Effects of social behavior on interracial acceptance.

To test children's use of race and social behavior as cues in social acceptance, 128 Black and White male kindergartners and 1st graders rated 6 unknown videotaped target children for likability. Targets varied factorially on race (Black or White) and exhibited either positive, negative, or neutral classroom social behavior. Across age, socioeconomic status, and race, Ss used behavior as a cue, accounting for 50% of likability variance. Positive targets were liked equivalently, but Black neutral and negative targets were liked less than White counterparts. Racial but not socioeconomic status differences in the use of behaviors as social cues were found. Negative targets were liked more by Blacks than Whites and neutral targets were liked more by Whites than Blacks. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anti-Black prejudice as a function of exposure to the negative behavior of a single Black person.

The authors examined whether the negative behavior of 1 Black male would influence White participants' perceptions of Black Americans and behavior toward another Black person. In Study 1, it was found that participants in the Black-negative condition tended to stereotype Blacks more than participants in the Black-control condition did. It was also found that participants who had observed a negative behavior, whether it was performed by a Black or a White confederate, avoided a subsequently encountered Black person more often than did participants in either the positive condition or the control condition. In a 2nd study, interpersonal interactions with a Black person were minimized only after participants observed the negative behavior of a Black confederate. Study 3 extended the findings of Study 1 by showing that group level stereotypes and the expression of ingroup favoritism resulted from simply overhearing a conversation in which a Black person was alleged to have committed a crime. (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)     

Racing to help: Racial bias in high emergency helping situations.

The present work explored the influence of emergency severity on racial bias in helping behavior. Three studies placed participants in staged emergencies and measured differences in the speed and quantity of help offered to Black and White victims. Consistent with predictions, as the level of emergency increased, the speed and quality of help White participants offered to Black victims relative to White victims decreased. In line with the authors' predictions based on an integration of aversive racism theory and the arousal: cost-reward perspective on prosocial behavior, severe emergencies with Black victims elicited high levels of aversion from White helpers, and these high levels of aversion were directly related to the slower help offered to Black victims but not to White victims (Study 1). In addition, the bias was related to White individuals' interpretation of the emergency as less severe and themselves as less responsible to help Black victims rather than White victims (Studies 2 and 3). Study 3 also illustrated that emergency racial bias is unique to White individuals' responses to Black victims and not evinced by Black helpers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stress and coping among gay men: Age and ethnic differences.

Previous studies suggest that perceived stigmatization of sexual minority status, ethnicity, and age are associated with negative mental health outcomes, and other studies suggest that coping styles may influence these outcomes. However, no studies have examined these relationships among gay men of varying ethnicities and age groups. Three hundred eighty-three Black and White, younger, middle-aged, and older adult gay men completed measures of perceived stigmatization, coping style, and mental health outcomes. Black older adult gay men reported significantly higher levels of perceived ageism than the older White group, significantly higher levels of perceived racism than the younger Black group, significantly higher levels of homonegativity than the younger Black and the White groups, and were more likely to use disengaged coping styles than White gay men. However, Black older adult gay men did not experience significantly higher levels of negative mental health outcomes. Results suggest that further research should examine how older Black gay men, who perceive higher levels of stigma while reporting greater use of less effective coping styles, do not appear to be experiencing more negative mental health outcomes as a result. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-protective biases in group categorization: Threat cues shape the psychological boundary between “us” and “them”.

Across 6 studies, factors signaling potential vulnerability to harm produced a bias toward outgroup categorization—a tendency to categorize unfamiliar others as members of an outgroup rather than as members of one's ingroup. Studies 1 through 4 demonstrated that White participants were more likely to categorize targets as Black (as opposed to White) when those targets displayed cues heuristically associated with threat (masculinity, movement toward the perceiver, and facial expressions of anger). In Study 5, White participants who felt chronically vulnerable to interpersonal threats responded to a fear manipulation by categorizing threatening (angry) faces as Black rather than White. Study 6 extended these findings to a minimal group paradigm, in which participants who felt chronically vulnerable to interpersonal threats categorized threatening (masculine) targets as outgroup members. Together, findings indicate that ecologically relevant threat cues within both the target and the perceiver interact to bias the way people initially parse the social world into ingroup vs. outgroup. Findings support a threat-based framework for intergroup psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cross-cultural investigation of the validity of Erikson's theory of personality development.

