose

Shelley McKeown

Elizabeth Washbrook

Occupational aspirations and academic achievement: Rethinking the direction of effects and the role of socioeconomic status in middle childhood and adolescence

职业抱负与学业成就：重新思考影响方向及社会经济地位在中小学和青少年时期的作用

Abstract In seven studies, this research demonstrates that both the general public and educators may hold culturally‐shared, class stereotype‐laden mental representations that they reflexively use both to subjectively identify particular students as being high or low in academic ability, and determine who should receive educational support. Using procedures designed to capture people's mental images of others, we first observed that both the general public and aspiring educators mentally represent low‐ability students as qualitatively and quantitatively distinct from high‐ability students. Furthermore, the representations of low (vs. high) ability students captured from the public and aspiring educators were more likely to be associated with negative class‐based academic stereotypes by separate samples of the public and educators, such that a student who “looks” low in ability was also more likely to be labeled as being low‐SES, and having poorer academic motivation and work ethic. As a result, the low (vs. high) ability student was more likely to be denied college admissions or scholarship support by members of the American public and to be exposed to unsupportive instructional practices by teachers. Implications for our understanding of teacher biases are discussed.

Alexander S. Browman

David B. Miele

Are low‐ability students mentally represented as low‐SES, academically incapable, and undeserving of support?

低能力学生是否被心理表征为低社会经济地位、学业能力不足且不值得支持？

Abstract The culture cycle details how cultural ideas, institutional practices, daily interactions, and psychological processes mutually reinforce (and disrupt) social class inequities in U.S. education contexts. Attending to how the intersections of classism, racism, and sexism shape culture cycle processes unearths nuances in social class inequities and their consequences. In this paper, we argue that by taking a critical race perspective to the culture cycle framework, or a critical race culture cycle lens for short, we can more fully interrogate interrelated power structures in educational contexts that dynamically influence each other over time to shape students’ unique psychological realities of marginalization and, importantly, their acts of resistance. To build our argument, we first describe the utility of a culture cycle study of social class inequities. We then illustrate how a critical race culture cycle lens sharpens psychological investigations of these inequities. We offer cultural mismatch theory as an illustrative example for our argument and showcase how such a lens provokes a different set of research questions that attend to power, intersectionality, and resistance. Finally, we discuss how a critical race culture cycle lens offers new opportunities for theory and research in the study of social class inequities more broadly.

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ISSN	0022-4537, 1540-4560
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Journal of Social Issues

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Emotional Intimacy among Men

The Association between Work–Family Guilt and Pro‐ and Anti‐Social Work Behavior

Machines and Mindlessness: Social Responses to Computers

Traditional Gender Roles: Do They Make, and Then Break, our Relationships?

Dispositional and Organizational Influences on Sustained Volunteerism: An Interactionist Perspective

Putting cultural mismatch theory to the test: Cultural fit of self‐construal in predicting student outcomes

Unequal homework: The hidden forces of social class contexts and parental self‐efficacy in shaping educational outcomes

Occupational aspirations and academic achievement: Rethinking the direction of effects and the role of socioeconomic status in middle childhood and adolescence

Are low‐ability students mentally represented as low‐SES, academically incapable, and undeserving of support?

A critical race culture cycle study of class inequities in higher education