NEUFELD, STARZYK, & GAUCHER (2019) 1 

Online Supplemental Materials  

Appendix A: Participant Demographics for All Studies 

 

 Study 

 1 2 3 4 5 

 n % n % n % n % n % 

Gender Identity           

 Male 494 31.0 89 32.6 156 58.2 18 14.3 88 40.0 

 Female 1098 68.9 180 65.9 112 41.8 105 83.3 132 60.0 

 Gender Fluid 1 0.1 -- --   -- -- -- -- 

 Two-Spirit -- -- -- --   3 2.4 -- -- 

 Other, Not Specified 1 0.1 4 1.5   -- -- -- -- 

Ethnicity           

 Arab (E.g., Egyptian, Kuwaiti, Libyan) 26 1.6 5 1.8 8 3.0 2 1.6 4 1.8 

 Black (E.g., African, Nigerian, Somali) 98 6.1 43 15.8 12 4.5 5 4.0 36 16.4 

 Chinese 63 4.0 19 7.0 13 4.9 1 0.8 11 5.0 

 Filipino 219 13.7 16 5.9 50 18.7 13 10.3 18 8.2 

 Indigenous (First Nations, Métis, Inuit, Non-Status 

 Aboriginal) 

81 5.1 10 3.7 10 3.7 18 14.3 0 0 

 Japanese 2 0.1   1 0.4 0 0 0 0 

 Korean 22 1.4 2 0.7 9 3.4 2 1.6 3 1.4 

 Latin American (E.g., Chilean, Costa Rican, 

 Mexican) 

14 0.9 5 1.8 2 0.7 3 2.4 3 1.4 

 South Asian (E.g., Bangladeshi, Punjabi, Sri 

 Lankan) 

91 5.7 22 8.1 14 5.2 2 1.6 15 6.8 

 Southeast Asian (E.g., Vietnamese, Cambodian, 

 Malaysian, Laotian) 

27 1.7 10 3.7 7 2.6 4 3.2 13 5.9 

 West Asian (E.g., Afghan, Assyrian, Iranian) 11 0.7 1 0.4 3 1.1 1 0.8 5 2.3 

 White 851 53.4 144 52.7 126 47.0 85 65.9 109 49.5 

 Visible Minority (E.g., Pacific Islander,  

 Guyanese) 

11 0.7 4 1.5  

 

 -- -- -- -- 



NEUFELD, STARZYK, & GAUCHER (2019) 2 

 Multiple Visible Minorities 13 0.8 1 0.4 10 3.7 -- -- -- -- 

 Other 62 3.9 21 7.7 1 0.4 7 5.6 15 6.8 

Country of Birth           

 Canada 1131 71.0 -- -- 162 60.4 103 81.7 -- -- 

 Another Country 460 28.9 -- -- 104 38.8 23 18.3 -- -- 

Note.  Participants in studies 2, 4, and 5 could select multiple ethnic groups. 

 

 



NEUFELD, STARZYK, & GAUCHER (2019) 3 

Appendix B: Study 1—Initial Political Solidarity Measure Instructions, Item Pool, and 

Issue Descriptions 

 

Note: Participants did not read any of the bolded text below. Text within brackets were replaced 

with the appropriate information, depending on the randomly assigned outgroup issue. 

 

Instructions and Item Pool 

In this section, you will answer a series of questions about your feelings toward another group 

and a current issue related to the group, that is, their “cause.” It is ok if you do not agree with the 

group or the cause. 

 

The group you will reflect on is [outgroup]. 

The cause you will reflect on is [issue].  

 

[Outgroup issue description; see “Issue Descriptions” below] 

 

Using the scale below, please answer the following questions. Remember to answer the 

questions while thinking about [outgroup] and their cause, [issue].  

Strongly 

disagree 

Disagree Slightly 

Disagree 

Neutral Slightly 

Agree 

Agree Strongly 

agree 

1 2 3 4 5 6 7 

 

I feel a sense of “brotherhood” or “sisterhood” with _____.  

_____can count on me to be their ally. 

_____ and I are “all in this together”. 

I stand in solidarity with _____. 

I feel a sense of solidarity with _____ . (Adapted from Leach et al., 2008) 

It’s important for me to stick together with _______. 

I stand united with _____. 

In some ways, I have a sense of responsibility toward _____. 

