Interracial contact and changes in the racial attitudes of white college students

College campuses are among the most racially diverse settings in our segregated society. For many students, especially non-Hispanic whites, college represents the first time they have come into significant contact with members of other groups. Using data from the National Longitudinal Survey of Freshmen, this paper explores the effects of campus diversity and various types of interracial contact on the racial and ethnic attitudes of white students over the course of four years in college. The findings are largely consistent with the contact hypothesis, particularly with respect to changes in attitudes towards blacks. White students who report having a close friend who is black and those who have dated or had a romantic partner who is black express less social distance towards blacks in their senior year, as do white students who were involved in extracurricular activities in which blacks are the majority. Participating in extracurricular activities dominated by blacks is also associated with more positive views of the impact of affirmative action on academic standards expressed as students were leaving college. Although there is evidence that both stereotypes and social distance towards groups are mitigated by intergroup contact, stereotypes appeared to be somewhat more resistant to change. The findings suggest that institutions should continue efforts to diversify their student populations, and also promote involvement in extracurricular activities for students from all groups.     

Separate factor analyses of the McCarthy Scales for groups of black and white children

Factor analyses of the McCarthy Scales of Children's Abilities (MSCA) were performed on separate groups of black (N = 124) and white (N = 688) children, aged 3.0 to 7.6 years, to assess the comparability of the underlying structures and to evaluate the construct validity of the MSCA for each racial group. Little Jiffy I (principal components) solutions produced four factors for the blacks and three for the whites. Each “white” factor had a coefficient of congruence of .85–.93 with one “black” factor, indicating the close similarity of the solutions. In addition, the factors which emerged for the blacks and whites corresponded to several of the scales constituting the MSCA, offering evidence of the instrument's construct validity for each racial group. The results of the study should enhance the use of the McCarthy Scales for assessing young children of all races.     

Racial Differences in Work Attitudes: What You See Depends on What You Study

Differences in a constellation of work attitudes were studied with respect to black and white employees using a sample of healthcare workers. Preliminary analyses using MANOVA indicated that blacks had more positive work attitudes than did whites. However, systematic analyses of set of covariates including personal, lifestyle, and organizational variables eliminated all racial differences in work attitudes. Implications of these findings and directions for future research were discussed.     

Hoping for a Godly (White) Family: How Desire for Religious Heritage Affects Whites’ Attitudes Toward Interracial Marriage

This study examines how a desire to pass on religious heritage shapes whites’ attitudes toward interracial marriage for their children. Utilizing national survey data (Baylor Religion Survey 2007), I estimate ordered logit regression models to examine the extent to which whites’ desire to have their children and children's spouses share their religion affects attitudes toward their hypothetical daughters marrying blacks, Latinos, or Asians, net of other factors. Analyses reveal that whites who consider it more important that their children and children's spouses share their religion are less comfortable with their daughters marrying blacks, Latinos, or Asians. These effects are robust to the inclusion of measures for religiosity, political ideology, intimate interracial experiences, and other sociodemographic correlates. These findings suggest that, for whites, religious heritage has a clear ethno‐racial component. The greater their desire for descendants to share the same religious views, the more whites would prefer that these descendants themselves be white, indicating that, for many white Americans, religious heritage is equated with whiteness. I conclude by discussing the implications of these findings for research on religion and interracial families.     

Effects of situational power on automatic racial prejudice

This study examined the influence of situational power on automatic racial prejudice. White females anticipated participating in either an interracial or same-race interaction in one of two roles: superior or subordinate. Their racial attitudes were measured via the Implicit Association Test (Greenwald, McGhee, & Schwartz, 1998). Results revealed that both the racial composition of the anticipated dyad and participants’ situational roles influenced automatic racial attitudes. Specifically, whites assigned to the high-power role of a superior of a black individual revealed more racial bias than whites assigned to the lower-power role of a subordinate. By contrast, situational power had no influence on the automatic bias of whites anticipating same-race interactions. These results reveal the manner in which situational power hierarchies serve to reinforce existing social stratification. Implications for diversity efforts and attitude change are discussed.     

Intergroup contact experience and frequency as predictors of cross-racial attitudes

This study examined the relationships between contact frequency, experiences of intergroup contact and a number of demographic intergroup variables. A telephone survey was conducted among 544 blacks (57.5% male; 42.5% female) and 478 whites (44.6% male; 55.4% female). Three CHAID models with attitudes towards blacks and Afrikaans-speaking and English-speaking whites as dependant variables were investigated. Contact experience rather than frequency was the most significant predictor of racial attitudes. Age and geographical location were significant predictors of black attitudes towards the two white groups. A complex web of factors seems to influence intergroup relations in culturally heterogeneous societies.     

