The Future of Women in Psychological Science

I can be a “normal” student: the role of lecture capture in supporting disabled and neurodivergent students’ participation in higher education

After the return to on-campus teaching post-Covid, reports of student disengagement and low attendance are common and anxieties over the relationship between lecture recordings and attendance have re-emerged, leading some educators to remove recordings. To understand the potential impact of such decisions, this study explored how neurodivergent and disabled students use recordings using a qualitative survey approach. Reflexive thematic analysis emphasised the need for learning flexibility and questioned traditional lectures. Neurodivergent and disabled students raised concerns over accessibility, highlighting the crucial nature of recordings beyond attendance. For example, features such as pausing or speed adjusted were described as vital for managing learning among disabled and neurodivergent participants. Our findings do not support an uncritical view of lecture recordings. Participants discussed the self-discipline required for effective use and responses reflected prior concerns discussed in the literature regarding recordings leading to focusing on lectures to the detriment of other sources of information. However, despite challenges, we found multiple examples of students using recordings to maintain engagement as a successful self-regulated learner. In line with Universal Design for Learning, our findings support the provision of lecture recordings as an inclusive and accessible technology for all students, not just those with declared disabilities. All data and analysis code is available at https://osf.io/ue628/.

Training, practice, and career considerations in forensic psychology: results from a field survey of clinical and non-clinical professionals in the United States

The current field survey describes the identities, training, practices, and careers of 351 U.S. forensic psychologists. Findings are presented for clinical forensic psychologists (n = 323) with additional consideration for those working in institutions (n = 119), private practice (n = 107), or both (n = 90), and separately for non-clinical forensic psychologists (n = 35). The sample was predominantly middle-aged, White, and female. Participants reported various training paths to the field, and professional settings and activities in the field. Student loan debt was common and significant in clinical Forensic psychologists. Income was generally high, with trends in higher incomes for private practice, board certification, urban areas, and certain geographic regions. Gendered income disparities were common, particularly among those later in their careers and in private practice, with relative parity only observed among early-career clinical forensic psychologists in institutions. Career satisfaction was generally high, with some important barriers noted. Overall, the limited representation of those with historically marginalized cultural identities restricted further consideration and understanding of these important factors in the field. Additional data and discussion are provided for these and other areas of demographics and lived experiences, training and related financial considerations, professional practices (including settings, activities, and clinical test use), and career considerations (including income, benefits, retirement planning, and satisfaction). Together, these data and related discussions offer important insights for prospective and current trainees entering the field, professionals seeking to navigate and advance their careers, and field leaders aiming to contribute to the ongoing development of forensic psychology.

Toward a mechanistic understanding of the role of error monitoring and memory in social anxiety

Cognitive models state that social anxiety (SA) involves biased cognitive processing that impacts what is learned and remembered within social situations, leading to the maintenance of SA. Neuroscience work links SA to enhanced error monitoring, reflected in error-related neural responses arising from mediofrontal cortex (MFC). Yet, the role of error monitoring in SA remains unclear, as it is unknown whether error monitoring can drive changes in memory, biasing what is learned or remembered about social situations. Motivated by the longer-term goal of identifying mechanisms implicated in SA, in the current study we developed and validated a novel paradigm for probing the role of error-related MFC theta oscillations (associated with error monitoring) and incidental memory biases in SA. Electroencephalography (EEG) data were collected while participants completed a novel Face-Flanker task, involving presentation of task-unrelated, trial-unique faces behind target/flanker arrows on each trial. A subsequent incidental memory assessment evaluated memory biases for error events. Severity of SA symptoms were associated with greater error-related theta synchrony over MFC, as well as between MFC and sensory cortex. Social anxiety also was positively associated with incidental memory biases for error events. Moreover, greater error-related MFC-sensory theta synchrony during the Face-Flanker predicted subsequent incidental memory biases for error events. Collectively, the results demonstrate the potential of a novel paradigm to elucidate mechanisms underlying relations between error monitoring and SA.

The role of acute stress recovery in emotional resilience

Background

Resilience refers to the process of demonstrating better outcomes than would be expected based on the adversity one experienced. Resilience is increasingly measured using a residual approach, which typically assesses adversity and mental health outcomes over a longitudinal timeframe. It remains unknown to what extent such a residual-based measurement of resilience is sensitive to variation in acute stress resilience, a candidate resilience factor.

Methods

Fifty-seven emerging adults enrolled in tertiary education completed measures of adversity and emotional experiences. To assess stress recovery, participants were exposed to a lab-based adverse event from which a Laboratory Stress Resilience Index was derived.

Results

We derived a residual-based measure of emotional resilience from regressing emotional experience scores onto adversity scores. This residual-based measure of emotional resilience predicted variance in the Laboratory Stress Resilience Index over and above that predicted by both a traditional resilience measure and the emotional experiences measure. These findings suggest that acute stress resilience may be a factor underpinning variation in emotional resilience, and that the residual-based approach to measuring resilience is sensitive to such variation in stress resilience.

Gender disparities in social and personality psychology awards from 1968 to 2021

Gender disparities persist in academic psychology. The present study extended previous investigations to social and personality psychology award recipients. We collated publicly available data on award winners (N = 2700) from 17 international societies from 1968 to 2021. Features of the award, including year given, type of award, seniority level, whether the award was shared with more than one winner, and gender/sex of the recipient were coded. Overall, men were more likely to be recognized with awards than women, but the proportion of awards won by women has increased over time. Despite this increased share of awards, women were more likely to win awards for service and teaching (which are generally viewed as less prestigious) rather than research contributions. These differences were moderated by year - women were more likely to win service or teaching awards, compared to research awards, after 1999 and 2007, respectively. Women were more likely to win awards at postgraduate/early career levels or open to all levels compared to senior awards. Findings suggest that women's greater representation in academic psychology in recent years has not been accompanied by parity in professional recognition and eminence.

