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In this commentary, we discuss the articles included in ASAP's special issue on Arizona's Senate Bill 1070 and explore the means by which intergroup bias related to the support and implementation of this law may be reduced. Specifically, we briefly discuss the overall conclusions that can be drawn from the articles included in this volume and address questions that still remain regarding the potential effects of this law. Next, we explore potential strategies for reducing bias between Whites and Latinos, and we discuss the limitations Arizona's House Bill 2281 will impose on our ability to successfully improve intergroup relations in Arizona. Adapted from the source document.

In this commentary, we discuss the articles included in ASAP's special issue on Arizona's Senate Bill 1070 and explore the means by which intergroup bias related to the support and implementation of this law may be reduced. Specifically, we briefly discuss the overall conclusions that can be drawn from the articles included in this volume and address questions that still remain regarding the potential effects of this law. Next, we explore potential strategies for reducing bias between Whites and Latinos, and we discuss the limitations Arizona's House Bill 2281 will impose on our ability to successfully improve intergroup relations in Arizona.

Since 2006, the so-called one and done rule prevents American high school players from joining the National Basketball Association (NBA) without at least 1 year of college basketball experience. While there is debate about the pros and cons of the one and done rule, few studies have fully examined how minimal (or no) college experience relates to performance in the NBA. The current study used publicly available offensive and defensive statistics for all players in the NBA from 1995 to 2016, to examine the relationship between years of college experience and career success in the NBA. Results showed that players with less college experience had better offensive, defensive, and advanced metric (player efficiency rating [PER] and value over replacement player [VORP]) statistics than players with more college experience. However, players with less college experience also made more mistakes in game play, such as turnovers and fouls. The results suggest that college players may not need to attend college to succeed in the NBA.

An experiment was conducted to examine factors that moderate the experience of academic identity threat among college athletes who represent a stigmatized group on most college campuses (Yopyk & Prentice, 2005). It was hypothesized that because they are more engaged in academics, female college athletes would be especially threatened by the prospect of confirming the "dumb-jock" stereotype. As predicted, female college athletes performed more poorly when their athletic and academic identities were explicitly linked, but only on moderately difficult test items. The results also revealed that male college athletes performed significantly better (see stereotype reactance and self-affirmation) on more difficult test items when only their athletic identity was primed prior to the test. This is an important finding as there is little research on the impact of positive stereotypes on performance. The discussion focuses on the different motivational processes (i.e. self-affirmation) that impact the academic performance of male and female college athletes when aspects of their campus identity are primed within a classroom context.