Comparison of Black and White Boys' Performance in Self-paced and Reactive Sports Activities

This study provided support for Worthy and Markle's thesis that whites excel at self-paced and blacks at reactive sports activities, by assessing the performance of 55 white and 122 black fourth-grade boys playing a modified soccer game. The research also explored the relationships between several dimensions of socialization (e.g., father presence-absence) and relative performance on the self-paced-reactive dimension. Two significant correlations emerged: Regardless of their own racial identity, boys who excelled at the self-paced activity tended to have several younger siblings and to attend schools with a sizeable representation of white students. Subsequent interviews revealed that black and white boys did not differ in their preference for self-paced and reactive sports activities.     

RACE AND SEX DIFFERENCES IN SEX ROLE ATTITUDES OF SOUTHERN COLLEGE STUDENTS

A sample of southern college students is used to investigate race and sex differences among nine Likert-type sex role attitudes. Results show that black and white men share a similar sex role orientation while black and white women also share a similar world view. There were only two instances where blacks were notably different from whites. First, blacks were more likely to feel that a woman's real fulfillment in life comes from motherhood, and second, blacks were more likely to feel that it was appropriate for a mother with school-age children to work.     

Black-White Semantic Differences and interracial Communication1

In Phase I, black and white adolescent males made semantic differential ratings of 14 concepts representing a wide range of values. MOTHER, FATHER, GIRLS TV, GOD. POLICE. and NEXT YEAR yielded profiles significantly different for the 2 racial groups. In Phase II, 28 blacks and 28 whites each attempted to decode the profiles of 1 black and 1 white other. For combined racial groups, accuracy was greater when the other was semantically similar. Disregarding semantic similarity, accuracy was greater when the other was of the same race. Semantic similarity made little difference, however, when both encoder and decoder were black. Whites excelled in decoding the profiles of other whites where concepts were commonly encoded by both racial groups, while blacks were more accurate intraracially where concepts were differentially encoded by the 2 racial groups. Results were related to the assumption of a standard set of meanings for whites and a standard-nonstandard dual system for blacks.     

Black-white college student attitudes and expectations in paying for dates

This study examined a black-white sample (N= 173) of university students to ascertain if there is a protocol related to paying for dates. The sample was comprised of 97 blacks and 76 whites. Most of the blacks were from a historically black university and most of the whites were from a predominantly white university, both located in the southeast. Blacks had a slightly lower mean family income when compared with whites. Both racial and gender role related attitudes and expectations related to paying for dates were also explored. African Americans have generally been noted to enact more flexible or nontraditional gender role attitudes and behaviors in some areas. This study sought to ascertain if this pattern followed in the economic dimension of dating. Findings showed race differences on several variables related to paying for dates. Blacks were found to be less flexible or more traditional than whites on several aspects of dating related attitudes and expectations. Whites were more likely to endorse more flexible role patterns and seemed less concerned with a dating protocol. Other important background variables related to more flexible gender role attitudes and expectations were classification, age, and total income of respondents' family of origin respectively.     

An exploratory study of the draw-a-person as a measure of racial identity.

The race of the figure drawn on the Draw-A-Person Test is proposed as a measure of acceptance of racial identity. Reliability and validity of this measure were explored in a two-part study. Part 1 confirmed the hypothesis that the race of the figure drawn is related to the race of the child producing the drawing. Comparison of the figures drawn by black (n = 157) and white (n = 167) children confirmed three other hypotheses based on the voluminous literature suggesting that black children are less accepting of their racial group membership than whites. These hypotheses were: (a) whites should be more likely to draw figures that are clearly white than blacks are to draw figures that are clearly black, (b) whites should be less likely to draw blacks than blacks are to draw whites, and (c) blacks should be more likely to avoid giving clear indication of the race of the figures they draw than are whites. Inter-rater reliability for the race of the figure drawn was .79. Five weeks after the initial drawing, a subsample of 28 black children drew a second figure and performed a picture choice task designed to assess acceptance of racial identity. The race of the figure drawn showed a test-retest reliability of .53 and correlated significantly with the other measure of racial identity (r27 = .39).     