I would say I am loyal to _____. 

I feel committed to _____. (Adapted from Doosje et al., 1995) 

In some ways, I view _____’s cause as my cause, too. 

_____’s cause is important to me. 

I identify with _____’s cause. 

I think _____’s cause is worthy. 

I share _____’s goal. 

I feel partly responsible to ensure that _____’s interests are met. 

Working together to achieve ______’s goal is important to me.  

I have a role to play in _____’s cause. 

I am committed to supporting _____’s cause. 

I feel connected to _____’s cause.  

Policies negatively affecting ______ should be changed. 

All citizens should be better informed about how ______are disadvantaged by policies. 

More people should know about how _______ are negatively affected by this issue. 

It’s important to challenge the power structures that disadvantage ______. 



NEUFELD, STARZYK, & GAUCHER (2019) 4 

Power structures that disadvantage ______are unfair. 

Policies and laws that are unfair to ______must be changed.  

The way that the authorities treat ______is unjust. 

We need policies that will grant equal rights to ______. 

I believe social systems should change so they guarantee equality for ______. 

Fighting for social justice for ______means fighting for the social good. 

 

Issue Descriptions 

 

Indigenous people: Inquiry into missing and murdered Indigenous women  

Indigenous women and girls in Canada are disproportionately affected by all forms of violence.  

Even though they only make up 4% of Canada’s female population, 16% of all women murdered 

in Canada between 1980 and 2012 were Indigenous.  Many Indigenous people for more action 

on the issue of missing and murdered Indigenous women. 

 

Indigenous people: Reconciliation  

For over 100 years, Indigenous children were removed from their families and sent to institutions 

called Residential Schools.  Students often experienced trauma, which has been passed down 

from generation to generation and affected the relationship between Indigenous peoples and 

other Canadians.  Many Indigenous Peoples are calling for reconciliation to revitalize the 

relationship between Indigenous people and other Canadians.  

 

Syrian refugees: Immigration to Canada  
The ongoing conflict in Syria has triggered the worst humanitarian crisis in the world today. Half 

the country’s pre-war population—more than 11 million people— have been killed or forced to 

flee their homes.  Many of these Syrian refugees wish to immigrate to Canada. 

 

Transgendered people: Transgender rights 

Transgendered people in Canada are disproportionately affected by violence and discrimination.  

For example, whereas 20% of straight children feel safe at school, 95% of transgendered students 

feel unsafe at school.  Many transgendered people are calling for federal laws to provide 

transgendered individuals with the same legal protections as other vulnerable groups in Canada.  

 

Black people: Black Lives Matter Canada  

Black people in Canada are disproportionately affected by violence and discrimination.  For 

example, even though they only represent 2.5% of the population, Black people were victims of 

42% of reported hate crimes in Canada.  Many Black Canadians have joined Black Lives Matter 

Canada, a movement that aims to end violence and discrimination against Black Canadians.   

 

Women: Income equality  

Women in Canada earn less money than men.  In fact, Canadian women earn 20% less than men 

even when they do the same job.  Many women are calling for policy changes to guarantee 

income equality for women. 

 



NEUFELD, STARZYK, & GAUCHER (2019) 5 

Appendix C: Distribution of Participants Across PSM Issues 

Study  Gendered 

Income equality  

Black Lives 

Matter 

Inquiry into 

Missing and 

Murdered 

Indigenous 

Women  

Reconciliation 

with Indigenous 

Peoples in 

Canada 

Transgender 

Rights 

Admitting 

Syrian Refugees 

to Canada 

1 252 274 262 261 269 276 

2 42 45 44 46 43 40 

3 68 47 54 53 46 -- 

4 20 33 -- 27 28 18 

5 -- -- -- 219 -- -- 

  
 



NEUFELD, STARZYK, & GAUCHER (2019) 6 

Appendix D: Study 1—Covariance Matrixes (Legend of Items Follows) 

 

