No abstract

Cultural differences in suicide can be indicative of varying social pressures placed on individuals. High suicide rates in U.S. honor cultures have been proposed to reflect pressures associated with maintaining one's reputation. We extend this argument by highlighting that honor concerns differentially impact individuals based on gender, ethnicity, and age. Controlling for relevant confounds, we show that suicide rates were highest among older European American men from honor cultures, presumably because aging may render these men less capable of conforming to cultural ideals of masculinity. We discuss the need for process-focused and subgroup analyses when examining the effects of culture on suicide.

Osterman and Brown demonstrated that U.S. honor states had higher rates of suicide than non-honor states and related this phenomenon to the higher incidence of depression and a reduced readiness to seek antidepression treatment in honor states. The present study critiques their research and re-examines the origin of the association between honor culture and suicide using a more expansive multi-year data set and controlling for culturally relevant factors (i.e., climate, gun ownership, population density, collectivism, access to health care, economic deprivation). Replicating some of their findings, higher rates of depression were related to higher levels of suicide in honor states but not non-honor states. In addition, we found state levels of antidepressant drug prescriptions to be related to lower levels of suicide in honor states but not non-honor states. A mediation analysis further revealed that levels of antidepressant drug prescriptions, but not levels of depression, mediated the relationship between honor culture and suicide, consistent with higher suicide rates in honor states being the result of a lack of treatment. The discussion focuses on clinical and cultural implications for suicide prevention in honor states.

Growing interest in understanding the role of students' social-emotional competence for school success necessitates valid measures for large-scale use. We provide validity evidence for the 40-item Washoe County School District Social-Emotional Competency Assessment (WCSD-SECA), a student self-report measure that came from a researcher-practitioner partnership. The WCSD's social and emotional learning standards, which detail when and at what grade students are expected to express different competencies, contributed to hypotheses about the social-emotional competency levels targeted by the WCSD-SECA items. Across two survey years, Rasch analyses showed that the empirical item ordering aligned with the expected ordering to varying degrees, that items better targeted students at low to middle competency levels, and that some items showed differential item functioning across grades and gender/ race-ethnicity. Future research can use similar methods to theorize and test how items array along latent competency dimensions in general and for particular subgroups. Especially when accomplished within a researcher-practitioner partnership, such efforts can mutually inform district social and emotional learning standards, helping document student progress in a locally and practically relevant way. By making the WCSD-SECA items freely available, we make it easy for researchers and practitioners to complete future refinements and adaptations. Impact and ImplicationsWe provide three types of validity evidence for the 40-item Social-Emotional Competency Assessment (SECA), a measure developed through a researcher-practitioner partnership with a large Western school district. The items better targeted students at low to middle competency levels, often (not always) were consistent with district standards, and sometimes functioned differently by students' grade levels and gender/race-ethnicity.

The overwhelming majority of rapes goes unreported. To better understand the sociocultural mechanisms behind why underreporting may occur, three studies (total n = 1,481) examine how women's endorsement of honor values influence the perceptions of rape. Using vignettes that varied the closeness of the perpetrator of a sexual assault (i.e., stranger, acquaintance, or husband), we found that women who endorse honor values of womanhood were less likely to label a forced sexual act as "rape" and to suggest that the victim discloses the rape to others, including to the police. This was especially true the closer the victim was to the perpetrator (e.g., husband vs. stranger). Our findings highlight the effects of honor values on perceived sexual assault and the consequences of disclosure, and may aid in understanding barriers to rape reporting and areas for intervention.