Gender(ed) science: How the institutionalization of gender continues to shape the conduct and content of women's health research

Gender refers to the socially constructed roles, behaviors, and attributes that a particular society considers appropriate for men and women based on assumptions about biological sex. It also operates as a major social organizing principle that confers unequal power, status, and resources to men and women, with direct consequences for health. Historic patriarchal and misogynistic beliefs and values are reinforced through social institutions, including health science, which reify gender inequities. This commentary examines two key domains in which the social organization and institutionalization of gender in scientific research affect the conduct of women's health research and, by extension, women's health outcomes. These domains are: 1) decisions about which topics are prioritized, researched, and funded and 2) the dissemination of research findings. Using the National Institutes of Health (NIH) as a case study to illustrate broader patterns in scientific research, we present evidence of gender-based inequities in what is prioritized, deemed fundable, and disseminated, and how this affects knowledge production and attention to women's health. We highlight efforts and progress made by the NIH and call for additional attention to further address gender-based inequities and their impact on women's health research. We conclude with a call for critical social science analyses-ideally supported by the NIH-of the social organization of health science research to identify points of intervention for redressing deep-seated obstacles to advancing research on women's health.

Perceived Relational Support Is Associated With Everyday Positive, But Not Negative, Affectivity in a U.S. Sample

Research suggests that perceived social support bolsters emotional well-being. We tested whether perceived support from friends, family, and spouses/partners was associated with reduced negative and greater positive affectivity (i.e., everyday affective baseline), and whether perceived strain in these relationships had opposite effects, accounting for age and relevant covariates. Using data from the third waves of the Midlife in the United States survey and National Study of Daily Experience (n = 1,124), we found negative affectivity was not tied to relational support nor strain, but instead was associated positively with neuroticism and negatively with conscientiousness. In contrast, positive affectivity was related positively to support from friends and family, conscientiousness, and extroversion, and negatively to strain among partners and neuroticism. Exploratory analyses within second-wave Midlife in Japan data (n = 657) suggest patterns for future cross-cultural study. Some relationship dynamics may vary, but perceived support might enhance emotional well-being by bolstering positive, rather than mitigating negative, emotionality.

Gender imbalances in the editorial activities of a selective journal run by academic editors

The fairness of decisions made at various stages of the publication process is an important topic in meta-research. Here, based on an analysis of data on the gender of authors, editors and reviewers for 23,876 initial submissions and 7,192 full submissions to the journal eLife, we report on five stages of the publication process. We find that the board of reviewing editors (BRE) is men-dominant (69%) and that authors disproportionately suggest male editors when making an initial submission. We do not find evidence for gender bias when Senior Editors consult Reviewing Editors about initial submissions, but women Reviewing Editors are less engaged in discussions about these submissions than expected by their proportion. We find evidence of gender homophily when Senior Editors assign full submissions to Reviewing Editors (i.e., men are more likely to assign full submissions to other men (77% compared to the base assignment rate to men RE of 70%), and likewise for women (41% compared to women RE base assignment rate of 30%))). This tendency was stronger in more gender-balanced scientific disciplines. However, we do not find evidence for gender bias when authors appeal decisions made by editors to reject submissions. Together, our findings confirm that gender disparities exist along the editorial process and suggest that merely increasing the proportion of women might not be sufficient to eliminate this bias. Measures accounting for women's circumstances and needs (e.g., delaying discussions until all RE are engaged) and raising editorial awareness to women's needs may be essential to increasing gender equity and enhancing academic publication.

Dress is a Fundamental Component of Person Perception

ACADEMIC ABSTRACT

Clothing, hairstyle, makeup, and accessories influence first impressions. However, target dress is notably absent from current theories and models of person perception. We discuss three reasons for this minimal attention to dress in person perception: high theoretical complexity, incompatibility with traditional methodology, and underappreciation by the groups who have historically guided research in person perception. We propose a working model of person perception that incorporates target dress alongside target face, target body, context, and perceiver characteristics. Then, we identify four types of inferences for which perceivers rely on target dress: social categories, cognitive states, status, and aesthetics. For each of these, we review relevant work in social cognition, integrate this work with existing dress research, and propose future directions. Finally, we identify and offer solutions to the theoretical and methodological challenges accompanying the psychological study of dress.

PUBLIC ABSTRACT

Why is it that people often agonize over what to wear for a job interview, a first date, or a party? The answer is simple: They understand that others' first impressions of them rely on their clothing, hairstyle, makeup, and accessories. Many people might be surprised, then, to learn that psychologists' theories about how people form first impressions of others have little to say about how people dress. This is true in part because the meaning of clothing is so complex and culturally dependent. We propose a working model of first impressions that identifies four types of information that people infer from dress: people's social identities, mental states, status, and aesthetic tastes. For each of these, we review existing research on clothing, integrate this research with related work from social psychology more broadly, and propose future directions for research.