 PSMA1 PSMA2 PSMA3 PSMA4 PSMA5 PSMA6 PSMA7 PSMA8 PSMA9 PSMA10 

PSMA1 2.40 1.26 1.47 1.36 1.52 1.53 1.44 1.52 1.47 1.61 

PSMA2 1.26 2.02 1.45 1.40 1.30 1.49 1.52 1.19 1.45 1.40 

PSMA3 1.47 1.45 2.24 1.50 1.48 1.56 1.60 1.38 1.50 1.53 

PSMA4 1.36 1.40 1.50 2.01 1.59 1.49 1.57 1.25 1.38 1.45 

PSMA5 1.52 1.30 1.48 1.59 2.08 1.48 1.50 1.35 1.42 1.52 

PSMA6 1.53 1.49 1.56 1.49 1.48 2.21 1.60 1.44 1.57 1.68 

PSMA7 1.44 1.52 1.60 1.57 1.50 1.60 2.13 1.27 1.53 1.53 

PSMA8 1.52 1.19 1.38 1.25 1.35 1.44 1.27 2.38 1.36 1.61 

PSMA9 1.47 1.45 1.50 1.38 1.42 1.57 1.53 1.36 2.22 1.61 

PSMA10 1.61 1.40 1.53 1.45 1.52 1.68 1.53 1.61 1.61 2.28 

PSMB1 1.32 1.05 1.27 1.08 1.21 1.26 1.16 1.29 1.12 1.28 

PSMB2 1.17 1.26 1.24 1.24 1.22 1.34 1.31 1.19 1.26 1.31 

PSMB3 1.23 1.02 1.19 1.10 1.15 1.15 1.13 1.16 1.01 1.20 

PSMB4 0.81 1.14 1.03 1.09 0.96 1.11 1.17 0.87 1.01 1.01 

PSMB5 1.28 1.32 1.38 1.27 1.25 1.40 1.33 1.28 1.30 1.42 

PSMB6 1.30 1.12 1.25 1.15 1.17 1.26 1.14 1.46 1.19 1.34 

PSMB7 1.34 1.30 1.36 1.33 1.30 1.45 1.38 1.33 1.33 1.43 

PSMB8 1.24 1.15 1.24 1.14 1.18 1.26 1.17 1.38 1.17 1.31 

PSMB9 1.24 1.29 1.35 1.30 1.26 1.34 1.36 1.22 1.30 1.35 

PSMB10 1.36 1.15 1.31 1.22 1.27 1.35 1.29 1.30 1.22 1.39 

PSMC1 0.79 1.01 1.00 1.00 0.92 1.03 1.05 0.78 0.94 0.91 

PSMC2 0.81 0.98 0.95 1.00 0.92 1.03 1.05 0.84 0.89 0.92 

PSMC3 0.71 0.92 0.91 0.97 0.86 0.96 0.97 0.74 0.82 0.84 

PSMC4 0.85 1.03 1.02 1.07 0.98 1.08 1.07 0.88 0.97 1.01 

PSMC5 0.78 0.99 1.00 1.02 0.91 1.05 1.04 0.76 0.96 0.94 

PSMC6 0.77 0.98 0.95 0.98 0.92 0.96 1.02 0.72 0.91 0.88 

PSMC7 0.71 0.82 0.85 0.93 0.80 0.91 0.90 0.71 0.79 0.81 

PSMC8 0.80 1.00 0.98 0.99 0.90 0.97 1.05 0.73 0.92 0.89 

PSMC9 0.82 1.05 1.04 1.05 0.97 1.06 1.07 0.82 0.96 0.94 

PSMC10 0.88 1.07 1.07 1.11 1.02 1.09 1.14 0.92 0.99 1.00 



NEUFELD, STARZYK, & GAUCHER (2019) 7 

 

