Contextual Moderation of Racial Bias: The Impact of Social Roles on Controlled and Automatically Activated Attitudes.

Three experiments tested the hypothesis that the social roles implied by specific contexts can attenuate or reverse the typical pattern of racial bias obtained on both controlled and automatic evaluation measures. Study 1 assessed evaluations of Black and Asian faces in contexts related to athlete or student roles. Study 2 compared evaluations of Black and White faces in 3 role-related contexts (prisoner, churchgoer, and factory worker). Study 3 manipulated role cues (lawyer or prisoner) within the same prison context. All 3 studies produced significant reversals of racial bias as a function of implied role on measures of both controlled and automatic evaluation. These results support the interpretation that differential evaluations based on Race X Role interactions provide one way that context can moderate both controlled and automatic racial bias. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What are we really priming? Cue-based versus category-based processing of facial stimuli.

Results from 5 experiments provide converging evidence that automatic evaluation of faces in sequential priming paradigms reflects affective responses to phenotypic features per se rather than evaluation of the racial categories to which the faces belong. Experiment I demonstrates that African American facial primes with racially prototypic physical features facilitate more automatic negative evaluations than do other Black faces that are unambiguously categorizable as African American but have less prototypic features. Experiments 2, 3, and 4 further support the hypothesis that these differences reflect direct affective responses to physical features rather than differential categorization. Experiment 5 shows that automatic responses to facial primes correlate with cue-based but not category-based explicit measures of prejudice. Overall, these results suggest the existence of 2 distinct types of prejudice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prejudice and perception: The role of automatic and controlled processes in misperceiving a weapon.

Two experiments used a priming paradigm to investigate the influence of racial cues on the perceptual identification of weapons. In Experiment 1, participants identified guns faster when primed with Black faces compared with White faces. In Experiment 2, participants were required to respond quickly, causing the racial bias to shift from reaction time to accuracy. Participants misidentified tools as guns more often when primed with a Black face than with a White face. L. L. Jacoby's (1991) process dissociation procedure was applied to demonstrate that racial primes influenced automatic (A) processing, but not controlled (C) processing. The response deadline reduced the C estimate but not the A estimate. The motivation to control prejudice moderated the relationship between explicit prejudice and automatic bias. Implications are discussed on applied and theoretical levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the malleability of automatic attitudes: Combating automatic prejudice with images of admired and disliked individuals.

Two experiments examined whether exposure to pictures of admired and disliked exemplars can reduce automatic preference for White over Black Americans and younger over older people. In Experiment 1, participants were exposed to either admired Black and disliked White individuals, disliked Black and admired White individuals, or nonracial exemplars. Immediately after exemplar exposure and 24 hr later, they completed an Implicit Association Test that assessed automatic racial attitudes and 2 explicit attitude measures. Results revealed that exposure to admired Black and disliked White exemplars significantly weakened automatic pro-White attitudes for 24 hr beyond the treatment but did not affect explicit racial attitudes. Experiment 2 provided a replication using automatic age-related attitudes. Together, these studies provide a strategy that attempts to change the social context and, through it, to reduce automatic prejudice and preference. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The space between us: Stereotype threat and distance in interracial contexts.

Four studies investigate the role that stereotype threat plays in producing racial distancing behavior in an anticipated conversation paradigm. It was hypothesized that the threat of appearing racist may have the ironic effect of causing Whites to distance themselves from Black conversation partners. In Study 1, participants distanced themselves more from Black partners under conditions of threat, and this distance correlated with the activation of a "White racist" stereotype. In Study 2, it was demonstrated that Whites' interracial distancing behavior was not predicted by explicit or implicit prejudice. Study 3 provides evidence that conceiving of interracial interactions as opportunities to learn may attenuate the negative consequences of threat for Whites. Study 4 found that Whites have conscious access to their experience of stereotype threat and that this awareness may mediate the relationship between threat and distance. These results are discussed within a broader discourse of racial distancing and the possibility that certain identity threats may be as important as prejudice in determining the outcomes of interracial interactions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of perceived race and gender in the evaluation of college teaching on RateMyProfessors.Com.

The present study examined whether student evaluations of college teaching (SETs) reflected a bias predicated on the perceived race and gender of the instructor. Using anonymous, peer-generated evaluations of teaching obtained from RateMyProfessors.com, the present study examined SETs from 3,079 White; 142 Black; 238 Asian; 130 Latino; and 128 Other race faculty at the 25 highest ranked liberal arts colleges. Results showed that racial minority faculty, particularly Blacks and Asians, were evaluated more negatively than White faculty in terms of overall quality, helpfulness, and clarity, but were rated higher on easiness. A two-stage cluster analysis demonstrated that the very best instructors were likely to be White, whereas the very worst were more likely to be Black or Asian. Few effects of gender were observed, but several interactions emerged showing that Black male faculty were rated more negatively than other faculty. The results of the present study are consistent with the negative racial stereotypes of racial minorities and have implications for the tenure and promotion of racial minority faculty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Macrononsense in multiculturalism.