Towards a mechanistic understanding of the role of error monitoring and memory in social anxiety

Cognitive models state social anxiety (SA) involves biased cognitive processing that impacts what is learned and remembered within social situations, leading to the maintenance of SA. Neuroscience work links SA to enhanced error monitoring, reflected in error-related neural responses arising from mediofrontal cortex (MFC). Yet, the role of error monitoring in SA remains unclear, as it is unknown whether error monitoring can drive changes in memory, biasing what is learned or remembered about social situations. Thus, we developed a novel paradigm to investigate the role of error-related MFC theta oscillations (associated with error monitoring) and memory biases in SA. EEG was collected while participants completed a novel Face-Flanker task, involving presentation of task-unrelated, trial-unique faces behind target/flanker arrows on each trial. A subsequent incidental memory assessment evaluated memory biases for error events. Severity of SA symptoms were associated with greater error-related theta synchrony over MFC, as well as between MFC and sensory cortex. SA was positively associated with memory biases for error events. Consistent with a mechanistic role in biased cognitive processing, greater error-related MFC-sensory theta synchrony during the Face-Flanker predicted subsequent memory biases for error events. Our findings suggest high SA individuals exhibit memory biases for error events, and that this behavioral phenomenon may be driven by error-related MFC-sensory theta synchrony associated with error monitoring. Moreover, results demonstrate the potential of a novel paradigm to elucidate mechanisms underlying relations between error monitoring and SA.

Contextualizing Gender Disparity in Editorship in Psychological Science

Discourse on gender diversity tends to overlook differences across levels of hierarchy (e.g., students, faculty, and editors) and critical dimensions (e.g., subdisciplines and geographical locations). Further ignored is its intersection with global diversity-representation from different countries. Here we document and contextualize gender disparity from perspectives of equal versus expected representation in journal editorship, by analyzing 68 top psychology journals in 10 subdisciplines. First, relative to ratios as students and faculty, women are underrepresented as editorial-board members (41%) and-unlike previous results based on one subfield-as editors-in-chief (34%) as well. Second, female ratios in editorship vary substantially across subdisciplines, genres of scholarship (higher in empirical and review journals than in method journals), continents/countries/regions (e.g., higher in North America than in Europe), and journal countries of origin (e.g., higher in American journals than in European journals). Third, under female (vs. male) editors-in-chief, women are much better represented as editorial-board members (47% vs. 36%), but the geographical diversity of editorial-board members and authorship decreases. These results reveal new local and broad contexts of gender diversity in editorship in psychology, with policy implications. Our approach also offers a methodological guideline for similar disparity research in other fields.

Open Science in eating disorders: Using current evidence to inspire a plan for increasing the transparency of our research

OBJECTIVE

There is increasing consensus that open science practices improve the transparency and quality of clinical science. However, several barriers impede the implementation of these practices at the individual, institutional, and field levels; understanding and addressing these barriers is critical to promoting targeted efforts in increasing effective uptake of open science.

METHODS

Within this research forum, we drew from publicly available online information sources to identify initial characterizations of researchers engaged in several types of open science practices in the field of eating disorders. We use these observations to discuss potential barriers and recommendations for next steps in the promotion of these practices.

RESULTS

Data from online open science repositories suggest that individuals using these publishing approaches with pre-prints and articles with eating-disorder-relevant content are predominantly non-male gender identifying, early to mid-career stage, and are more likely to be European-, United States-, or Canada-based.

DISCUSSION

We outline recommendations for tangible ways that the eating disorder field can support broad, increased uptake of open science practices, including supporting initiatives to increase knowledge and correct misconceptions; and prioritizing the development and accessibility of open science resources.

PUBLIC SIGNIFICANCE STATEMENT

The use of open science practices has the potential to increase the transparency and quality of clinical science. This Forum uses publicly sourced online data to characterize researchers engaged in open science practices in the field of eating disorders. These observations provide an important framework from which to discuss potential barriers to open science and recommendations for next steps in the promotion of these practices.

Addressing Barriers to Career Development Awards for Early Career Women in Pediatric Psychology

OBJECTIVE

To provide person and system-level recommendations for supporting early career women in the field of pediatric psychology in writing and submitting National Institutes of Health (NIH) Career Development Award (K award) applications. Recommendations are provided in the context of common barriers, with a focus on practical solutions.

METHODS

Publicly available NIH reporter data were compiled to examine rates of funding for Society of Pediatric Psychology (SPP) members. Barriers that women face when initiating programs of research are described and applied to the field of pediatric psychology.

RESULTS

Of current SPP members, 3.9% (n = 50) have ever received an NIH K award. Approximately 88.5% of SPP members identify as women, including 89.0% of SPP K award recipients. A table of person- and systems-level recommendations is provided to offer strategies for mentees, mentors/sponsors, institutions, and national organizations to address the barriers discussed.

CONCLUSIONS

By addressing gender-specific barriers to submitting K award applications, we hope to increase the number of women K awardees and support the scientific advancement of pediatric psychology.

Does writing style affect gender differences in the research performance of articles?: An empirical study of BERT-based textual sentiment analysis

“Achieve gender equality and empower all women and girls” is essential to reduce gender disparity and improve the status of women. But it remains a challenge to narrow gender differences and improve gender equality in academic research. In this paper, we propose that the impact of articles is lower and writing style of articles is less positive when the article’s first author is female relative to male first authors, and writing style mediates this relationship. Focusing on the positive writing style, we attempt to contribute and explain the research on gender differences in research performance. We use BERT-based textual sentiment analysis to analyse 87 years of 9820 articles published in the top four marketing journals and prove our hypotheses. We also consider a set of control variables and conduct a set of robustness checks to ensure the robustness of our findings. We discuss the theoretical and managerial implications of our findings for researchers.