 PSMB1 PSMB2 PSMB3 PSMB4 PSMB5 PSMB6 PSMB7 PSMB8 PSMB9 PSMB10 

PSMA1 1.32 1.17 1.23 0.81 1.28 1.30 1.34 1.24 1.24 1.36 

PSMA2 1.05 1.26 1.02 1.14 1.32 1.12 1.30 1.15 1.29 1.15 

PSMA3 1.27 1.24 1.19 1.03 1.38 1.25 1.36 1.24 1.35 1.31 

PSMA4 1.08 1.24 1.10 1.09 1.27 1.15 1.33 1.14 1.30 1.22 

PSMA5 1.21 1.22 1.15 0.96 1.25 1.17 1.30 1.18 1.26 1.27 

PSMA6 1.26 1.34 1.15 1.11 1.40 1.26 1.45 1.26 1.34 1.35 

PSMA7 1.16 1.31 1.13 1.17 1.33 1.14 1.38 1.17 1.36 1.29 

PSMA8 1.29 1.19 1.16 0.87 1.28 1.46 1.33 1.38 1.22 1.30 

PSMA9 1.12 1.26 1.01 1.01 1.30 1.19 1.33 1.17 1.30 1.22 

PSMA10 1.28 1.31 1.20 1.01 1.42 1.34 1.43 1.31 1.35 1.39 

PSMB1 2.23 1.35 1.46 1.00 1.53 1.46 1.44 1.49 1.33 1.56 

PSMB2 1.35 2.01 1.28 1.38 1.51 1.35 1.63 1.41 1.52 1.44 

PSMB3 1.46 1.28 2.14 1.00 1.40 1.31 1.36 1.38 1.28 1.51 

PSMB4 1.00 1.38 1.00 1.80 1.25 0.98 1.29 1.07 1.25 1.07 

PSMB5 1.53 1.51 1.40 1.25 2.29 1.51 1.63 1.48 1.48 1.52 

PSMB6 1.46 1.35 1.31 0.98 1.51 2.18 1.52 1.49 1.39 1.45 

PSMB7 1.44 1.63 1.36 1.29 1.63 1.52 2.09 1.48 1.58 1.52 

PSMB8 1.49 1.41 1.38 1.07 1.48 1.49 1.48 2.13 1.35 1.49 

PSMB9 1.33 1.52 1.28 1.25 1.48 1.39 1.58 1.35 2.03 1.46 

PSMB10 1.56 1.44 1.51 1.07 1.52 1.45 1.52 1.49 1.46 2.13 

PSMC1 0.80 1.05 0.78 1.11 0.99 0.85 1.06 0.89 1.01 0.89 

PSMC2 0.90 1.14 0.87 1.15 1.03 0.95 1.14 0.97 1.09 0.97 

PSMC3 0.83 1.10 0.81 1.15 0.97 0.90 1.08 0.92 1.03 0.91 

PSMC4 0.92 1.15 0.90 1.16 1.08 0.94 1.16 1.02 1.10 0.97 

PSMC5 0.86 1.10 0.81 1.14 1.04 0.90 1.10 0.94 1.04 0.93 

PSMC6 0.80 1.01 0.76 1.06 0.94 0.79 1.01 0.85 0.97 0.82 

PSMC7 0.80 0.96 0.79 1.01 0.88 0.84 0.98 0.83 0.96 0.89 

PSMC8 0.80 1.06 0.74 1.11 0.97 0.83 1.05 0.86 1.01 0.85 

PSMC9 0.90 1.11 0.86 1.15 1.04 0.92 1.13 0.95 1.10 0.95 

PSMC10 0.92 1.20 0.90 1.24 1.12 0.98 1.20 1.03 1.15 0.97 



NEUFELD, STARZYK, & GAUCHER (2019) 8 

 PSMC1 PSMC2 PSMC3 PSMC4 PSMC5 PSMC6 PSMC7 PSMC8 PSMC9 PSMC10 

PSMA1 0.79 0.81 0.71 0.85 0.78 0.77 0.71 0.80 0.82 0.88 

PSMA2 1.01 0.98 0.92 1.03 0.99 0.98 0.82 1.00 1.05 1.07 

PSMA3 1.00 0.95 0.91 1.02 1.00 0.95 0.85 0.98 1.04 1.07 

PSMA4 1.00 1.00 0.97 1.07 1.02 0.98 0.93 0.99 1.05 1.11 

PSMA5 0.92 0.92 0.86 0.98 0.91 0.92 0.80 0.90 0.97 1.02 

PSMA6 1.03 1.03 0.96 1.08 1.05 0.96 0.91 0.97 1.06 1.09 

PSMA7 1.05 1.05 0.97 1.07 1.04 1.02 0.90 1.05 1.07 1.14 

PSMA8 0.78 0.84 0.74 0.88 0.76 0.72 0.71 0.73 0.82 0.92 

PSMA9 0.94 0.89 0.82 0.97 0.96 0.91 0.79 0.92 0.96 0.99 

PSMA10 0.91 0.92 0.84 1.01 0.94 0.88 0.81 0.89 0.94 1.00 

PSMB1 0.80 0.90 0.83 0.92 0.86 0.80 0.80 0.80 0.90 0.92 

PSMB2 1.05 1.14 1.10 1.15 1.10 1.01 0.96 1.06 1.11 1.20 

PSMB3 0.78 0.87 0.81 0.90 0.81 0.76 0.79 0.74 0.86 0.90 