Constructed a self-report questionnaire for measuring the personality components that, according to E. H. Erikson (1950, 1959, 1968) are formed before the onset of old age. This applied to a sample of 1,859 15–60 yr old South African White and Black males and females. Results indicate that the reliability of the total scale was high for both Black and White Ss. The reliabilities of the subscales were adequate. Evidence of the validity of the scale is discussed. The components of personality that theoretically develop in childhood seemed strongly interrelated in adolescent and adult Whites. White women appeared to solve the identity crisis earlier, and they experienced a higher degree of intimacy than did White men, although the difference narrowed with age. In both sexes, psychosocial development was related to well-being. Black men seem to resolve the identity crisis only after age 40 yrs and there were indications that the psychosocial development of Black adult women was frustrated. (44 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Compositions in Black and White: Determinants of interaction in interracial dyads.

Examined the initial, unstructured interactions of 40 interracial (Black–White) dyads in which 3 factors were systematically varied. These factors were the disposition of the White dyad members to either seek out or shun interaction with Blacks, the race (Black vs White) of the experimenter, and the gender composition (male–male vs female–female) of the dyads. Results show that within dyads, White dyad members displayed more interactional involvement than their Black partners but experienced the interactions as more stressful and uncomfortable. Whites predisposed to avoid interaction with Blacks looked and smiled at their partners less than those predisposed to initiate interaction. Both Black and White members of these avoidance dyads reported heightened feelings of anxiety and concern about their interactions, but the moderating influences of the Whites' approach–avoidance dispositions on interaction behavior were essentially limited to conditions in which the experimenter was Black and the White S was a "solo minority." It is suggested that Black–White partner effects are attributable to differing amounts of cross-race contact typically experienced by Blacks and Whites. Black–White experimenter effects are interpreted in terms of S. E. Taylor's (1981) hypothesis that stereotypes and related dispositions are activated in social contexts in which group membership is made salient. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of Black students' racial identity on perceptions of White counselors varying in cultural sensitivity.

Hypothesized that Black students' racial identity would affect their perceptions of White counselors' interview behaviors. Pretesting on a developmental racial identity instrument developed by T. A. Parham and J. E. Helms (see record 1981-21936-001) placed 54 Black undergraduates at either the encounter stage, characterized by a strong concern with Black identity, or the internalization stage, characterized by a variety of concerns, not exclusively Black. Ss then viewed videotapes of 1 of 2 White female counselors who used either culture-sensitive or culture-blind behaviors in working with a Black male client. Culture-sensitive behaviors acknowledged and showed interest in the role of culture or race in the client's problem. Culture-blind behaviors minimized the importance of culture or race and shifted the focus to other factors. Results indicate that Ss rated culture-sensitive counselors as more culturally competent than culture-blind counselors. In addition, cultural sensitivity interacted with racial identity, with Ss at the encounter stage rating culture-sensitive counselors the most expert and the most culturally competent. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Their ideas of beauty are, on the whole, the same as ours": Consistency and variability in the cross-cultural perception of female physical attractiveness.