Global Diversity of Authors, Editors, and Journal Ownership Across Subdisciplines of Psychology: Current State and Policy Implications

Diversity is the fuel of innovation. Global diversity-geographical or international diversification-is indispensable for developing a true psychological science of human beings but remains poorly understood. We surveyed 68 top psychology journals in 10 subdisciplines and examined the global diversity of authors, editors (i.e., members of academic editorial teams), and journal ownership. Results show that (a) the global diversity of authorship, editorship, and ownership is low in top psychology journals, with the United States boasting outsized influences; (b) disparity intensifies along the hierarchy of authors, editors, and journal ownership and substantially differs between subdisciplines and journal types; (c) removing the United States markedly increases global diversity and eliminates differences in diversity between subdisciplines and between authorship and editorship; and (d) more authors and editors are from the journal's home country (vs. a foreign journal) and from the editor-in-chief's home country (vs. a journal with a foreign editor-in-chief), and the home-country biases are most pronounced in the United States-journals from the United States or with U.S. editors-in-chief have the lowest global diversity in authorship and editorship. These results provide substantial novel insights into the global diversity of psychology journals, with implications for a new diversity policy to stimulate the generation of variety and, by extension, innovation.

Gender bias in special issues: evidence from a bibliometric analysis

Even though the majority of psychologists are women, they are outnumbered by men in senior academic ranks. One reason for this representation bias in academia is that men favor other men in decision-making, especially when the stakes are high. We tested the possibility of such bias in a bibliometric analysis, in which we coded editors' and authors' gender in regular and special issues, the latter considered of higher scientific prominence. We examined all special issues from five prominent scientific outlets in the fields of personality and social psychology published in the twenty-first century. Altogether, we analyzed 1911 articles nested in 93 sets comprising a special issue and a neighboring regular issue treated as a control condition. For articles published in special (but not regular) issues, when there were more men editors, more men first-authored and co-authored the work. This pattern suggests how gender bias can be perpetuated within academia and calls for revising the editorial policies of leading psychology journals.

Gender Inclusion and Fit in STEM

Despite progress made toward increasing women's interest and involvement in science, technology, engineering, and math (STEM), women continue to be underrepresented and experience less equity and inclusion in some STEM fields. In this article, I review the psychological literature relevant to understanding and mitigating women's lower fit and inclusion in STEM. Person-level explanations concerning women's abilities, interests, and self-efficacy are insufficient for explaining these persistent gaps. Rather, women's relatively lower interest in male-dominated STEM careers such as computer science and engineering is likely to be constrained by gender stereotypes. These gender stereotypes erode women's ability to experience self-concept fit, goal fit, and/or social fit. Such effects occur independently of intentional interpersonal biases and discrimination, and yet they create systemic barriers to women's attraction to, integration in, and advancement in STEM. Dismantling these systemic barriers requires a multifaceted approach to changing organizational and educational cultures at the institutional, interpersonal, and individual level.

Gender differences in endowed chairs in Departments of Psychiatry and Behavioral Sciences from the top-10 NIH-funded medical schools in the US

The current study examined gender differences in endowed chairs within Departments of Psychiatry and Behavioral Sciences across the top 10 NIH-funded Schools of Medicine. The names of full professors with and without endowed chairs were collected and a multivariable logistic regression model was constructed to predict having an endowed chair considering gender, primary degree, NIH funding, and citation number. Secondary analyses repeated the models separately for individuals holding an MD or MD/PhD versus those with a non-MD doctoral degree (i.e., PhD). There were 715 full professors (36% women) and 115 endowed chairs (35% women). When adjusting for primary degree type, funding, and citations, women were significantly more likely to hold an endowed chair than men. Secondary models indicated that findings differed based on primary degree type. Among those with an MD or MD/PhD, gender was not associated with holding an endowed chair while among faculty with a PhD, women full professors were significantly more likely to hold an endowed chair than men. These results diverge from a prior study of Departments of Medicine in which endowed chairs were found to favor men.

The causal effect of testosterone on men's competitive behavior is moderated by basal cortisol and cues to an opponent's status: Evidence for a context-dependent dual-hormone hypothesis

Testosterone has been theorized to direct status-seeking behaviors, including competitive behavior. However, most human studies to date have adopted correlational designs, and findings across studies are inconsistent. This experiment (n = 115) pharmacologically manipulated men's testosterone levels prior to a mixed-gender math competition and examined basal cortisol (a hormone implicated in stress and social avoidance) and context cues related to an opponent's perceived status (an opponent's gender or a win/loss in a prior competition) as factors that may moderate testosterone's impact on competitive behavior. We test and find support for the hypothesis that testosterone given to low-cortisol men evokes status-seeking behavior, whereas testosterone given to high-cortisol men evokes status-loss avoidance. In the initial rounds of competition, testosterone's influence on competitive decisions depended on basal cortisol and opponent gender. After providing opponent-specific win-lose feedback, testosterone's influence on decisions to reenter competitions depended on basal cortisol and this objective cue to status, not gender. Compared to placebo, men given exogenous testosterone who were low in basal cortisol showed an increased tendency to compete against male and high-status opponents relative to female and low-status opponents (status-seeking). Men given exogenous testosterone who were high in basal cortisol showed the opposite pattern-an increased tendency to compete against female and low-status opponents relative to male and high-status opponents (status-loss avoidance). These results provide support for a context-dependent dual-hormone hypothesis: Testosterone flexibly directs men's competitive behavior contingent on basal cortisol levels and cues that signal an opponent's status. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Stepping Up to the Mic: Gender Gaps in Participation in Live Question-and-Answer Sessions at Academic Conferences

