This study explores the antecedents and consequences of race-related reasons for historically Black college and university (HBCU) choice. A total of 109 undergraduate students attending a historically Black university completed questionnaires assessing their race-related reasons for choosing the university and their intention to engage in race-related activities, as well as individual difference measures. Students with less contact with other Blacks growing up or more central racial identities were more likely to cite race-related reasons for HBCU college choice. Furthermore, lack of contact and higher racial centrality predicted greater intention to engage in behaviors to develop racial identity (e.g., race-oriented clubs and personal reading). Critically, race-related reasons for college choice mediated the impact of both contact and centrality on behavioral intentions. Finally, non-race-related reasons for college choice (i.e., academic and financial) were distinct from race-related reasons and failed to predict race-relevant behavioral intentions. Thus, the race-related reasons behind this critical life choice form a bridge between the race-relevant aspects of the past and intentions to engage in racial identity— developing behaviors in the future.

Engagement with political, social and civil issues is a fundamental component of an educated population but civic knowledge and engagement are decreasing among adolescents and young adults. A Psychology in Current Events class sought to increase this engagement and key skills such as critical thinking. A pre-posttest comparison found that the class significantly increased students’ civic engagement, civic knowledge, multicultural sensitivity, applied thinking skills, as well as skills such as their ability to consider alternative viewpoints, appreciate diversity, monitor current events and think critically.

This research presents the development of a measure of religiosity that includes social intrinsic religiosity as distinct from extrinsic religiosity and from the typical conceptualization of intrinsic religiosity as an individual orientation. Study 1 developed the measure using exploratory and confirmatory factor analysis; the results confirmed two intrinsic identity factors (individual and social) and two extrinsic benefit factors (individual and social). Correlations with previously established religiosity measures demonstrate the scales construct validity and that social intrinsic religiosity is independent from extrinsic religiosity. In Study 2, differential responding by Christian and Jewish participants was consistent with these religions’ reputed cultural-theological approaches and confirmed the independence of social intrinsic religiosity. Furthermore, social intrinsic religiosity was positively correlated with prejudice towards value-violating outgroups, as would be expected from an intrinsic religiosity. These results unconfound social and extrinsic religiosity and provide empirical evidence that intrinsic religiosity can be socially as well as individually oriented.

An increasing number of publishers offer online companion websites that students pay to access with the expectation that using these will significantly increase their grade. This research assessed the students’ attitudes toward and the efficacy of components of MyPsychLab, a companion site for Introduction to Psychology. Students reported liking MyPsychLab and felt it helped their grades. Composite data across three semesters and three professors suggest that use of MyPsychLab is associated with better grades for individual students. However, making its use a course requirement did not improve the overall class grade or passing rate. Whether it was optional or required, not all students used MyPsychLab, suggesting a need to improve students’ use of available and beneficial resources.

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