Children's face recognition memory: More evidence for the cross-race effect.

It is well established that own-race faces are recognized more accurately than cross-race faces. However, there are mixed results regarding the developmental consistency of the cross-race effect. White and Black kindergarten children, 3rd graders, and young adults viewed a Black and a White target individual. One day later, recognition memory for each target was tested with a 6-person lineup. The interaction of race of participant by race of target face on Ag scores was significant, demonstrating an overall cross-race effect. The 2nd-order interaction with age did not approach significance: for each age group, own-race identification was more accurate than cross-race identification. The age consistency of the cross-race effect in light of the significant main effect of age suggests quantitative but not qualitative differences in face memory processing at various ages. For children, as well as adults, own-race faces are recognized more accurately than cross-race faces. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An observational study of peer interaction in racially mixed "accelerated" classrooms.

Observed the peer interactions of 69 White and 32 Black 8th graders each week of a semester. The race and sex of the person with whom S was interacting were coded, as were the behavior's mutuality (one-sided, mutual), affective tone (positive, neutral, negative), and orientation (task oriented, ambiguous, social). Considerably more cross-race interaction was noted than found in previous studies conducted in nonacademic settings in interracial schools. Ss interacted significantly more with peers of their own race than with peers of the other race. This was due to the females' strong own-race preference. Males interacted cross-racially at approximately the rate that would be expected if race were not a factor in interactant choice. Male interactions were predominantly mutual in nature, whereas those of females were predominantly one-sided. There were no major differences in the tone of the inter- or intraracial interactions of Ss in the 4 sex–race subgroups. Negative behaviors constituted less than 1% of all interactions. Cross-race interactions of all groups were more task related than within-race interactions, within-race interactions were more social than cross-race interactions. (37 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)     

Teacher–student interactions: Effects of student race, sex, and grade level.

Studied quantitative and qualitative differences in students' initiating behaviors, teachers' verbal feedback, and students' available response opportunities in 63 classrooms in relation to student race (Black or White), sex, and grade level (kindergarten through 5th grade). There were 430 White males, 311 White females, 296 Black males, and 291 Black females. Interactions were collected using an observation system, and data were standardized for each classroom to account for the representation of each of the 4 sex/race categories. Results indicate that male students initiated more positive and negative interactions with teachers than did female students. Quantitatively, White female students at both the lower-elementary (LE) and the upper-elementary (UE) levels received less teacher feedback than did students in the other sex/race categories. Black female students received less teacher feedback in the UE grades than in the LE grades, as was the case for White female students. Qualitative differences in feedback indicated that male students received more negative and nonacademic feedback than did female students and that UE female students received less academic feedback than did UE male students. Findings show that UE Black female students were provided fewer opportunities to respond in the classroom than were LE Black female students. (35 ref) (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)     

Does talk of race foster prejudice or tolerance in children?

Assessed how children's racial evaluations were affected by talking about these with a friend whose level of prejudice was different from their own. The authors compared the kinds of evaluative statements and explanatory strategies used by the high- (HP) and low-prejudice (LP) partners of a dyad, as well as the change in attitude that followed from the discussion. White children from the 3rd and 4th grades were identified as above or below the median for their class on the Multi-response Racial Attitude (MRA) measure, which assessed evaluations of White, Black, and Chinese children. They were then paired with a friend who differed in level of prejudice, and asked to discuss 1 positive and 1 negative item from the attitude measure. Instructions were to talk about how the 3 races should be evaluated and why. After the discussion, each child was privately reassessed on the MRA. Analyses indicated that LP children stated significantly more negative evaluations and examples of Whites and more cross-race similarity than HP children. HP children became significantly less prejudiced in their evaluations after the discussion. Changes were greater in children whose LP partner made more statements about cross-race similarity, along with more positive Black and negative White evaluations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Thought disorder in schizophrenics and normal controls: Social class and race differences.

Tested the usefulness of a measure of thought disorder, the Thought Disorder Index (TDI), for assessing those other than White middle-class patients. The TDI is based on deviant language patterns. 101 hospitalized schizophrenic patients, first-degree relatives of schizophrenics, and normal controls were compared on TDI scores by social class, race, and diagnosis. There were 53 White and 48 Black Ss. TDI scores accurately distinguished among the 3 psychiatric categories for both Black and White subgroups. Normal language patterns of Black and lower-class people are clearly distinguishable from those conveying instances of thought slippage and those occurring in psychotic patients and in their parents. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Racial identity, social context, and race-related social cognition in African Americans during middle childhood.

This study examined the effect of changes in racial identity, cross-race friendships, same-race friendships, and classroom racial composition on changes in race-related social cognition from 3rd to 5th grade for 73 African American children. The goal of the study was to determine the extent to which preadolescent racial identity and social context predict expectations of racial discrimination in cross-race social interactions (social expectations). Expectations of racial discrimination were assessed using vignettes of cross-race social situations involving an African American child in a social interaction with European Americans. There were 3 major findings. First, expectations for discrimination declined slightly from 3rd to 5th grade. Second, although racial composition of children's classrooms, number of European American friends, gender, and family poverty status were largely unrelated to social expectations, having more African American friends was associated with expecting more discrimination in cross-racial interactions from 3rd to 5th grade. Third, increases in racial centrality were related to increases in discrimination expectations, and increases in public regard were associated with decreases in discrimination expectations. These data suggest that as early as 3rd grade, children are forming attitudes about their racial group that have implications for their cross-race social interactions. (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)     

Behavioral correlates for the MMPI standard F scale and for a modified F scale for Black and White psychiatric patients.