Question-and-answer (Q&A) sessions following research talks provide key opportunities for the audience to engage in scientific discourse. Gender inequities persist in academia, where women are underrepresented as faculty and their contributions are less valued than men's. In the present research, we tested how this gender difference translates to face-to-face Q&A-session participation and its psychological correlates. Across two studies examining participation in three conferences, men disproportionately participated in Q&A sessions in a live, recorded conference (N = 189 Q&A interactions), and women were less comfortable participating in Q&A sessions and more likely to fear backlash for their participation (N = 234 conference attendees). Additionally, women were more likely to hold back questions because of anxiety, whereas men were more likely to hold back questions to make space for others to participate. To the extent that men engage more than women in Q&A sessions, men may continue to have more influence over the direction of science.

Supporting women's research in predominantly undergraduate institutions: Experiences with a National Science Foundation ADVANCE Institutional Transformation Award

This paper describes the Gender Equity Project (GEP) at Hunter College of the City University of New York (CUNY), funded by the U. S. NSF ADVANCE Institutional Transformation Award (ITA) program. ADVANCE supports system-level strategies to promote gender equity in the social and natural sciences, but has supported very few teaching-intensive institutions. Hunter College is a teaching-intensive institution in which research productivity among faculty is highly valued and counts toward tenure and promotion. We created the GEP to address the particular challenges that faculty, especially White women and faculty of color, face in maintaining research programs and advancing in their careers at teaching-intensive institutions. During the course of the ADVANCE award, its centerpiece was the Sponsorship Program, a multifaceted paid mentorship/sponsorship program that paired each participant with a successful scholar in her discipline. It offered extensive professional development opportunities, including interactive workshops and internal grants to support research. The GEP helped change key policies and practices by ensuring that all faculty were treated fairly in areas like provision of research start-up funds and access to guidance on how to prepare for tenure and promotion. Qualitative and quantitative evidence suggests that participation in the Sponsorship Program boosted research productivity and advanced the careers of many of the women who participated; the Program was highly rated by all participants. Some of the policy and practice changes that the GEP helped bring about were sustained at Hunter beyond the award period and some were adopted and disseminated by the central office of CUNY. However, we were not able to sustain the relatively expensive (but cost-effective) Sponsorship Program. We share the lessons we learned, including that creating a diverse, successful social and natural scientific workforce requires sustained support of female faculty employed at teaching-intensive colleges. We acknowledge the difficulties of sustaining gains, and offer ideas about how to make the case for gender equity when women seem to be doing "well enough." We underscore the imperative of building support for women's research in teaching-intensive institutions, where most women scientists are employed, and well over 90% of all college students-a disproportionate percentage of whom are female, minoritized, or both-are educated.

Women Across the History of Cross-Cultural Psychology: Research and Leadership

Across the years as interest in culture grew in the field of psychology, women contributed to its growth by leading research into new areas, such as children’s socialization and family dynamics, and acknowledging the critical role of the social and environmental context. Moreover, women were significant partners in team-led projects, developing methodologies that have been successfully employed to study cultural similarities and differences. Women have expanded psychological research in many domains, investigating the role of culture in cognitive areas, such as perceptual learning, cognition, and languages, as well as in social areas such as cultural stereotypes, acculturation, self-construal, attributions, and human development. Women have also investigated appropriate psychometric testing for valid assessments, critical for establishing equivalence in cross-cultural research. As women’s research voices grew, they have slowly advanced into important roles in academic organizations, such as IACCP. Although men continue to dominate leadership positions in IACCP and other similar organizations, women have become more visible in recent years. Indeed, women have made important research and leadership contributions to the growth and direction of cross-cultural psychology, and they will certainly continue to do so in the future.

Mental Health Support for Hospital Staff during the COVID-19 Pandemic: Characteristics of the Services and Feedback from the Providers

French authorities created mental health support services to accompany HCWs during the pandemic. We aimed to obtain feedback from staff providing these mental health support services within French hospitals to identify positive and negative features and avenues for improvement. A mixed-methods study was performed between 1 April and 30 June 2020. We contacted 77 centres to identify those providing mental health support services. We developed a questionnaire containing questions about the staff providing the service (quantitative part), with open questions to enable feedback from service providers (qualitative part). Of the 77 centres, 36 had mental health support services; 77.8% were created specifically for the epidemic. Services were staffed principally by psychologists, mainly used a telephone platform, and had a median opening time of 8 h/day. Thirty-seven professionals provided feedback, most aged 35-49 years. For 86.5%, it was their first time providing such support. Median self-reported comfort level was 8 (interquartiles 3-10), and 95% would do it again. Respondents reported (i) difficulties with work organisation, clinical situations, and lack of recognition and (ii) a desire for training. This study suggests that mental health support needs to be adapted to the needs of HCWs, both in terms of the content of the service and the timing of delivery.