PSMB4 1.11 1.15 1.15 1.16 1.14 1.06 1.01 1.11 1.15 1.24 

PSMB5 0.99 1.03 0.97 1.08 1.04 0.94 0.88 0.97 1.04 1.12 

PSMB6 0.85 0.95 0.90 0.94 0.90 0.79 0.84 0.83 0.92 0.98 

PSMB7 1.06 1.14 1.08 1.16 1.10 1.01 0.98 1.05 1.13 1.20 

PSMB8 0.89 0.97 0.92 1.02 0.94 0.85 0.83 0.86 0.95 1.03 

PSMB9 1.01 1.09 1.03 1.10 1.04 0.97 0.96 1.01 1.10 1.15 

PSMB10 0.89 0.97 0.91 0.97 0.93 0.82 0.89 0.85 0.95 0.97 

PSMC1 1.74 1.20 1.19 1.30 1.30 1.36 1.10 1.28 1.29 1.24 

PSMC2 1.20 1.73 1.40 1.25 1.24 1.19 1.18 1.19 1.26 1.29 

PSMC3 1.19 1.40 1.66 1.23 1.24 1.14 1.19 1.16 1.22 1.28 

PSMC4 1.30 1.25 1.23 1.78 1.35 1.27 1.20 1.25 1.29 1.34 

PSMC5 1.30 1.24 1.24 1.35 1.80 1.32 1.18 1.29 1.34 1.31 

PSMC6 1.36 1.19 1.14 1.27 1.32 1.75 1.08 1.30 1.30 1.22 

PSMC7 1.10 1.18 1.19 1.20 1.18 1.08 2.31 1.10 1.27 1.20 

PSMC8 1.28 1.19 1.16 1.25 1.29 1.30 1.10 1.67 1.36 1.25 

PSMC9 1.29 1.26 1.22 1.29 1.34 1.30 1.27 1.36 1.86 1.30 

PSMC10 1.24 1.29 1.28 1.34 1.31 1.22 1.20 1.25 1.30 1.79 



NEUFELD, STARZYK, & GAUCHER (2019) 9 

Legend of Items Reported in Above Covariance Matrixes 

PSMA1: I feel a sense of “brotherhood” or “sisterhood” with X 

PSMA2: X can count on me to be their ally 

PSMA3: X and I are “all in this together” 

PSMA4: I stand in solidarity with X 

PSMA5: I feel a sense of solidarity with X 

PSMA6: Its important for me to stick together with X 

PSMA7: I stand united with X 

PSMA8: In some ways, I have a sense of responsibility towards X 

PSMA9: I would say I am loyal to X 

PSMA10: I feel committed to X 

PSMB1: In some ways, I view X’s cause as my cause, too. 

PSMB2: Xs cause is important to me 

PSMB3: I identify with X’s cause 

PSMB4: I think X’s cause is worthy 

PSMB5: I share X’s goal 

PSMB6: I feel partly responsible to ensure that Xs interests are met 

PSMB7: Working together to achieve X’s goal is important to me 

PSMB8: I have a role to play in X’s cause 

PSMB9: I am committed to supporting X’s cause 

PSMB10: I feel connected to X’s cause 

PSMC1: Policies negatively affecting X should be changed 

PSMC2: All citizens should be better informed on how X are disadvantaged by policies 

PSMC3: More people should know about how X are negatively affected by this issue 

PSMC4: Its important to challenge the power structures that disadvantage X 

PSMC5: Power structures that disadvantage X are unfair 

PSMC6: Policies and laws that are unfair to X must be changed 

PSMC7: The way that the authorities treat X is unjust 

PSMC8: We need policies that will grant equal rights to X 

PSMC9: I believe social systems should change so they guarantee equality for X 

PSMC10: Fighting for social justice for X means fighting for the common good 

 

 

  



