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)     

Nonverbal communication of affect in interracial dyads.

Two experiments investigated the relationship between nonverbal behavior and the racial composition of a teacher–student dyad. The Multifactor Racial Attitude Inventory was used to measure prejudice. In Exp I, 36 high- and low-prejudiced White female undergraduates, acting as teachers, were led to praise successful White and Black students (confederates). Analysis of samples of nonverbal behavior showed that high-prejudiced teachers nonverbally discriminated between White and Black students (favoring Whites) significantly more than low-prejudiced teachers. In Exp II, 40 White and Black teachers (female undergraduates) taught successful White and Black students (confederates). Results show that both Whites and Blacks behaved nonverbally more positively to a student of their own race than to a student of the other race, although only same-race judges (12 White female undergraduates) could distinguish the differences in affect displayed by the Ss. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Metoprolol metabolism via cytochrome P4502D6 in ethnic populations

OBJECTIVE: The objective of this study was to determine whether metabolism via cytochrome P4502D6 (CYP2D6) was higher in Black subjects than White subjects. METHODS: Ten Black and 10 White healthy male volunteers who were phenotyped CYP2D6 extensive metabolizer phenotypes participated in this randomized, cross-over study in which metoprolol was used as a model CYP2D6 substrate. In both study phases, subjects received oral rac-metoprolol tartrate (200 mg); during one phase, subjects also took quinidine sulfate (100 mg) daily beginning 3 days before the dose of metoprolol. Plasma samples were collected for 12 and 24 hr after the dose in the metoprolol and metoprolol plus quinidine phases, respectively. Metoprolol enantiomer concentrations were determined by chiral HPLC with fluorescence detection. RESULTS: S-metoprolol areas under the concentration vs. time curves during the metoprolol phase were 879 +/- 600 ng/ml*hr in White subjects vs. 984 +/- 653 ng/ml*hr in Black subjects. During inhibition of CYP2D6-mediated metabolism with quinidine, S-metoprolol areas under the concentration vs. time curves were 2515 +/- 749 and 2719 +/- 742 in White and Black subjects, respectively. Metoprolol elimination half-lives in both groups were approximately doubled by quinidine. Mean S-metoprolol/R-metoprolol ratios were 1.39 in both racial groups during the metoprolol phase, and during the metoprolol plus quinidine phase were 0.89 and 1.03 in White subjects and Black subjects, respectively (p < 0.05, Blacks vs. Whites). The percentage of metoprolol metabolism inhibited by quinidine was similar between Blacks and Whites (e.g., 66 +/- 15% and 64 +/- 25% of S-metoprolol apparent oral clearance in Blacks and Whites, respectively). CONCLUSIONS: We conclude that there are no differences between Black subjects and White subjects in metabolism via CYP2D6. There were also no racial differences in the contribution of CYP2D6 to overall metoprolol metabolism. The results of this study suggest that drugs are primarily metabolized by CYP2D6 will not exhibit racial differences in their disposition.     

Evaluative race–class stereotypes by race and perceived class of subjects.

80 Black and 74 White college students assigned traits, from a list of 80, to the Black lower class, Black middle class, White lower class, and White middle class. Each S rated the 5 or fewer traits that he or she had chosen as being most typical of the respective race–class groups from –5 (unfavorable) to +5 (favorable) for the given groups. Ss also assigned themselves to 1 of 4 classes: lower class, working class, middle class, or upper class. On the basis of these judgments, the Ss within each racial group were classified as perceiving themselves to be above or below the median of their own race's distribution. White Ss assigned more favorable characteristics to the middle than to the lower class and did not rate Blacks lower than Whites. Black Ss made a similar, but smaller, social class distinction and, in addition, generally perceived Blacks more favorably than Whites. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differences in measures of personality and family environment among Black and White alcoholics.

Reviewing 16 studies, D. Pritchard and A. Rosenblatt (see record 1980-11070-001) claimed to find no evidence that the MMPI is racially biased. M. Gynther and S. B. Green (see record 1980-11037-001), reviewing 40 studies, concluded that racial bias in the MMPI varies as a function of sampling, with bias more likely when normal Blacks are compared with normal Whites but not when abnormal groups are compared. The present study compared MMPI scores of 272 White and 56 Black alcoholics. Blacks scored significantly lower on a few scales (e.g., Hysteria), but profile differences were not clinically meaningful, particularly when the covariates of age, education, and socioeconomic status were controlled. Blacks differed appreciably on the Family Environment Scale (FES), however, rating social climates more positively than Whites. Findings that Blacks obtained negligible differences on a wholly White normed test (the MMPI), contrasted with the significant differences and better adjustment shown by Blacks over Whites on a test normed with minority-group representation (the FES), interject new considerations into the issue of racial bias. Whereas nonsignificant differences would not appear to support the contention of racial bias on the MMPI, FES results question whether such nonsignificance actually rules out test bias. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of WISC and WISC-R regression lines for academic prediction with Black and with White referred children.