Income, Demographics, and Life Experiences of Clinical-Forensic Psychologists in the United States

We provide aggregate data about income, demographics, and life experiences of women and men practicing clinical-forensic psychology primarily in the United States (N = 376). We examine how these variables relate to one another, as well as how gender demographics of the field have changed over time. The average hourly rate charged by psychologists for forensic work, aggregated across all types of referral questions, regions, and employment settings is $280.23 (US Dollars; SD = $108.12; median and mode = $250). Total median annual income is = $125,000 - $149,999 and mode is = $100,000 - $124,999. Men’s annual income (median = $175,000 - $199,000) is significantly higher than women’s (median = $100,000 - $124,999) even while controlling for years of experience and number of hours worked per week. Women forensic psychologists earn $0.83 for every $1.00 men make. Having a Ph.D. is disproportionately associated with men and PsyD with women; however, the difference is not significant once controlling for years of experience. Employment type related to pay, such that people in private practice make significantly more than those who work in institutions (e.g., prisons, hospitals) or universities. Year of highest degree associated with employment type, such that people in practice longer are more likely to be in private practice. Although we expected caretaking responsibilities and children would relate to gender and pay, no differences emerged in this sample. Women are more likely than men to have completed a formal postdoctoral fellowship in forensic psychology, even when controlling for year of highest degree. Regarding the gender composition of the field over time, we calculated the Index of Dissimilarity for each five year increment spanning 1965-2019. Before the late 1990s, proportionally more men entered the field; after the late 1990s, proportionally more women entered. We discuss the promising and less promising implications of these findings for gender equity and work-life management in forensic psychology, as well as how professionals in the field and students might make use of these data.

Only Human: Mental-Health Difficulties Among Clinical, Counseling, and School Psychology Faculty and Trainees

How common are mental-health difficulties among applied psychologists? This question is paradoxically neglected, perhaps because disclosure and discussion of these experiences remain taboo within the field. This study documented high rates of mental-health difficulties (both diagnosed and undiagnosed) among faculty, graduate students, and others affiliated with accredited doctoral and internship programs in clinical, counseling, and school psychology. More than 80% of respondents (n = 1,395 of 1,692) reported a lifetime history mental-health difficulties, and nearly half (48%) reported a diagnosed mental disorder. Among those with diagnosed and undiagnosed mental-health difficulties, the most common reported concerns were depression, generalized anxiety disorder, and suicidal thoughts or behaviors. Participants who reported diagnosed mental disorders endorsed, on average, more specific mental-health difficulties and were more likely to report current difficulties than were undiagnosed participants. Graduate students were more likely to endorse both diagnosed and undiagnosed mental-health difficulties than were faculty, and they were more likely to report ongoing difficulties. Overall, rates of mental disorders within clinical, counseling, and school-psychology faculty and trainees were similar to or greater than those observed in the general population. We discuss the implications of these results and suggest specific directions for future research on this heretofore neglected topic.

U.S. Women Faculty in the Social Sciences Also Face Gender Inequalities

There is a national interest in United States women's underrepresentation in science, technology, engineering, and mathematics (STEM); however, gender inequality in the social sciences has not received similar attention. Although women increasingly earn postgraduate degrees in the social sciences, women faculty still experience gender inequities. Consistent gender inequities include slower career advancement, blunted salaries, unequal workloads, work-life conflict, systemic gender biases, underrepresentation in positions of power, and hostile work environments. Cultural biases suggest that once women have achieved parity, gender bias no longer exists. This review challenges that notion by providing evidence from social science domains in which women are well-represented but continue to face systemic gender biases. We examine cultural influences on gender representation and career advancement in psychology, economics, political science, sociology, and anthropology. We make interdisciplinary comparisons of career trajectories and salaries using national data, documenting patterns across the social sciences. For example, women economists face gendered standards in publishing, and women political scientists are less likely to have their work cited than men. Furthermore, data show that salaries become stagnant as the representation of women in these fields increases. These disparities reflect cultural biases in perceptions of women's competence stemming from social role theory. We discuss best practices to address these problems, focusing on the ADVANCE organizational change programs funded by the National Science Foundation that target (a) improving academic climate, (b) providing professional development, and (c) fostering social networking. Federally supported interventions can reveal systemic gender biases in academia and reduce gender disparities for women academics in the social sciences.

Training the Next Generation of Clinical Psychological Scientists: A Data-Driven Call to Action

The central goal of clinical psychology is to reduce the suffering caused by mental health conditions. Anxiety, mood, psychosis, substance use, personality, and other mental disorders impose an immense burden on global public health and the economy. Tackling this burden will require the development and dissemination of intervention strategies that are more effective, sustainable, and equitable. Clinical psychology is uniquely poised to serve as a transdisciplinary hub for this work. But rising to this challengerequires an honest reckoning with the strengths and weaknesses of current training practices. Building on new data, we identify the most important challenges to training the next generation of clinical scientists. We provide specific recommendations for the full spectrum of stakeholders-from funders, accreditors, and universities to program directors, faculty, and students-with an emphasis on sustainable solutions that promote scientific rigor and discovery and enhance the mental health of clinical scientists and the public alike.