Comments on article by Sue et al. (see record 2007-07130-001) on racial microaggression in clinical practice. Sue and his associates (May-June 2007) presented an interesting, but critically flawed, perspective on the nature of interracial interactions both in everyday life and in the consulting room. Sue and his colleagues (2007, p. 273) contended, for example, that racial microaggressions are "brief and commonplace daily verbal, behavioral, and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults to the target person or group." Moreover, their article leads one to believe that these microaggressions are somehow unique to interracial interactions. Sue and his colleagues seem intent on emphasizing the negative in interracial interactions, whether these interactions take place in the consulting room or in everyday life. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implicit and explicit prejudice and interracial interaction.

The present research examined how implicit racial associations and explicit racial attitudes of Whites relate to behaviors and impressions in interracial interactions. Specifically, the authors examined how response latency and self-report measures predicted bias and perceptions of bias in verbal and nonverbal behavior exhibited by Whites while they interacted with a Black partner. As predicted, Whites' self-reported racial attitudes significantly predicted bias in their verbal behavior to Black relative to White confederates. Furthermore, these explicit attitudes predicted how much friendlier Whites felt that they behaved toward White than Black partners. In contrast, the response latency measure significantly predicted Whites' nonverbal friendliness and the extent to which the confederates and observers perceived bias in the participants' friendliness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social influence effects on automatic racial prejudice.

Although most research on the control of automatic prejudice has focused on the efficacy of deliberate attempts to suppress or correct for stereotyping, the reported experiments tested the hypothesis that automatic racial prejudice is subject to common social influence. In experiments involving actual interethnic contact, both tacit and expressed social influence reduced the expression of automatic prejudice, as assessed by two different measures of automatic attitudes. Moreover, the automatic social tuning effect depended on participant ethnicity. European Americans (but not Asian Americans) exhibited less automatic prejudice in the presence of a Black experimenter than a White experimenter (Experiments 2 and 4), although both groups exhibited reduced automatic prejudice when instructed to avoid prejudice (Experiment 3). Results are consistent with shared reality theory, which postulates that social regulation is central to social cognition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavior, motivation, and achievement in desegregated junior high school science classes.

To locate possible antecedents for racial differences in science achievement, measures of mathematics and reading achievement, causal attribution, attitude toward school success, and in-class behavior were acquired from 40 Black and 40 White junior high school students, both groups evenly divided between males and females. Significant group differences were limited to mean achievement test scores and science grades. Achievement scores were significantly related to grades, but classroom behaviors also accounted for a significant and unique portion of the variance. There were no significant relationships between behaviors and other student measures. Teacher ratings of effort, ability, course difficulty, and environment were also acquired. Teachers rated Whites as smarter and believed that Black females exerted the greatest effort and Black males the least. As a secondary interest, number and type of student interactions were recorded. Few hostile interracial encounters were observed, and interactions were predominately within race. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

To be liked versus respected: Divergent goals in interracial interactions.

Pervasive representations of Blacks and Latinos as unintelligent and of Whites as racist may give rise to divergent impression management goals in interracial interactions. We present studies showing that in interracial interactions racial minorities seek to be respected and seen as competent more than Whites do, whereas Whites seek to be liked and seen as moral more than racial minorities do. These divergent impression management goals are reflected in Whites' and racial minorities' self-report responses (Studies 1a, 1b, 2, and 4) and behaviors (Studies 3a and 3b). Divergent goals are observed in pre-existing relationships (Study 2), as well as in live interactions (Studies 3a, 3b, and 4), and are associated with higher levels of negative other-directed affect (Study 4). Implications of these goals for interracial communication and misunderstandings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of counselor and client racial similarity on the counselor's response patterns and skills.

To test the hypothesis that factors of racial differences may mediate counselor–client interactions in terms of the counselor's attending and expressive response style and the delivery and type appropriateness of responses, 60 graduate level Black and White counselor trainees were asked to counsel both Black and White clients. As hypothesized, Ss' delivery scores and the type appropriateness of responses were significantly better under conditions of racial similarity with the clients. Both Black and White Ss were rated as being more expressive than attending in their response patterns toward Black clients. Findings have implications for counselor–client relationships and professional training programs for psychological counseling in multiracial settings. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reactions to ethnic deviance: The role of backlash in racial stereotype maintenance.

