ABSTRACTResearch on implicit social cognition explores how associations outside of conscious awareness or control can influence beliefs and behaviors, and the field has been one of the most popular areas of psychological research over the past 30 years. The relevance of implicit social cognition to policy has been previously explored in this journal. Here, we revisit this earlier discussion given that the field has made numerous—and in some cases pessimistic—advances regarding basic research questions on the construct and measures of implicit social cognition as well as the broader policy implications of such work. Specifically, we provide an updated review of available evidence concerning how implicit associations shift over time, relate to behavior, and change in response to interventions. Finally, we discuss how better understanding the strengths and limitations of research in implicit social cognition can productively inform ongoing policy and educational efforts.

Abstract In this paper, I propose a multidimensional model of cultural appropriation, including psychological antecedents of appropriation, policy‐level moderators, and implications for racial oppression. In terms of antecedents, I discuss how colorblind racism, aversive racism, and system justification contribute to two dimensions of cultural appropriation: cultural exploitation (high‐status actors extracting from minoritized communities) and cultural dominance (low‐status actors engaging in dominant cultural practices). Next, I discuss policy‐level moderators to counteract these antecedents to reduce acts of cultural appropriation such as placing importance on the role of education and research, introducing legislation that focuses on minoritized groups’ heritage preservation and human rights, and changing institutional norms and organizational climates. This multidimensional framework proposes practical solutions for policy and practice to mitigate implications of racial oppression, including preventing manifestations of intergroup harm, improving hostile intragroup relations, and reducing appropriated racial oppression and stigma internalization.

Abstract We draw from ecological systems and social psychological theories to elucidate macrosystem‐ and microsystem‐level variables that promote and maintain gender inequities in science, technology, engineering, and math (STEM). Because gender‐STEM stereotypes undermine girls’ (and women's), but boosts boys’ (and men's), STEM interest and success, we review how they operate in STEM learning environments to differentially socialize girls and boys and undermine gender integroup relations. We propose seven practice recommendations to improve STEM K‐12 education: (1) design relational classrooms, (2) teach the history of gender inequality and bias, (3) foster collaborative and cooperative classrooms, (4) promote active learning and growth mindset strategies, (5) reframing STEM as inclusive, (6) create near‐peer mentorship programs, and (7) re‐imagine evaluation metrics. To support these practice recommendations, three policy recommendations are posited: (1) increase teacher autonomy, training, and representation, (2) re‐evaluate standardized testing, and (3) reallocate and increase government funding for public schools.

Abstract A publicized series of police (and other) violence against unarmed Black people over the last decade has fueled unprecedented mass protest as well as political and policy debate in the United States, and beyond. Given this ethical dispute over whether democratic society upholds its cardinal values of freedom and equality for all, sentiment toward Black Lives Matter is suggestive of what people believe police killings, and protest against them, say about the state of democracy itself. In this review, we use the latest empirical evidence in psychology and related sociobehavioral sciences to document sentiment regarding Black Lives Matter. Because continuing racial inequity is a foundational assumption of Black Lives Matter, we will also review the most relevant studies of attention to, knowledge of, and beliefs and feelings about police violence and related acts and issues that may be viewed as indicating racial inequity. Much of this work shows a dramatic divergence of sentiment across racial and political lines, as increased social and political polarization and insulation evidences in divergent attention, cognition, affect, emotion, motivation, and action regarding relevant events and social issues. In this way, examinations of the psychology of such sentiment reveal just how deep the social and political rifts run in society.

Abstract In contrast to the view that businesses corrupt and bring out the worst in people, we propose that people's experiences at work can also lead to profound ethical learning and growth, and that organizations can be designed to help workers strive to become their best moral selves. To this end, we selectively review literature from the fields of organizational behavior, moral psychology, and behavioral ethics to identify five key barriers to ethical learning at work: defensiveness, overconfidence, selfishness, inexperience, and negative social influence. Then, to help leaders establish an organizational environment that helps workers overcome these barriers and promotes ethical learning and character development, we present five guiding principles (i.e., create an ethical culture, develop psychological safety, promote moral humility, foster prosocial motivation, and institutionalize moral reflection) and offer specific recommendations related to each.