The consistency of physical attractiveness ratings across cultural groups was examined. In Study 1, recently arrived native Asian and Hispanic students and White Americans rated the attractiveness of Asian, Hispanic, Black, and White photographed women. The mean correlation between groups in attractiveness ratings was r?=?.93. Asians, Hispanics, and Whites were equally influenced by many facial features, but Asians were less influenced by some sexual maturity and expressive features. In Study 2, Taiwanese attractiveness ratings correlated with prior Asian, Hispanic, and American ratings, mean r?=?.91. Supporting Study 1, the Taiwanese also were less positively influenced by certain sexual maturity and expressive features. Exposure to Western media did not influence attractiveness ratings in either study. In Study 3, Black and White American men rated the attractiveness of Black female facial photos and body types. Mean facial attractiveness ratings were highly correlated (r?=?.94), but as predicted Blacks and Whites varied in judging bodies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Family socialization and the IQ test performance of traditionally and transracially adopted Black children.

Compared mean IQ test performance and response styles to cognitive demands of the Wechsler Intelligence Scale for Children (WISC) among 23 Black children (aged 7–10 yrs) who had been adopted by middle-class White families (i.e., transracially adopted) and 23 age-matched Black children who had been adopted by middle-class Black families (i.e., traditionally adopted). Findings indicate that while the traditionally adopted Ss received normal IQ scores, transracially adopted Ss showed nearly 1 standard deviation Full-Scale Scoring advantage over them. A multiple analysis of variance (MANOVA) indicated significant differences in the styles of responding to test demands demonstrated by the 2 groups of Ss, which were conceptualized as contributors to the difference in average test score observed between them. Multivariate analysis of the helping behaviors adopted mothers exhibited when helping their children solve a difficult cognitive task revealed significant differences between Black and White mothers, which were conceptualized as culturally determined. White adopted mothers tended to release tension by joking, grinning, and laughing, while Black adoptive mothers more often released tension in less positive ways such as scowling, coughing, and frowning. White adoptive mothers were more likely than Black adoptive mothers to provide positive evaluations of their children's problem solving efforts. It is concluded that the ethnicity of the rearing environment exerts a significant influence on children's styles of responding to standardized intelligence tests and on their test achievement. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of Black students' racial identity attitudes on preferences for counselor's race.

Racial identity attitudes derived from W. E. Cross' (1971) racial identity model and respondents' racial self-designations were used to predict 92 Black university students' preferences for Black and White counselors. Ss completed the Assessment in Career Decision Making Scale, a counselor preference scale, and a racial identity scale. Multiple regression and ANOVA were used to analyze the data. Racial attitudes accounted for a significant percentage of the variance involving preferences for counselor's race. Of the 4 types of attitudes measured (preencounter, encounter, immersion–emersion, and internalization), preencounter attitudes were most strongly associated with a preference for White counselors and a nonacceptance of Black counselors. The other 3 types of attitudes were associated with varying degrees of preference for Black counselors and nonacceptance of White counselors. Racial self-designation (e.g., Black, Negro, Afro-American) was not associated with preferences for either Black or White counselors. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of speech variety on teachers' evaluation of reading comprehension.

Investigated how 2 speech varieties, standard English and Black English, used during an oral reading and recall task influenced 64 White and 8 Black teachers' (mean age 36 yrs) evaluations of reading comprehension and how teachers' attitudes toward Black English related to those evaluations. Measures included the Oral Reading and Recall Evaluation, the Reading Miscue Inventory, and the Language Attitude Scale. Although the proportion of variance accounted for by the overall model was not great (11%), significant contrasts between the evaluations of 2 readers, one a Black English speaker and one a standard English speaker, were found with teachers who held negative attitudes toward Black English. No significant contrasts were found with teachers who held positive attitudes toward Black English. Results indicate that Black English readers were rated lower in reading comprehension than equivalent standard English readers when teachers held a negative attitude toward their language. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceiving outgroup members as unresponsive: Implications for approach-related emotions, intentions, and behavior.

In 2 studies, the authors investigated the determinants of anger and approach-related intentions and behavior toward outgroup members in interracial interactions. In Study 1, White and Black participants who were led to believe that their interracial interaction partner was not open to an upcoming interaction reported heightened anger and approach-related intentions concerning the interaction, including viewing their partner as hostile, intending to ask sensitive race-relevant questions during the interaction, and planning to blame the partner if the interaction went poorly. Results of Study 2 showed that White participants who received negative feedback about their Black partner's openness to interracial interactions behaved in a hostile manner toward their interaction partner. The findings are discussed in terms of their implications for the quality of interracial interactions. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Race and modeling influences on the interpersonal play patterns of boys.