Equal Representation Does Not Mean Equal Opportunity: Women Academics Perceive a Thicker Glass Ceiling in Social and Behavioral Fields Than in the Natural Sciences and Economics

In the study of women in academia, the focus is often particularly on women’s stark underrepresentation in the math-intensive fields of natural sciences, technology, and economics (NTE). In the non-math-intensive of fields life, social and behavioral (LSB) sciences, gender issues are seemingly less at stake because, on average, women are well-represented. However, in the current study, we demonstrate that equal gender representation in LSB disciplines does not guarantee women’s equal opportunity to advance to full professorship—to the contrary. With a cross-sectional survey among N = 2,109 academics at mid-level careers (i.e., assistant and associate professors) in the Netherlands, we test the hypothesis that in LSB (more than NTE), female academics perceive to hit a “thicker” glass ceiling—that is, they see a sharper contrast between the high representation of women at the lower compared to the top levels. We test whether this predicts female academics’ lower estimated chances to reach full professorship relative to men in LSB (but not NTE). We introduce a novel perceived glass ceiling index (GCI), calculated based on academics’ perceptions of the share of women and men in their direct work environment minus their perceptions of gender ratio among full professors in their field. Results confirm that the perceived glass ceiling is thicker in the non-math-intensive LSB compared to math-intensive NTE fields. Furthermore, only in LSB (but not NTE), women perceived a thicker glass ceiling than men. Moreover, only among female academics, the thicker the perceived glass ceiling, the lower their estimated chances to become full professor 1 day. Combined, a moderated mediation showed that for women only, a thicker perceived glass ceiling in LSB compared to NTE disciplines predicted their lower estimated chances to advance to full professor level. No such mediation occurred for men. We conclude that women’s higher numerical representation in LSB disciplines does not negate a male-dominant normative standard about academic leadership and success. Paradoxically, the perceived odds for female academics to reach the top of their field are lower in fields where they are relatively highly represented, and this may pose unique barriers to women’s perceived opportunities for career success.

Impact of COVID on Professionals Addressing Psychosocial Needs of People With Diabetes: An International Survey

We investigated how COVID-19 has disrupted the work of health professionals who address behavioral and psychosocial needs of people with diabetes (PWD). English language emails were sent to members of five organizations that address psychosocial aspects of diabetes, inviting them to complete a one-time, anonymous, online survey. On a scale from 1=no problem, to 5=serious problem, respondents reported problems with the healthcare system, their workplaces, technology, and concerns about the PWD with whom they work. Respondents (n=123) were from 27 countries, primarily in Europe and North America. The typical respondent was a woman, aged 31-40 years, who worked in an urban hospital in medicine or psychology/psychotherapy. Most judged that the COVID lockdown in their region was moderate or severe. Over half felt moderate to serious levels of stress/burnout or mental health issues. Most participants reported moderate to severe problems due to the lack of clear public health guidelines, concerns with COVID safety of themselves, PWD, and staff, and a lack of access or knowledge on the part of PWD to use diabetes technology and telemedicine. In addition, most participants reported concerns with the psychosocial functioning of PWD during the pandemic. Overall, the pattern of findings reveals a high level of detrimental impact, some of which may be ameliorated with changes in policy and additional services for both health professionals and the PWD with whom they work. Concerns about PWD during the pandemic must go beyond their medical management and also consider the health professionals who provide them with behavioral and psychosocial support.

The Pandemic as a Portal: Reimagining Psychological Science as Truly Open and Inclusive

Psychological science is at an inflection point: The COVID-19 pandemic has exacerbated inequalities that stem from our historically closed and exclusive culture. Meanwhile, reform efforts to change the future of our science are too narrow in focus to fully succeed. In this article, we call on psychological scientists-focusing specifically on those who use quantitative methods in the United States as one context for such conversations-to begin reimagining our discipline as fundamentally open and inclusive. First, we discuss whom our discipline was designed to serve and how this history produced the inequitable reward and support systems we see today. Second, we highlight how current institutional responses to address worsening inequalities are inadequate, as well as how our disciplinary perspective may both help and hinder our ability to craft effective solutions. Third, we take a hard look in the mirror at the disconnect between what we ostensibly value as a field and what we actually practice. Fourth and finally, we lead readers through a roadmap for reimagining psychological science in whatever roles and spaces they occupy, from an informal discussion group in a department to a formal strategic planning retreat at a scientific society.

The role of maternal trauma and discipline types in emotional processing among Syrian refugee children

Stressful experiences in armed conflict incur intergenerational effects through parental behaviors with their children. A recent study reported that among Syrian refugee families, mothers' (but not fathers') post-traumatic stress (PTS) impacted children's emotional processing. In this study, we aim to shed further light on this phenomenon by analyzing how the parenting practices in the context of post-traumatic stress confers protection or risk for children's emotional processing. Participants were 6-18-year-old children (n = 212) and their mothers (n = 94), who fled from Syria and were residing in Turkish communities. We used the computer-based emotional processing task including photos of facial movements typically associated with different emotions to measure children's capacity for emotional processing. Mothers reported their PTS and the discipline types they use, as well as the contextual factors related to their refugee background. Linear mixed effect models were constructed first, to find out the discipline types that are most strongly associated with emotional processing of the child, and second, to examine whether these discipline types moderate the effect of maternal PTS on children's emotional processing. Finally, generalized linear models were constructed to examine which contextual factors are associated with the use of these discipline types by mothers. We found that spanking as a discipline type was associated with poorer child emotional processing, whereas withholding of media access was associated with better emotional processing. Younger and less religious mothers were more prone to use spanking. The study underlines the need for parenting programs alongside with efforts to address mental health issues among mothers living under armed conflict.