Investigated the behavioral correlates for the standard F scale and for an alternate MMPI F scale derived from responses of normal Black Ss. 157 Black (mean age 33.75 yrs) and 157 White (mean age 36.75 yrs) psychiatric patients were given the MMPI and were rated on psychiatric and nurses' rating scales. Black and White Ss did not differ significantly on either of the 2 F scales. Fewer significant correlations were obtained between standard F scale scores and behavioral ratings for Black Ss than for White Ss. For White Ss, some significant correlations were obtained between the alternate F scale scores and behavioral ratings, but no significant correlations were obtained between alternate F scale scores and behavioral ratings for Black Ss. It is concluded that for Black patients, the alternate F scale is not related to psychopathology in the same way that the standard F scale is for White patients. Further, it appears that the standard and alternate F scales are assessing similar characteristics of test Ss. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Moderators of racial differences on the MMPI.

In a study with 104 Black and 191 White male prison inmates, multiple discriminant analysis of MMPI scores between high-IQ White, high-IQ Black, low-IQ White, and low-IQ Black Ss yielded 2 significant canonical variates. Results suggest that racial differences on the MMPI do not occur in all racial comparisons but instead are restricted to low-IQ groups. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Expectations and achievement among third-, sixth-, and ninth-grade Black and White males and females.

Hypothesized that (a) boys in 3rd, 6th, and 9th grade would have higher expectations than girls, but only 9th-grade boys would have higher achievement; (b) achievement would increase with grade; (c) Whites would have higher expectations and achievement than Blacks; and (d) realism would increase with grade level. 112 Black and White 3rd, 6th, and 9th graders recorded their expectations and then attempted to perform tasks of math, mazes, or geometric drawings. Contrary to predictions and most previous studies, no significant sex differences were found. Whites achieved higher scores on mazes and drawings than did Blacks. The expectations of Blacks rose with grade level, regardless of concomitant achievements; but expectations of Whites did not. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A developmental investigation of sex differences in spatial (visual-analytic) and mathematical skills in three ethnic groups.

Investigated sex differences in mathematical and spatial (visual-analytic) skills in 3 ethnic groups (Black, Hispanic, and White) prior to and during adolescence. Ss were 240 3rd, 4th, 5th, and 9th graders, and instruments included the Children's Embedded Figures Test and the Modern Mathematics Supplement to the Iowa Tests of Basic Skills. Significant interaction effects were demonstrated between ethnic group membership and sex for both mathematical and spatial skills. In Hispanic adolescent groups, significant sex differences were found in scores on both skills in favor of the female. A similar but not significant trend was seen in the scores of Black adolescent groups. In contrast, White adolescent males scored higher than White adolescent females, but not significantly so. No prior study has reported the observed pattern of sex differences in Hispanic Ss, one that differs from that usually found in White Ss. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Black and White girls' racial preferences in media and peer choices and the role of socialization for Black girls.

This exploratory research compared Black and White girls' racial preferences as exhibited through their media (music and television) and peer choices. The sample included 140 8-and 9-year-old Black and White girls of various socioeconomic levels. Findings suggested that both Black and White girls have more Black music preferences than White or no-race music preferences. Also, both Black and White girls made more White television program choices than Black or no-race choices. In their peer selections, all girls preferred same-race peers. Black mothers who engaged in racial socialization practices had girls who were more likely to prefer Black music and television to the other categories. Further, Black mothers who promoted more cultural distance and mothers who were poor had girls with more same-race peer preferences. (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)     

Variability in automatic activation as an unobstrusive measure of racial attitudes: A bona fide pipeline?

The research examines an unobtrusive measure of racial attitudes based on the evaluations that are automatically activated from memory on the presentation of Black versus White faces. Study 1, which concerned the technique's validity, obtained different attitude estimates for Black and White participants and also revealed that the variability among White participants was predictive of other race-related judgments and behavior. Study 2 concerned the lack of correspondence between the unobtrusive estimates and Modern Racism Scale (MRS) scores. The reactivity of the MRS was demonstrated in Study 3. Study 4 observed an interaction between the unobtrusive estimates and an individual difference in motivation to control prejudiced reactions when predicting MRS scores. The theoretical implications of the findings for consideration of automatic and controlled components of racial prejudice are discussed, as is the status of the MRS. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of ethnicity in observers’ ratings of mother–child behavior.

This study examined the role of ethnicity in untrained observers’ ratings of videotaped mother–child interactions. Participants were Black, White, and Latino undergraduates (N = 109), who rated videotapes of 4 Black, 4 White, and 4 Latino mother–child dyads. Overall, participants of different ethnicities showed more similarities than differences in their ratings of parent–child behavior. There was, however, evidence that participant ethnicity and parent–child ethnicity interacted for ratings of child defiance/negative emotion. Black and White participants differed in their ratings of Black and White children’s defiance/negative emotion, with members of each ethnic group favoring children of their own ethnic group. Intergroup contact appeared to play a role in ratings of parent behavior among Black observers. Black observers who reported low intergroup contact tended to rate Black mothers high on strictness and low on permissiveness. More research is needed to better understand the role of ethnicity in observers’ ratings of parent and child behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interracial and intraracial quasi-counseling interactions when counselors avoid discussing race.

Dyadic interactions composed of Black clients and White or Black race-avoidant counselors in 1-time quasi-counseling sessions were influenced by myriad factors, including how these clients responded to influential purveyors of a race-neutralizing climate. Using C. E. Thompson, R. Worthington, and D. R. Atkinson's (see record 1994-30597-001) data set, 24 of these interactions were analyzed to identify significant patterns in the counseling process. The following core categories related to interactional quality were uncovered: smooth, exasperated, constricted, and disjunctive. The following factors explicated these interactional quality categories: (1) whether and how the client introduced race or race-related concerns, (2) client racial identity perspectives; and (3) client affiliation (or lack thereof) with the counselor based on race. The implications of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)