People who are more avoidant of pathogens are more politically conservative, as are nations with greater parasite stress. In the current research, we test two prominent hypotheses that have been proposed as explanations for these relationships. The first, which is an intragroup account, holds that these relationships between pathogens and politics are based on motivations to adhere to local norms, which are sometimes shaped by cultural evolution to have pathogenneutralizing properties. The second, which is an intergroup account, holds that these same relationships are based on motivations to avoid contact with outgroups, who might pose greater infectious disease threats than ingroup members. Results from a study surveying 11,501 participants across 30 nations are more consistent with the intragroup account than with the intergroup account. National parasite stress relates to traditionalism (an aspect of conservatism especially related to adherence to group norms) but not to social dominance orientation (SDO; an aspect of conservatism especially related to endorsements of intergroup barriers and negativity toward ethnic and racial outgroups). Further, individual differences in pathogen-avoidance motives (i.e., disgust sensitivity) relate more strongly to traditionalism than to SDO within the 30 nations.political ideology | pathogens | disgust | culture | evolutionary psychology T he costs imposed by pathogens on their hosts have spurred the evolution of complex antipathogen defenses, many of which are behavioral (1, 2). In humans, such defenses range from the proximate avoidance of pathogen cues to the execution of complex rituals, often with far-reaching consequences (3). At the individual level, functionally specialized psychological mechanisms detect pathogen cues and motivate avoidance of physical contact with pathogens [e.g., via the emotion of disgust (4)]. These mechanisms, which have been collectively referred to as the behavioral immune system, influence, among other things, mate preferences (5, 6), dietary preferences (7), and person perception (8) (summarized in Significance Pathogens, and antipathogen behavioral strategies, affect myriad aspects of human behavior. Recent findings suggest that antipathogen strategies relate to political attitudes, with more ideologically conservative individuals reporting more disgust toward pathogen cues, and with higher parasite stress nations being, on average, more conservative. However, no research has yet adjudicated between two theoretical accounts proposed to explain these relationships between pathogens and politics. We find that national parasite stress and individual disgust sensitivity relate more strongly to adherence to traditional norms than they relate to support for barriers between social groups. These results suggest that the relationship between pathogens and politics reflects intragroup motivations more than intergroup motivations.

In two studies, the authors examined the effects of intergroup contact in inclusive and non‐inclusive environments on children's explicit and implicit prejudices. In both studies, supervised contact with Roma peers, instructed by inclusive program, led to a more positive explicit evaluation of Roma and less social distance, while it had no significant impact on implicit attitudes. In contrast, implicit attitudes were related to mere exposure to Roma (Study 2). Intergroup anxiety and self‐disclosure mediated the effect of inclusiveness level on explicit, but not on implicit attitudes. The results indicate that two types of attitudes might be formed via different routes, and that mere exposure and supervised contact influence them differently. This information could help tailor future prejudice reduction programs.

Despite global commitments and efforts, a gender-based division of paid and unpaid work persists. To identify how psychological factors, national policies, and the broader sociocultural context contribute to this inequality, we assessed parental-leave intentions in young adults (18-30 years old) planning to have children (N = 13,942; 8,880 identified as women; 5,062 identified as men) across 37 countries that varied in parental-leave policies and societal gender equality. In all countries, women intended to take longer leave than men. National parental-leave policies and women's political representation partially explained cross-national variations in the gender gap. Gender gaps in leave intentions were paradoxically larger in countries with more gender-egalitarian parental-leave policies (i.e., longer leave available to both fathers and mothers). Interestingly, this cross-national variation in the gender gap was driven by cross-national variations in women's (rather than men's) leave intentions. Financially generous leave and gender-egalitarian policies (linked to men's higher uptake in prior research) were not associated with leave intentions in men. Rather, men's leave intentions were related to their individual gender attitudes. Leave intentions were inversely related to career ambitions. The potential for existing policies to foster gender equality in paid and unpaid work is discussed.

Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the Dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included 5476 students from 125 elementary schools in Serbia and 5021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement was comprised from students' TIMSS 2011 scores and national examination results, respectively. Data was analyzed using multilevel modeling. The results indicate that teacher factors from the Dynamic model did not impact student achievement in mathematics and biology, but that they influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research.

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