Story recall in young Black and White children: Effects of racial group membership, race of experimenter, and dialect.

Tested the effects of racial group membership, race of E, and dialect on unstructured and probed recall. l6 Black and 16 White 4-6 mo old children were Ss. Subgroups of 4 Ss within each racial group were randomly assigned to the experimental conditions such that order of exposure to E (Black and White) and dialects Standard English vs Black English vernacular) were counterbalanced. Results show that Whites performed better than Blacks in Standard English, Blacks performed better than Whites in Black English vernacular, Blacks tested in Black English vernacular were equivalent to Whites tested in Standard English, and Whites performed better in Standard English than in Black English vernacular. When probed with questions, there was an overall increase in the proportion of correct information for both racial groups. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

White juror bias: An investigation of prejudice against Black defendants in the American courtroom.

Racial prejudice in the courtroom is examined through a historical sketch of racism in the legal system, a review of psychological research on White juror bias, and a study investigating White mock jurors' judgments of a fictional trial summary. The central hypothesis is that salient racial issues at trial activate the normative racial attitudes held by White jurors. In previous eras, these racial norms encouraged overtly anti-Black prejudice. But in modern America, many Whites embrace an egalitarian value system and try to behave in an appropriately nonprejudiced manner when race is salient. Therefore, contrary to the intuition of many scholars and researchers, contemporary White jurors are more likely to demonstrate racial bias against a Black defendant in interracial trials without blatantly racial issues. Empirical data suggest that this pattern of bias is not limited to one type of crime or one type of racial issue. Practical implications and future research directions are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Deindividuation and anger-mediated interracial aggression: Unmasking regressive racism.

Investigated the effects of deindividuation, anger, and race-of-victim on aggression displayed by 96 White male undergraduates. Deindividuating situational cues produced an internal state of deindividuation that mediated aggressive behavior. Deindividuation theories are extended by the finding that the internal state of deindividuation was composed not only of the factors Self-Awareness and Altered Experience, but also Group Cohesiveness, Responsibility, and Time Distortion. As predicted, nonangered Whites were less aggressive toward Black than White victims, but angered Whites were more aggressive toward Blacks than Whites. Interracial behavior was consistent with new, egalitarian norms if anger was not aroused, but regressed to the old, historical pattern of racial discrimination if anger was aroused. This pattern of interracial behavior was interpreted in terms of a new form of racism: regressive racism. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prejudice and politics: Symbolic racism versus racial threats to the good life.

Although theories of prejudice have been extensively catalogued, empirical confrontations between competing theories are rare. The present study tested 2 major theoretical approaches to prejudice by Whites against Blacks: realistic group conflict theory, which emphasizes the tangible threats Blacks might pose to Whites' private lives; and a sociocultural theory of prejudice termed symbolic racism, which emphasizes abstract, moralistic resentments of Blacks, presumably traceable to preadult socialization. The main dependent variable was suburban Whites' voting behavior in 2 mayoral elections in Los Angeles, both strongly influenced by racial issues, that matched the same 2 candidates, 1 Black and 1 White. In both elections, symbolic racism (sociocultural prejudice) was the major determinant of voting against the Black candidate for people removed from possible personal threats posed by Blacks as well as for those at risk. Direct racial threats to Whites' private lives (to their jobs, their neighborhoods, their children's schooling, their families' safety) had little effect on either anti-Black voting behavior or symbolic racism. Implications for theories of prejudice and for interpretations of the effects of voters' private lives on their political behavior are discussed. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perspective taking combats automatic expressions of racial bias.

Five experiments investigated the hypothesis that perspective taking—actively contemplating others' psychological experiences—attenuates automatic expressions of racial bias. Across the first 3 experiments, participants who adopted the perspective of a Black target in an initial context subsequently exhibited more positive automatic interracial evaluations, with changes in automatic evaluations mediating the effect of perspective taking on more deliberate interracial evaluations. Furthermore, unlike other bias-reduction strategies, the interracial positivity resulting from perspective taking was accompanied by increased salience of racial inequalities (Experiment 3). Perspective taking also produced stronger approach-oriented action tendencies toward Blacks (but not Whites; Experiment 4). A final experiment revealed that face-to-face interactions with perspective takers were rated more positively by Black interaction partners than were interactions with nonperspective takers—a relationship that was mediated by perspective takers' increased approach-oriented nonverbal behaviors (as rated by objective, third-party observers). These findings indicate that perspective taking can combat automatic expressions of racial biases without simultaneously decreasing sensitivity to ongoing racial disparities. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Concern for the in-group and opposition to affirmative action.

