Kathy Pérez - Academia.edu (original) (raw)

Papers by Kathy Pérez

Supplemental material, Supplement_Syntax_and_Results for Anticipated and Experienced Ethnic/Racia... more Supplemental material, Supplement_Syntax_and_Results for Anticipated and Experienced Ethnic/Racial Discrimination and Sleep: A Longitudinal Study by Amie M. Gordon, Aric A. Prather, Tessa Dover, Kathy Espino-Pérez, Payton Small and Brenda Major in Personality and Social Psychology Bulletin

Supplemental material, Gordon_Online_Appendix for Anticipated and Experienced Ethnic/Racial Discr... more Supplemental material, Gordon_Online_Appendix for Anticipated and Experienced Ethnic/Racial Discrimination and Sleep: A Longitudinal Study by Amie M. Gordon, Aric A. Prather, Tessa Dover, Kathy Espino-Pérez, Payton Small and Brenda Major in Personality and Social Psychology Bulletin

Cultural Diversity and Ethnic Minority Psychology, 2021

OBJECTIVE Trust is fundamental to successful educational relationships. Yet, numerous barriers in... more OBJECTIVE Trust is fundamental to successful educational relationships. Yet, numerous barriers inhibit the development of trust between students of color (SOC) and White instructors. The current research examined a metacognitive obstacle to the development of cross-race classroom trust: Primarily External Race Motives (PERM). PERM was defined as the experience that instructors were more concerned with avoiding the appearance of prejudice than having self-directed egalitarian motives. METHOD Using within-subjects vignettes (n = 313; 74.8% female), between-subjects cross-sectional designs (n = 386; 70.5% female), and longitudinal methods (n = 135; 45.2% female), the current work tested the primary hypothesis that PERM would undermine instructor trust and classroom belonging. Hypotheses were tested with Black adults (Study 1) and college students (Studies 2 and 3). RESULTS AND CONCLUSIONS Whether with hypothetical, past, or present White educators, feeling that instructors have primarily external race-based motives undermined instructor trust and classroom belonging. In all studies, the relationship between PERM and classroom belonging was mediated by instructor (mis)trust. The results provide evidence that motives viewed to be primarily external undermine instructional relationships for SOC. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Personality and Social Psychology Bulletin, 2020

The transition to college is a stressful experience. For members of underrepresented minority gro... more The transition to college is a stressful experience. For members of underrepresented minority groups, the usual stresses are frequently accompanied by ethnicity-based stressors, including discrimination. This longitudinal study extends prior work on discrimination by examining the prospective associations between anticipated and experienced ethnic/racial discrimination and sleep, a ubiquitous and basic biological need critical for optimal functioning. In a sample of 274 low-income/first-generation Latinx students, results from a cross-lagged panel model revealed that both the anticipation and experience of discrimination at the beginning of college uniquely predicted worsening sleep quality over the second half of freshmen year, controlling for relevant covariates. There was also some evidence for bidirectionality, with poor sleepers experiencing more discrimination. These findings add to the literature linking discrimination and sleep, both of which play large roles in mental, phys...

Cultural Diversity and Ethnic Minority Psychology, 2017

This study investigated individual and situational factors that may make observing positive treat... more This study investigated individual and situational factors that may make observing positive treatment of an ingroup member attributionally ambiguous and cognitively taxing for ethnic minority perceivers. 163 Latino/a participants who varied in the perception that Whites are externally motivated to behave positively toward minorities (Perceived External Motivation Scale; PEMS) observed a Latino candidate selected over 2 White candidates by a White Human Resources officer. The selected candidate was or was not the most qualified and a diversity rationale was or was not provided. Participants subsequently performed a test of cognitive interference. When a less-qualified minority candidate was selected, the presence (vs. absence) of a diversity rationale increased cognitive interference among low PEMS participants, but decreased cognitive interference among high PEMS participants. Results suggest that a diversity rationale made the selection of a less qualified minority more ambiguous for low PEMS but less ambiguous for high PEMS participants. The present study informs our understanding of when and for whom Whites' positive behavior is perceived as attributionally ambiguous. (PsycINFO Database Record