Regression lines for the prediction of Wide Range Achievement Test (WRAT) scores by WISC and Revised WISC (WISC-R) Full Scale IQs were compared across race, by the Potthoff technique, for 36 Black and for 30 White referred children. Regression lines for Blacks and Whites did not differ significantly for the prediction of WRAT scores by either the WISC or the WISC-R. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between scholastic aptitude, perception of university climate, and college success for Black and White students.

Computed, in racial subgroups, the correlations of university climate and Scholastic Aptitude Test (SAT) scores with 2 criteria of academic success--GPA and students' estimated probability of receiving a degree. Factor analyses of a 115-item university climate questionnaire were performed separately for samples of 138 Black and 550 White college students. SAT scores were significantly related to GPA for both Blacks and Whites, although they were not related to Ss' estimated probability of recieving a degree in either racial group. Some university climate scales were significantly related to the 2 criteria. Viewing the university in a positive way was associated (a) with high criterion scores for Whites and with low criterion scores for Blacks, and (b) with high SAT scores for Whites and low SAT scores for Blacks. Although GPA was significantly correlated with estimated probability of degree in both Black and White samples, the correlation was significantly higher in the Black sample. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal-performance IQ discrepancies on the WISC-R.

Examined discrepancy scores (Verbal IQ minus Performance IQ) for the WISC-R, using the standardization sample--100 boys and 100 girls at each of 11 age levels between 61/2 and 161/2 yrs (2,200 Ss). The occurrence of significant discrepancy scores (Verbal > Performance and Performance > Verbal) was not significantly related to age, sex, or race, although significant relationships were obtained with both parental occupation and intelligence level. The mean absolute discrepancy score (regardless of sign) was about 10 IQ points for each age group, for boys and girls, for Blacks and Whites, and for the different occupational groups. Discrepancy score norms (cumulative distributions) are presented by intelligence level and are interpreted in terms of their clinical significance. Several of these findings closely parallel results of a study of the 1949 WISC by H. G. Seashore (see record 1952-06292-001). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multiple myeloma among Blacks and Whites in the United States: role of cigarettes and alcoholic beverages

In the United States, the incidence rates of multiple myeloma in Blacks are more than twice those in Whites, but the etiology of this cancer is poorly understood. A population-based case-control interview study of 571 subjects (365 White, 206 Black) with multiple myeloma and 2,122 controls (1,155 White, 967 Black) living in three areas of the United States (Georgia, Michigan, New Jersey) offered the opportunity to investigate the relationship with smoking and alcohol drinking and to evaluate whether these factors might contribute to the excess risk of multiple myeloma in Blacks. For Blacks and Whites of either gender, there were no significantly elevated risks associated with ever use of cigarettes or alcoholic beverages and no consistent patterns with either intensity or duration of use. These data support previous studies indicating that smoking and drinking are not related causally to the risk of multiple myeloma, and thus cannot account for the racial disparity in incidence rates.     

An investigation of item bias on the WISC-R with four sociocultural groups.

252 White, 237 Black, 223 Mexican-American, and 238 Native American Papago (NAP) 6–15 yr olds were administered 6 WISC-R subtests: Information, Arithmetic, Similarities, Vocabulary, Comprehension, and Picture Completion. Results of several statistical indexes indicate no (or negligible) bias against Blacks and Mexican-Americans. Evidence suggesting bias in about one-third of the Verbal scale items was found with NAPs, which was due in part to ceiling effects. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethnic differences on the Bender-Gestalt: Relative effects of measured intelligence.

223 Black, 203 Hispanic, and 226 White 5–11 yr olds were administered the Bender Visual Motor Gestalt Test (BVMG) and either the WPPSI or WISC—R to investigate ethnic differences on the BVMG and to clarify the effects of intelligence on BVMG performance. ANOVA indicated that there were significant differences among ethnic groups on BVMG performance for 4 age groups (6, 9, 10, and 11 yrs) and for the total sample. In general, Blacks made more errors than did the other ethnic groups, and their scores produced the lowest correlation coefficient with age. Data were reanalyzed using the Full Scale, Verbal, and Performance IQs as covariates. These analyses indicated that IQ was a significant factor for each age group and either eliminated or decreased the significance of the main effect (ethnicity). Implications for test interpretation and limitations are discussed. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

WISC-R factor structures among Anglos, Blacks, Chicanos, and Native-American Papagos.

Compared WISC-R factor structures for Anglo, Black, Chicano, and Native-American Papago children from Pima County, Arizona. The samples were randomly selected from school enrollment rosters and stratified by ethnicity, grade level (1st, 3rd, 5th, 7th, and 9th), sex, and urban–rural residence (950 Ss). Application of 2 objective procedures for determining the appropriate number of factors for each group suggested a 3-factor solution for Anglos, a 2- or 3-factor solution for Chicanos depending on procedure used, and 2-factor solutions for Blacks and Native-American Papagos. The 2-factor solutions were highly similar for the 4 groups. The 3-factor solutions were similar for Anglos and Chicanos but were substantially different for the other groups. The groups were highly similar in terms of the proportion of variance accounted for by a general factor, and the Verbal–Performance scale distinction appeared equally appropriate for all groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Race differences in stress-induced reactivity in young adults.