NEUFELD, STARZYK, & GAUCHER (2019) 10 

Appendix E: Study 2—Covariance Matrix for PSM Items 

 1 2 3 4 5 6 7 8 9 

1: I feel a sense of 

“brotherhood “or 

“sisterhood” with X 

2.50 1.53 1.19 1.72 1.22 1.60 0.82 0.79 1.01 

2: I feel a sense of 

solidarity with X 

1.53 2.17 1.30 1.40 1.20 1.40 0.95 0.85 1.19 

3: I stand united 

with X 

1.19 1.30 1.71 1.23 1.11 1.27 1.00 0.91 1.18 

4: In some ways, I 

view X’s cause as 

my cause, too 

1.72 1.40 1.23 2.87 1.81 1.82 0.99 0.93 1.12 

5: I have a role to 

play in X’s cause 

1.22 1.20 1.11 1.81 2.59 1.74 0.88 0.83 1.13 

6: I feel connected 

to X’s cause 

1.60 1.40 1.27 1.82 1.74 2.32 0.97 0.91 1.14 

7: Policies 

negatively affecting 

X should be 

changed 

0.82 0.95 1.00 0.99 0.88 0.97 1.53 1.03 1.21 

8: More people 

should know about 

how X are 

negatively affected 

by this issue 

0.79 0.85 0.91 0.93 0.83 0.91 1.03 1.48 1.19 

9: It’s important to 

challenge the power 

structures that 

disadvantage X 

1.01 1.19 1.18 1.12 1.13 1.14 1.21 1.19 1.78 

 

  



NEUFELD, STARZYK, & GAUCHER (2019) 11 

Appendix F: Study 4—Comparison of Original and Modified PSM Cause Connection 

Items 

 

Original Item Wording Revised Item Wording 

In some ways, I view X’s cause as my cause, 

too 
In some ways, I view the issue of Y for X as 

my cause, too 

I have a role to play in X’s cause I have a role to play in the issue of Y for X 

I feel connected to X’s cause I feel connected to the issue of Y for X 

Note.  “X” denotes the outgroup name; “Y” denotes the outgroup’s cause.   

  



NEUFELD, STARZYK, & GAUCHER (2019) 12 

Appendix G: Study 5—Passage and Message of Support Instructions 

Passage 

 The instructions for the passage read, “On the next page, you will read a short description 

of a social issue.  Please read this carefully; you will be asked questions about it later.”  The 

following passage, which was created for this project, appeared on the next page:  

 

For over 100 years, Indigenous children were removed from their families and sent to 

institutions called residential schools.  Until the mid-1990s, government-funded, church-

run schools were located across Canada to eliminate parental involvement in the spiritual, 

cultural, and intellectual development of Indigenous children.  More than 150,000 First 

Nations, Métis, and Inuit children were forced to attend these schools, some of which 

were hundreds of miles from their home.  

 

Separated from their families, the experience was often marked by abuse and other 

traumatic experiences.  Through the transmission of intergenerational trauma, survivors’ 

experiences continue also negatively affect their descendants, such as children and 

grandchildren.   

 

To address the legacy of Residential Schools and the damaged relationship between 

Indigenous peoples and others in Canada, many are calling for reconciliation.  

Reconciliation can only occur, though, if all peoples work together. 

 

Message of Support Instructions 

 Participants read the following preamble. 

 

As part of their efforts towards reconciliation, The University of XXXXX’s Indigenous 

Student Council (ISC) is creating a multimedia campaign.  The ISC is looking for non-

Indigenous U of XXXXX students to provide messages of support for reconciliation with 

Indigenous peoples in Canada.  There are two types of messages they’re interested in that 

you can complete now, if you so choose. 

 

Next, participants read the following descriptions of the two types of messages, a written 

message or a video message, which were crafted to make the tasks sound relatively easy to 

complete (e.g., quick, supplies were provided). 

 

Video messages 

The ISC will compile video messages into a video that will be unveiled on campus during 

the winter term orientation week.  The video may also be played on the campus television 

screens and its social media accounts.    

 

If you would like to create a video message, the research assistant will provide you with a 

script or you can create your own message.  Each video is 10 seconds in duration 

maximum.  You will be able to record the video in private (the experimenter will not be 

in the room), and you can retake the video as many times as you would like. 

 



NEUFELD, STARZYK, & GAUCHER (2019) 13 

Written messages 

The ISC is also looking for written messages.  They will compile these messages into a 

mosaic that will be on display in University Centre during the winter term orientation 

week. 

 

If you would like to create a written message, the research assistant will provide the 

supplies, such as markers and paper.  You do not need to sign your name on the message 

if you don’t want to.