The present experiments suggest that the desire to benefit the in-group drives dominant-group members' policy preferences, independent of concern for out-groups' outcomes. In Experiment 1, the effect of a manipulation of affirmative action procedures on policy support was mediated by how Whites expected the policy to affect fellow Whites, but not by the expected effect on minorities. In Experiments 2 and 3, when focused on losses for the White in-group, Whites' racial identity was negatively related to support for affirmative action. However, when focused on gains for the Black out-group or when participants were told that Whites were not affected by the policy, racial identity did not predict attitudes toward the policy. In Experiments 2 and 3, perceived fairness mediated these effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reactions to racial discrimination: Emotional stress and help-seeking behaviors.

This study examines Black, Latino, Asian American, American Indian and Biracial participants' (N = 260) emotional and psychological reactions to encounters with racism, and the help-seeking strategies they used to deal with those reactions. This class of participants is important to study because its members are likely to live and/or work in racially diverse environments. Participants who reported direct experiences with racism had higher levels of anxiety, guilt/shame, hypervigilance, and positive emotions than those who did not. Racial harassment (hostility) was associated with more hypervigilant and anxious reactions than racial discrimination (avoidance). Help-seeking patterns indicated that people of Color were more likely to seek help from friends and family than from mental health professionals. Practice and research implications are addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Participation in formal and informal campus diversity experiences: Effects on students' racial democratic beliefs.

The authors examined the influence of participation in formal campus diversity experiences (e.g., courses and workshops) and interracial friendships on 2 specific democratic racial beliefs among a racially diverse sample of freshmen (N = 589). Using separate path analyses for each outcome, the authors examined the effects of diversity experiences and friendships on universal diverse orientation (UDO) and color-blind racial ideology over the course of an academic year. While controlling for sex and entrance attitudes, the authors found support across racial groups for models predicting UDO and racial color-blindness. Furthermore, participation in formal diversity experiences and interracial friendships mediated a number of the associations. The authors also tested 2 causal mediation models examining the influence of 1 racial belief at entrance on the other racial belief at follow-up (e.g., UDO at entrance on racial color-blindness at follow-up) and found that the model predicting color-blind racial ideology provided an adequate fit to the data for White, Black, and Latino/a students; participation in formal diversity experiences mediated this association among White students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Color-blind racial attitudes and white racial identity attitudes in psychology trainees.

Is it really important to talk about race in therapy? Does discussion of societal racism have any place in the consulting room? The American Psychological Association's (2003) recent multicultural guidelines highlight the limitations of a racially "color-blind" perspective for clinical practice. This study explored the relationships between color-blind racial attitudes and White racial identity. In a sample of 177 White counseling and clinical psychology trainees, we found that higher levels of attitudes that minimized or distorted the existence of contemporary racism (i.e., color-blind attitudes) were positively related to attitudes associated with less integrated forms of racial identity. Conversely, the results indicated that greater awareness of racism was related to more integrated White racial identity statuses. Implications for assessment, treatment, training, and future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distributing prejudice unequally: Do Whites direct their prejudice toward strongly identified minorities?

Across 6 studies, Whites expressed more negative attitudes toward strongly identified racial minorities than toward weakly identified minorities. Whites who personally endorsed worldviews that legitimize the status hierarchy were particularly likely to express negative attitudes toward strongly identified minorities relative to weakly identified minorities, whereas Whites who personally rejected status-legitimizing worldviews displayed the opposite pattern. In addition, Whites' biases against strongly identified minorities dissipated when strongly identified minorities expressed strong endorsement of status-legitimizing worldviews. These studies suggest that Whites do not distribute their prejudicial attitudes equally among all members of minority groups and that some subsets of minorities (the strongly identified) might bear the brunt of racial prejudice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beliefs about affirmative action: A test of the group self-interest and racism beliefs models.