Studied the cardiovascular response to the stress of mental arithmetic in 121 young Black and White adults. Stress-induced reactivity was studied before and following 14 days of oral sodium loading (10 gm NaCl per day). Marginal hypertensives, both Black and White, had greater systolic blood pressure (SBP) levels and greater diastolic BP levels in response to stress. Whites had a greater SBP level during mental stress than Blacks and greater reactivity. The prevalence of sodium sensitivity was greater in Blacks (37.3%) than in Whites (18.4%). Sodium loading did not augment the BP reactivity to the mental stress in any of the racial or BP groups. Data demonstrate racial variation in the cardiovascular response to centrally medicated adrenergic stimuli. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Are special norms for minorities needed? Development of an MMPI F scale for Blacks.

As part of a large-scale investigation of the need for special MMPI norms for adult Black American test Ss, 882 normal 18–65 yr old Blacks from Alabama, Michigan, and North Carolina were tested. Item analyses of these protocols revealed 33 items that met the 10% or less endorsement criterion used to develop the MMPI F scale. Comparisons were made between White and Black endorsements of the items on this new scale, items of the standard F scale, and additional items in the MMPI pool that met the 10% criterion but were not included in the original F scale. White endorsement patterns agreed with the Blacks' F scale, but Black endorsement patterns agreed with only one third of the standard F-scale items. Further, Blacks showed comparable levels of infrequency on only 6 of the 38 supplementary F items. Although these results do not necessarily indicate that special norms for the clinical scales are necessary, the amount of difference between responses of Blacks and Whites to rarely endorsed items suggests that for Blacks, this new scale may be a more accurate measure of correlates associated with endorsement of deviant items than the standard F scale. (19 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)     

Race and self-esteem: Meta-analyses comparing Whites, Blacks, Hispanics, Asians, and American Indians and comment on Gray-Little and Hafdahl (2000).

These meta-analyses examine race differences in self-esteem among 712 datapoints. Blacks scored higher than Whites on self-esteem measures (d=0.19), but Whites scored higher than other racial minority groups, including Hispanics (d=-0.09), Asians (d=-0.30), and American Indians (d=-0.21). Most of these differences were smallest in childhood and grew larger with age. Blacks' self-esteem increased over time relative to Whites', with the Black advantage not appearing until the 1980s. Black and Hispanic samples scored higher on measures without an academic self-esteem subscale. Relative to Whites, minority males had lower self-esteem than did minority females, and Black and Hispanic self-esteem was higher in groups with high socioeconomic status. The results are most consistent with a cultural interpretation of racial differences in self-esteem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cross-racial psychotherapy: What the therapists say.

41 White and 37 Black psychotherapists with an average of 8.2 yrs' experience completed a 41-item questionnaire regarding psychotherapy with same- and opposite-race clients. White Ss did not experience racial issues in psychotherapy with the same salience that Black Ss did, yet they reported higher levels of subjective distress in cross-racial treatment. This distress focused on negative attitudes of clients, therapists' feelings of not being able to help or confront opposite race clients, or being oversolicitous or too distant with opposite-race clients. Both therapist groups reported equivalent abilities to empathize with opposite-race clients, but Blacks and Whites differed on a number of questions of racial attitudes and stereotyping. (9 ref) (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)     

Examiner observations of children's WISC—R test-related behaviors: Possible socioeconomic status, race, and gender effects.

White examiners completed test observations on 311 children between ages 7 and 14 following the administration of the Wechsler Intelligence Scale for Children—Revised (WISC—R). The children differed by race (White, Black, and Mexican American), social class (middle and lower), and gender. Test observation ratings were employed to predict WISC—R Verbal, Performance, and Full Scale IQs. All 63 correlations between test observations and WISC—R IQs were statistically significant and were reasonably equivalent across gender, social class, and racial groups. Differences in regressions were statistically significant for 23 of the 36 analyses. Although gender differences were not significant, race and social class differences are significant for intercepts, but not for slopes. Thus, given children of the same IQ, White examiners generally observe higher degrees of cooperation, attention, and self-confidence among Black and Mexican American (compared to White) children and among lower-class (compared to middle-class) children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

White–Black achievement differences: The narrowing gap.

Discusses findings from the National Assessment of Educational Progress and the College Entrance Examination Board that demonstrate consistent reductions during recent years in the size of average achievement differences between White and Black elementary and secondary school students. Societal changes that may have contributed to increasing the average achievement levels for Black students (e.g., desegregation) are examined, and it is noted that these trends are not necessarily due to the effects of educational and social programs designed toward this end. It is argued that the difference in enrollment levels for high school algebra and geometry courses between predominantly White schools and predominantly Black schools accounts for part of the average White–Black difference in 17-yr-olds' mathematics achievement scores. Further, if average enrollments in mathematics courses for Blacks became more similar to average enrollments for Whites, White–Black average mathematics achievement differences might be reduced further. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)