Supplemental material, Supplement_Syntax_and_Results for Anticipated and Experienced Ethnic/Racia... more Supplemental material, Supplement_Syntax_and_Results for Anticipated and Experienced Ethnic/Racial Discrimination and Sleep: A Longitudinal Study by Amie M. Gordon, Aric A. Prather, Tessa Dover, Kathy Espino-Pérez, Payton Small and Brenda Major in Personality and Social Psychology Bulletin

Supplemental material, Gordon_Online_Appendix for Anticipated and Experienced Ethnic/Racial Discr... more Supplemental material, Gordon_Online_Appendix for Anticipated and Experienced Ethnic/Racial Discrimination and Sleep: A Longitudinal Study by Amie M. Gordon, Aric A. Prather, Tessa Dover, Kathy Espino-Pérez, Payton Small and Brenda Major in Personality and Social Psychology Bulletin

Cultural Diversity and Ethnic Minority Psychology, 2021

OBJECTIVE Trust is fundamental to successful educational relationships. Yet, numerous barriers in... more OBJECTIVE Trust is fundamental to successful educational relationships. Yet, numerous barriers inhibit the development of trust between students of color (SOC) and White instructors. The current research examined a metacognitive obstacle to the development of cross-race classroom trust: Primarily External Race Motives (PERM). PERM was defined as the experience that instructors were more concerned with avoiding the appearance of prejudice than having self-directed egalitarian motives. METHOD Using within-subjects vignettes (n = 313; 74.8% female), between-subjects cross-sectional designs (n = 386; 70.5% female), and longitudinal methods (n = 135; 45.2% female), the current work tested the primary hypothesis that PERM would undermine instructor trust and classroom belonging. Hypotheses were tested with Black adults (Study 1) and college students (Studies 2 and 3). RESULTS AND CONCLUSIONS Whether with hypothetical, past, or present White educators, feeling that instructors have primarily external race-based motives undermined instructor trust and classroom belonging. In all studies, the relationship between PERM and classroom belonging was mediated by instructor (mis)trust. The results provide evidence that motives viewed to be primarily external undermine instructional relationships for SOC. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Personality and Social Psychology Bulletin, 2020

The transition to college is a stressful experience. For members of underrepresented minority gro... more The transition to college is a stressful experience. For members of underrepresented minority groups, the usual stresses are frequently accompanied by ethnicity-based stressors, including discrimination. This longitudinal study extends prior work on discrimination by examining the prospective associations between anticipated and experienced ethnic/racial discrimination and sleep, a ubiquitous and basic biological need critical for optimal functioning. In a sample of 274 low-income/first-generation Latinx students, results from a cross-lagged panel model revealed that both the anticipation and experience of discrimination at the beginning of college uniquely predicted worsening sleep quality over the second half of freshmen year, controlling for relevant covariates. There was also some evidence for bidirectionality, with poor sleepers experiencing more discrimination. These findings add to the literature linking discrimination and sleep, both of which play large roles in mental, phys...

Cultural Diversity and Ethnic Minority Psychology, 2017

This study investigated individual and situational factors that may make observing positive treat... more This study investigated individual and situational factors that may make observing positive treatment of an ingroup member attributionally ambiguous and cognitively taxing for ethnic minority perceivers. 163 Latino/a participants who varied in the perception that Whites are externally motivated to behave positively toward minorities (Perceived External Motivation Scale; PEMS) observed a Latino candidate selected over 2 White candidates by a White Human Resources officer. The selected candidate was or was not the most qualified and a diversity rationale was or was not provided. Participants subsequently performed a test of cognitive interference. When a less-qualified minority candidate was selected, the presence (vs. absence) of a diversity rationale increased cognitive interference among low PEMS participants, but decreased cognitive interference among high PEMS participants. Results suggest that a diversity rationale made the selection of a less qualified minority more ambiguous for low PEMS but less ambiguous for high PEMS participants. The present study informs our understanding of when and for whom Whites' positive behavior is perceived as attributionally ambiguous. (PsycINFO Database Record