Two models of affirmative action attitudes (i.e., group self-interest and racism beliefs) were examined among a sample of racially diverse college students. Open-ended questions were included to provide students an opportunity to elaborate on their beliefs about affirmative action and beliefs about the existence of racial discrimination. Findings from logistic regression analysis on a subsample (n = 376) provide support for both models; race (a proxy for group self-interest) and racism beliefs (as measured by the Color-Blind Racial Attitudes Scale [CoBRAS] and an the open-ended question) helped predict endorsement of affirmative action in theoretically expected ways. Asian, Latino, and Black students were more likely to view affirmative action as helpful compared to their White counterparts, and limited awareness of institutional racism (i.e., higher CoBRAS scores) was associated with antiaffirmative action arguments. Follow-up analysis, however, provided support for the superiority of the racism beliefs model as measured by the CoBRAS in predicting affirmative action beliefs over the group-interest model. Limitations and implications for future research are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Racial identity, racial attitudes, and race socialization among Black Canadian parents.

The primary aim of this study was to examine the influence of racial identity on the socialization strategies used by Black parents to deal with issues of racism and discrimination. The Multidimensional Model of Racial Identity (MMRI) was used to capture the complexity of Black identity and to provide a framework for the study of the socialization process. Ninety-one Black Canadian parents responded to measures of racial identity (e.g., identity centrality, racial ideologies), racial appraisals (e.g., concern for stereotyping), and socialization practices (e.g., preparation for bias). Racial identity measures were hypothesised to predict racial appraisals and socialization behaviours, while racial appraisals were expected to predict socialization behaviours. Furthermore, racial salience was expected to moderate the relationship between racial ideologies (e.g., nationalist ideology) and socialization behaviours. Although this latter hypothesis was not supported, the Sellers model did provide a useful theoretical framework for understanding the socialization practices of Black Canadian parents. Parents were more likely to socialize their children when they endorsed a humanist ideology and when they perceived their children as being likely targets of stereotyping and discrimination. These findings underscore the need for multidimensional measures of identity to obtain a more complete picture of the socialization process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factors influencing racial comparisons of self-esteem: A quantitative review.

Research on racial comparisons of self-esteem was examined. Early research in this area, exemplified by the doll studies of racial preference, was viewed as demonstrating that Blacks have less self-regard than Whites. However, a meta-analytic synthesis of 261 comparisons, based largely on self-esteem scales and involving more than half a million respondents, revealed higher scores for Black than for White children, adolescents, and young adults. This analysis further revealed that the direction and magnitude of racial differences are influenced by such demographic characteristics as participant age and socioeconomic status, as well as by characteristics of the measuring instruments. Many findings—for example, that the self-esteem advantage for Black respondents increases with age and is related to the sex composition of the sample—underscore the need for long-term longitudinal studies of self-esteem development in male and female members of both racial groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examining a multidimensional framework of racial identity across different biracial groups.

The term multiracial is complex. Recent research has adopted a multidimensional view initially proposed by Rockquemore and colleagues (2002, 2009) for examining racial identity among Black/White biracial people. This approach has acknowledged the social construction of race and broadened the range of racial identity options beyond the two “traditional” options of being “Black” or “biracial.” This study was designed to further assess this framework by examining a more diverse multiracial sample from Canada and the U.S. (N = 122). Both the Black/White biracials (n = 38) and Asian/White biracials (n = 40) showed great variability in their selection of Rockquemore's multiracial identity categories, but the pattern of responses differed across the two groups. In addition to revealing different patterns of identity selection between Asian/White and Black/White biracial persons, findings demonstrated the importance of identity validation by others and its relation to conceptions of the self. Having a multiracial identity that is validated by others (as opposed to invalidated or contextually dependent identities) was associated with higher levels of identity integration and self-concept clarity. Theoretical implications for extending a multidimensional model to other biracial groups are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Implications for social policy of variability in racial groups.