Backlash effects are social and economic penalties for counterstereotypical behavior (Rudman & Phelan, 2008). Five experiments support a model of the role of backlash in racial stereotype maintenance from the standpoint of perceivers and actors (Rudman & Fairchild, 2004). In Experiment 1, perceivers sabotaged Asians and Whites for succeeding in counterstereotypical domains, thereby preventing their future success. In Experiment 2, a White rapper suffered prejudice and economic discrimination, relative to a Black rapper, and prejudice mediated discrimination. Further, actors threatened by backlash for achievement in cross-racial domains responded to success in ways that bolster ethnic stereotypes. For example, Black men and women who feared backlash for academic skill (Experiment 3), and non-Black (Experiment 4) and non-White (Experiment 5) men who experienced backlash for cross-racial achievement, resorted to defensive strategies that preserve racial stereotypes (e.g., refusing to publicize and pursue counterstereotypical talents). Implications for cultural stereotype maintenance are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Seeing race and seeming racist? Evaluating strategic colorblindness in social interaction.

One strategy practiced by many Whites to regulate the appearance of prejudice during social interaction is to avoid talking about race, or even acknowledging racial difference. Four experiments involving a dyadic task investigated antecedents and consequences of this tendency. Observed colorblindness was strategic in nature: Whites' acknowledgment of race was highly susceptible to normative pressure and most evident among individuals concerned with self-presentational aspects of appearing biased (Study 1). However, this tendency was often counterproductive, as avoiding race during interracial interaction predicted negative nonverbal behavior (Study 1), a relationship mediated by decreased capacity to exert inhibitory control (Study 2). Two studies examining White and Black observers' impressions of colorblind behavior revealed divergent assessments of actors' prejudice in situations where race was clearly relevant (Study 3) but convergent assessments when race was less relevant (Study 4). Practical and theoretical implications for interracial interaction are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

IQ test performance of Black children adopted by White families.

The poor performance of Black children on IQ tests and in school has been hypothesized to arise from (a) genetic racial differences or (b) cultural/environmental disadvantages. To separate genetic factors from rearing conditions, 130 Black and interracial children adopted by advantaged White families were studied. The socially classified Black adoptees, whose natural parents were educationally average, scored above the IQ and the school achievement mean of the White population. Biological children of the adoptive parents scored even higher. Genetic and environmental determinants of differences among the Black and interracial adoptees were largely confounded. The high IQ scores of the socially classified Black adoptees indicate malleability for IQ under rearing conditions that are relevant to the tests and the schools. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An inkblot for attitudes: Affect misattribution as implicit measurement.

Misattributions people make about their own affective reactions can be used to measure attitudes implicitly. Combining the logic of projective tests with advances in priming research, the affect misattribution procedure (AMP) was sensitive to normatively favorable and unfavorable evaluations (Experiments 1-4), and the misattribution effect was strong at both fast and slow presentation rates (Experiments 3 and 4). Providing further evidence of validity, the AMP was strongly related to individual differences in self-reported political attitudes and voting intentions (Experiment 5). In the socially sensitive domain of racial attitudes, the AMP showed in-group bias for Black and White participants. AMP performance correlated with explicit racial attitudes, a relationship that was moderated by motivations to control prejudice (Experiment 6). Across studies, the task was unaffected by direct warnings to avoid bias. Advantages of the AMP include large effect sizes, high reliability, ease of use, and resistance to correction attempts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Left frontal cortical activation and spreading of alternatives: Tests of the action-based model of dissonance.

The action-based model of dissonance predicts that following decisional commitment, approach-oriented motivational processes occur to assist in translating the decision into effective and unconflicted behavior. Therefore, the modulation of these approach-oriented processes should affect the degree to which individuals change their attitudes to be more consistent with the decisional commitment (spreading of alternatives). Experiment 1 demonstrated that a neurofeedback-induced decrease in relative left frontal cortical activation, which has been implicated in approach motivational processes, caused a reduction in spreading of alternatives. Experiment 2 manipulated an action-oriented mindset following a decision and demonstrated that the action-oriented mindset caused increased activation in the left frontal cortical region as well as increased spreading of alternatives. Discussion focuses on how this integration of neuroscience and dissonance theory benefits both parent literatures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

They don't all look alike: Individual impressions of other racial groups.

Reliability, content, and homogeneity of own- and other-race impressions were assessed: US White, US Black, and Korean students rated faces of White, Black, or Korean men. High intraracial reliabilities revealed that people of one race showed equally high agreement regarding the traits of own- and other-race faces. Racially universal appearance stereotypes (the attractiveness halo effect and the babyface overgeneralization effect) contributed substantially to interracial agreement, which was only marginally lower than intraracial agreement. Moreover, similar attention to variations in appearance yielded similar degrees of own- and other-race trait differentiation. When own- and other-race differences in the differentiation of faces on babyfaceness were statistically controlled, differences in trait differentiation were eliminated. Despite the individual impressions of other-race faces, certain racial stereotypes persisted. (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)