Supporting Students in Health Service Psychology Training: A Theory-Driven Approach to Meeting the Diverse Needs of Trainees

The demographic characteristics of health service psychology (HSP) trainees have shifted considerably in recent decades. In what was previously a field comprised predominantly of White men, HSP trainees today represent a much broader range of backgrounds. Nonetheless, the leadership within HSP training (e.g., faculty) remains relatively homogenous, and the training approaches (e.g., mentorship styles, expectations for students) may have failed to evolve to meet the needs of this more diverse pool of trainees. Therefore, there is reason to believe that the training needs of students who represent an array of diverse backgrounds, identities, and life experiences may not be met by existing conceptualizations of and approaches to training. In this article, we discuss several training issues that are specific to a range of trainees, including women, trainees who are parents, sexual/gender minoritized trainees, trainees with disabilities, and trainees from diverse racial and ethnic backgrounds. We draw from social-ecological and feminist mentoring theories to provide recommendations, consistent with APA's (2018) Standards of Accreditation for HSP Doctoral Programs in order to offer recommendations for optimizing the training experiences of HSP trainees across multiple levels of analysis.

“If your institution refuses to provide what you need, create it yourself”: Feminist praxis on #AcademicTwitter

Previous research has demonstrated the impact that Twitter can have for promoting and discussing a feminist agenda. Given the gendered neoliberalism that exists within academia, tweets under the hashtag “#AcademicTwitter” may also be an important space for feminist praxis. Yet, to our knowledge, there is no empirical work analysing the function of “Academic Twitter” from a distinctly feminist perspective. Thus, we asked “How is Academic Twitter used for feminist praxis?”. We conducted a reflexive thematic analysis of 596 tweets containing the hashtag #AcademicTwitter. This generated four themes showing how Academic Twitter can be a valuable site for feminist praxis, by enabling academics to “give testimony to academia”, “access the hidden curriculum”, and engage in both “academic kindness” and “resistance and advocacy”. Despite these benefits, we also observed a tension between Academic Twitter as a site for feminist practice yet also as potentially complicit in promoting the competitiveness and overwork that pervades academia. We recommend that future feminist research interrogates the ways in which more diverse forms of feminist praxis, including more negative experiences, are negotiated on Academic Twitter.

On Methods and Marshmallows: A Roadmap for Science That Is Openly Feminist and Radically Open

In this commentary, we argue that feminist science and open science can benefit from each other’s wisdom and critiques in service of creating systems that produce the highest quality science with the maximum potential for improving the lives of women. To do this, we offer a constructive analysis, focusing on common methods used in open science, including open materials and data, preregistration, and large sample sizes, and illuminate potential benefits and costs from a feminist science perspective. We also offer some solutions and deeper questions both for individual researchers and the feminist psychology and open science communities. By broadening our focus from a myopic prioritization of certain methodological and analytic approaches in open science, we hope to give a balanced perspective of science that emerges from each movement’s strengths and is openly feminist and radically open.

Gendered Citation Practices in the Field of Communication

In disciplines outside of communication, papers with women as first and last (i.e., senior) authors attract fewer citations than papers with men in those positions. Using data from 14 communication journals from 1995 to 2018, we find that reference lists include more papers with men as first and last author, and fewer papers with women as first and last author, than would be expected if gender were unrelated to referencing. This imbalance is driven largely by the citation practices of men and is slowly decreasing over time. The structure of men's co-authorship networks partly accounts for the observed over-citation of men by other men. We discuss ways researchers might approach gendered citations in their work.

Gender bias in academia: A lifetime problem that needs solutions

Despite increased awareness of the lack of gender equity in academia and a growing number of initiatives to address issues of diversity, change is slow, and inequalities remain. A major source of inequity is gender bias, which has a substantial negative impact on the careers, work-life balance, and mental health of underrepresented groups in science. Here, we argue that gender bias is not a single problem but manifests as a collection of distinct issues that impact researchers' lives. We disentangle these facets and propose concrete solutions that can be adopted by individuals, academic institutions, and society.

Fostering Diversity of Membership and Leadership in Psychology Teaching and Learning Organizations

Many organizations dedicated to learning and teaching in the field of psychology struggle with diversifying and widening international representation. The drive for diversification of membership and leadership occurs as such groups increasingly prioritize diversity, equity, and inclusion initiatives. In this paper, we offer evidence-based guidance on the benefits of increasing diversity in organizational leadership as well as the means to do so. Further, we share approaches from our organization, the US-based Society for the Teaching of Psychology, to expanding diversity, as well as gaps in equity and inclusion initiatives. We conclude by discussing the importance of all diversity, equity, and inclusion initiatives more generally within the field of the teaching of psychology and of advancing global psychology via psychology learning and teaching associations.

Bridging Feminist Psychology and Open Science: Feminist Tools and Shared Values Inform Best Practices for Science Reform

Feminist researchers have long embraced the challenging, dismantling, and reimagining of psychology, though their contributions to transforming psychological science remain largely overlooked in the mainstream open science movement. In this article, we reconcile feminist psychology and open science. We propose that feminist theory can be leveraged to address central questions of the open science movement, and the potential for methodological synergy is promising. We signal the availability of feminist scholarship that can augment aspects of open science discourse. We also review the most compelling strategies for open science that can be harnessed by academic feminist psychologists. Drawing upon best practices in feminist psychology and open science, we address the following: generalizability (what are the contextual boundaries of results?), representation (who is included in research?), reflexivity (how can researchers reflect on who they are?), collaboration (are collaborative goals met within feminist psychology?), and dissemination (how should we give science away?). Throughout each section, we recommend using feminist tools when engaging with open science, and we recommend some open science practices for conducting research with feminist goals.