Abstract Mass gatherings are routinely viewed as posing risks to physical health. However, social psychological research shows mass gathering participation can also bring benefits to psychological well‐being. We describe how both sets of outcomes can be understood as arising from the distinctive forms of behavior that may be found when people—even strangers—come to define themselves and each other in terms of a shared social identity. We show that many of the risks and benefits of participation are products of group processes; that these different outcomes can have their roots in the same core processes; and that knowledge of these process provides a basis for health promotion interventions to mitigate the risks and maximize the benefits of participation. Throughout, we offer practical guidance as to how policy makers and practitioners should tailor such interventions.

Abstract For over 50 years, scientists have sounded alarms that the burning of fossil fuels is causing changes to the Earth's climate, and that failure to take action on climate change will have devastating consequences. Despite this urgency, CO2 emissions (and global temperatures) continue to climb. Progress on mitigating climate change is slowed by the stubborn persistence of climate skepticism, as well as a failure for nonskeptics to translate their concern about climate change into meaningful action. The goal of this article is to describe and synthesize research on how to understand (and reduce) this public inaction on climate change. In the first half of the article, we examine the question of how to understand (and overcome) climate change skepticism. We review international evidence regarding the role of demographics, ideologies, and conspiracist worldviews in shaping people's willingness to believe in the reality of human‐caused climate change. We then review theory and research on how to successfully capture the attention of—and change the behavior of—people who traditionally resist climate change messages, such as those high in conservatism and free‐market beliefs. In the second half of the article, we examine how to promote more climate‐friendly behaviors among people who believe in the reality of climate change. Evidence will be reviewed suggesting that many people agree that climate change is caused by humans, but are not yet willing to make the necessary investments and sacrifices to respond to this threat. We then draw on relevant literatures to critically discuss three strategies for promoting proenvironmental behavior: (i) optimistic versus pessimistic messages; (ii) in‐group versus out‐group messenger effects; and (c) the use of descriptive and injunctive norms.

Abstract Children show signs of intergroup biases from early in development, and evidence suggests that these biases increase through middle childhood. Here we critically review and synthesize the literature on the different types of childhood experiences that have been associated with increases or decreases in childhood intergroup bias. Based on the review, one type of childhood experience stands out as being reliably associated with increased intergroup bias over multiple studies—specific overt messages communicating intergroup conflict with, or negativity from, other groups. Three types of childhood experiences were found to be reliably associated with reduced intergroup bias: (a) structured intergroup contact, (b) explicit education about prejudice, and (c) imagined contact with members of other groups. We highlight the social and policy implications of this work and delineate specific experiences and interventions that might be helpful in ameliorating childhood intergroup biases. We also highlight developmental issues concerning the ways that interventions need to vary to be maximally effective at different ages. Finally, recommendations are offered on key factors to incorporate in childhood intergroup bias interventions, as well as what to avoid when attempting to design such programs due to negative (unintended) consequences. This review attempts to integrate state‐of‐the‐art findings from developmental psychology with principles and theories in social psychology that derive from work with adults.

Abstract Previous work in the social identity tradition suggests that adjustment to significant life changes, both positive (e.g., becoming a new parent) and negative (e.g., experiencing a stroke), can be supported by access to social group networks. This is the basis for the social identity model of identity change (SIMIC), which argues that, in the context of life transitions, well‐being and adjustment are enhanced to the extent that people are able to maintain preexisting social group memberships that are important to them or else acquire new ones. Building on empirical work that has examined these issues in the context of a variety of life transitions, we outline the relevance of SIMIC for one particular life transition: retiring from work. We identify four key lessons that speak to the importance of managing social group resources effectively during the transition to retirement from the workforce. These suggest that adjustment to retirement is enhanced to the extent that retirees: (1) can access multiple important group memberships and the psychological resources they provide, (2) maintain positive and valued existing groups, and (3) develop meaningful new groups, (4) providing they are compatible with one another. This theory and empirical evidence is used to introduce a new social intervention, Groups 4 Health, that translates SIMIC's lessons into practice. This program aims to guide people through the process of developing and embedding their social group ties in ways that protect their health and well‐being in periods of significant life change of the form experienced by many people as they transition into retirement.