Studied the effects of race and modeling cues on the play patterns of dyads of young boys. 40 White and 38 Black 5th graders were observed during play on the basis of 5 indices of interaction. Black Ss talked significantly less together, faced each other less directly, and interacted at greater interpersonal distances than did White Ss. Racially mixed dyads were intermediate in social distance, talk, and body axis. Biracial dyads observed a televised episode of a Black male adolescent and a White male adolescent play together in a warm or cold fashion. Posttests revealed that Ss viewing the warm interaction were more cooperative, played at a closer distance, faced the other child more directly, gave more eye contact, and talked more frequently than did those who were exposed to the cold modeling videotape. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Racial stereotyping on television: A comparison of the behavior of both Black and White television characters.

Investigated the behavior of Black and White characters on comedy programs to determine whether there were differences in their portrayal. It was hypothesized that Black characters would differ from White ones along several dimensions (e.g., activity level and dominance) and that White characters on Black programs would behave differently from Whites on White or mixed programs. Three episodes each of Black, White, and mixed comedy programs were videotaped. Raters tallied the behavior of 110 different characters on 12 types of behavior. A 2-way ANOVA, Sex by Race, indicated that racial stereotypes and sex role stereotypes were the basis for character portrayals on TV. The differences between Black female and White female characters seemed crucial to the depiction of the races. In addition, the portrayal of White characters on Black programs was negative. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of cognitive development in children's explanations and preferences for skin color.

One Black and 1 White female examiner assessed 72 White 2.5–10.5 yr old children to investigate children's understanding of the origins of race and explore the developmental concomitants of skin color preferences. Ss' understanding of the origins of race followed a developmental hierarchy and correlated significantly with performance on previously researched measures of physical conservation, physical causality, and social identity. Both physical conservation and physical causality appeared to be developmental prerequisites to understanding the origins of race. Significant Race?×?Cognitive Developmental Level interactions indicated that pro-White bias was significantly lower for higher levels of cognitive development when the examiner was Black. The possibility that skin color preference is influenced by social desirability is discussed. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examining social-cognitive determinants of intention and physical activity among Black and White adolescent girls using structural equation modeling.

Structural equation modeling was used to evaluate components within the theories of reasoned action (TRA), planned behavior (TPB), and self-efficacy (SET) for understanding moderate and vigorous physical activity among 1,797 Black and White adolescent girls. Modest to strong support was provided for components of TPB and SET; weak support was provided for components of TRA. Perceived behavioral control was related to vigorous physical activity. Self-efficacy was related to moderate and vigorous physical activity, and it accounted for the effect of intention on physical activity. The observed relationships were similar between Black and White girls. Self-efficacy and perceived behavioral control are independent influences on physical activity among Black and White adolescent girls and warrant study as potential mediators in physical activity interventions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Racial and behavioral cues in Black and White children's perceptions of ambiguously aggressive acts.

Examined the way in which the interpretation of ambiguous social behavior is influenced by racial stereotypes and cultural differences. 40 Black and 40 White 6th-grade males were shown a variety of ambiguously aggressive behaviors performed by Black and White stimulus figures. As predicted, both Black and White Ss rated these behaviors as more mean and threatening when the perpetrator was Black than when he was White. In contrast, ratings of personal characteristics were in general determined by individual behavior rather than by group stereotypes, although Blacks, whether they were the perpetrator or the recipient of the behaviors, were rated as stronger than their White counterparts. Cultural differences between S groups were apparent in the greater tendency of the White Ss to read threat into ambiguously aggressive behaviors involving no physical contact and to assume that the perpetrators of such behaviors were stronger than the recipients. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)