Social policy and federal and state legislation require the use of single cut scores when tests of cognitive ability, knowledge, or skills (CAKS) are used to make high-stakes assessment decisions, such as whether students or employees may be promoted. Rationales offered for the requirement are that cut scores provide objective standards and are fairer than using subjective criteria, such as racial group membership. It is argued that failure to consider threats to statistical conclusion validity, such as differences in variability between groups, obscures the differential impact of using a common cut score as the basis for highstakes decisions. Analyses of 40 Black and White samples revealed that (a) Whites might be considerably advantaged and Blacks might be considerably disadvantaged by the same cut score and (b) depending on where the cut score is set, decisions based on ratios of numbers of Whites numbers of Blacks might be fairer than use of CAKS test cut scores. Implications for assessment practice and social policy are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of racial identity in minority and majority children: An affect discrepancy model.

Proposes an affect discrepancy to explain the processes by which children come to know and identify with a minority or majority group. To test this model, 203 White and 91 Indian children in kindergarten and Grades 1 and 2 answered racial identity, preference, social distance and recognition questions by pointing to pictures of Whites, Indians, and Blacks. Several weeks later Ss completed measures of concrete operational thought and self-esteem. Indian children made more cross-racial choices than did Whites, even though Indians were more accurate than Whites in recognizing the pictures. Structural equation models indicated that for both groups, cognitive development was positively associated with own-group choices. Self-esteem was positively related to own-group choices for Whites but inversely related for Indians. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence for racial prejudice at the implicit level and its relationship with questionnaire measures

The content of spontaneously activated racial stereotypes among White Americans and the relation of this to more explicit measures of stereotyping and prejudice were investigated. Using a semantic priming paradigm, a prime was presented outside of conscious awareness (BLACK or WHITE), followed by a target stimulus requiring a word-nonword decision. The target stimuli included attributes that varied in valence and stereotypicality for Whites and African Americans. Results showed reliable stereotyping and prejudice effects: Black primes resulted in substantially stronger facilitation to negative than positive stereotypic attributes, whereas White primes facilitated positive more than negative stereotypic traits. The magnitude of this implicit prejudice effect correlated reliably with participants' scores on explicit racial attitude measures, indicating that people's spontaneous stereotypic associations are consistent with their more controlled responses.     

Ethnic diversity and distributed information in group decision making: The importance of information elaboration.

Ethnic diversity may impede groups' use of distributed information in decision making. This is not so much because diversity interferes with groups' ability to reach agreement, but because ethnic diversity may disrupt the elaboration (exchange and integration) of distributed information. The authors find evidence for this proposition in an experiment (N = 63 groups) in which ethnically diverse groups are shown to benefit more from instructions emphasizing information integration than ethnically homogeneous groups when dealing with distributed information, whereas neither ethnic diversity nor information integration instruction affected decision making performance in groups with fully shared information. These effects were mediated by a behavioral measure of group information elaboration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of a brief video intervention on White university students' racial attitudes.

The authors investigated the effects of a brief video intervention on the racial attitudes of White university students. One hundred thirty-eight self-identified White students were randomly assigned to either an experimental condition in which they viewed a video documenting the pervasiveness of institutional racism and White privilege in the United States or a neutral control condition. Findings offer preliminary support that participants in the experimental, but not the control, condition showed significant increases in racial awareness (i.e., decrease in racial color-blindness), White empathy, and White guilt, at posttest. However, no significant differences in racial prejudice or White fear of racial minorities were observed at posttest. Implications for multicultural counseling training, diversity programming, and future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

(Close) distance makes the heart grow fonder: Improving implicit racial attitudes and interracial interactions through approach behaviors.

In 4 studies, the authors examined the effect of approaching Blacks on implicit racial attitudes and immediacy behaviors. In Studies 1-3, participants were trained to pull a joystick toward themselves or to push it away from themselves when presented with photographs of Blacks, Whites, or Asians before completing an Implicit Association Test to measure racial bias. In Study 4, the effect of this training procedure on nonverbal behavior in an interracial contact situation was investigated. Results from the studies demonstrated that approaching Blacks decreased participants' implicit racial prejudice and increased immediacy when interacting with a Black confederate. The implications of these findings for current theories on approach, avoidance, and intergroup relations are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)