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Articles 31 - 34 of 34
Full-Text Articles in Law and Psychology
Social Factoring The Numbers With Assisted Reproduction, Bridget J. Crawford
Social Factoring The Numbers With Assisted Reproduction, Bridget J. Crawford
Elisabeth Haub School of Law Faculty Publications
In late winter 2009, the airwaves came alive with stories about Nadya Suleman, the California mother who gave birth to octuplets conceived via assisted reproductive technology. Nadya Suleman and her octuplets are the vehicles through which Americans express their anxiety about race, class and gender. Expressions of concern for the health of children, the mother’s well-being, the future of reproductive medicine or the financial drain on taxpayers barely conceal deep impulses towards racism, sexism and classism. It is true that the public has had a longstanding fascination with multiple births and with large families. This is evidenced by a long …
Diverse Conceptions Of Emotions In Risk Regulation, Peter H. Huang
Diverse Conceptions Of Emotions In Risk Regulation, Peter H. Huang
Publications
No abstract provided.
Efforts To Improve The Illinois Capital Punishment System: Worth The Cost?, Thomas P. Sullivan
Efforts To Improve The Illinois Capital Punishment System: Worth The Cost?, Thomas P. Sullivan
University of Richmond Law Review
No abstract provided.
Bias, The Brain, And Student Evaluations Of Teaching, Deborah J Merritt
Bias, The Brain, And Student Evaluations Of Teaching, Deborah J Merritt
ExpressO
Student evaluations of teaching are a common fixture at American law schools, but they harbor surprising biases. Extensive psychology research demonstrates that these assessments respond overwhelmingly to a professor’s appearance and nonverbal behavior; ratings based on just thirty seconds of silent videotape correlate strongly with end-of-semester evaluations. The nonverbal behaviors that influence teaching evaluations are rooted in physiology, culture, and habit, allowing characteristics like race and gender to affect evaluations. The current process of gathering evaluations, moreover, allows social stereotypes to filter students’ perceptions, increasing risks of bias. These distortions are inevitable products of the intuitive, “system one” cognitive processes …