Race, social class and ability patterns on the WISC-R

The national standardization sample of whites and blacks on the Wechsler Intelligence Scale for Children—Revised (WISC-R) was the basis for a detailed analysis of the psychometric nature of racial and social class differences on the original 13 subscales of the WISC-R. The profiles of subtest scores of whites and blacks were compared directly and also after the racial groups were statistically equated on Full Scale IQ (FSIQ). Under the latter condition, the races differ only very slightly, although significantly, on some of the subtests, in ways generally contrary to popular expectations. The profile of white-black differences on the WISC-R subtests is markedly different, and negatively correlated with, the profiles of social class differences within each racial group, indicating that the pattern of racial differences is not explainable in terms of the difference in the average socio-economic status (SES) of blacks and whites. A Schmid-Leiman orthogonalized hierarchical factor analysis yields virtually identical factor structures and highly congruent factor loadings on the subtests for whites and blacks. Analysis of factor scores shows that by far the largest proportion of the variance between races is attributable to the general factor (g) common to all the subtests, whereas the group factors (verbal, performance and memory) contribute only minutely to the interracial variance. Hence the white-black differences on the diverse subtests of the WISC-R, and in the Full Scale IQ, are interpreted primarily as a difference in Spearman's g, rather than as differences in the more specific factors peculiar to particular content, knowledge, acquired skills or type of test. However, some slight but significant differences in patterns of ability also occur that are independent of g.     

Racial Stereotypes From the Days of American Slavery: A Continuing Legacy1

During the days of American slavery, many whites held stereotypes of blacks as inferior, unevolved, and apelike. The present study was designed to see whether such stereotypes persist in contemporary American society. A random-digit telephone survey was conducted of 1,490 Connecticut residents, resulting in completed interviews with 686 respondents. Our findings suggest that negative stereotypes concerning the physical and mental endowments of blacks are more common than previously estimated. Most respondents endorsed at least one stereotypical difference in inborn ability (e.g., whites have greater abstract thinking abiliry than blacks), and nearly half endorsed at least one stereotypical difference in anatomy (e.g., blacks have thicker skulls than whites). Logistic regression analyses indicated that the best predictor of stereotyping was education level. Respondents without a high school degree were roughly twice as likely to endorse racial stereotypes as were respondents with a graduate degree. The consequences of racial stereotyping are discussed.     

Modern Racism Attitudes Among White Students: The Role of Dominance and Authoritarianism and the Mediating Effects of Racial Color-Blindness

ABSTRACT

Among 342 white college students, we examined the effects of social dominance orientation (SDO), right-wing authoritarianism (RWA), and racial color-blindness on modern racism attitudes. Structural equation modeling was used to test the indirect effects of SDO and RWA on modern racism attitudes through color-blind racial attitudes. We found strong indirect effects of SDO and RWA on modern racism through racial color-blindness. We did not find support for an alternative model, in which we tested racial color-blindness as a moderator of the effects of SDO and RWA on modern racism. Findings suggest that highly dominant and authoritarian white students endorse color-blind racial attitudes, although likely for different reasons. In turn, this predicts their modern racism attitudes. These findings indicate racial color-blindness is important to address as part of anti-racism education.     

Development and initial validation of the anti-racism behavioral inventory (ARBI)

This investigation reports on the development and initial validation of the anti-racism behavioral inventory, a measure designed to assess anti-racism awareness and behavior among students in counseling and counseling psychology programs within the United States (US). Data from 513 participants were collected over three related studies. Factor analyses suggested that the 21-item scale was best represented as a bifactor model with one general anti-racism behavior factor and three domain-specific factors, namely individual advocacy, awareness of racism, and institutional advocacy. Additional validity was supported through inverse associations with measures of symbolic racism and color-blind racial attitudes, as well as positive associations with scores on the Quick Discrimination Index. Potential utility of the measure and future directions for ongoing development is discussed.     

Psychometric Properties of the Right Wing Authoritarianism Scale in Black and White South African Students

Recently Taylor and Boeyens (1991) showed that the South African Personality Questionnaire has inadequate internal consistency and factorial validity for use in the black population. This paper reports a study supporting their conclusion that scales developed with data from a white sample do not hold together psychometrically or conceptually when used with a black sample. In a sample of white students, Altemeyer's Right Wing Authoritarianism scale, initially developed in Canada, had an acceptable alpha of 0.83, but there was an unacceptable alpha of 0.43 in a black student sample. Item and factor analysis showed that for the black sample there was little structure and that the scale was effectively a set of heterogenous items. This paper presents a detailed discussion of the item and factor analyses and shows how certain items have different connotations for whites and blacks as a result of their different political and cultural histories. Although cultural differences in conservatism can be observed by looking at individual items, a comparison between black and white individuals on the higher order construct of Authoritarianism cannot be made. It is concluded that basic conceptual work based on the phenomenology of the concept being measured needs to precede the psychometric development of scales for use in the black community.     

Religion and Whites’ Attitudes Toward Interracial Marriage with African Americans,Asians, and Latinos

Religious factors have been shown to influence whites’ attitudes toward interracial marriage, but this relationship has yet to be studied in depth. This study examines how religious affiliation, beliefs, practices, and congregational composition affect whites’ attitudes toward interracial marriage with African Americans, Asians, and Latinos. Employing data from Wave 2 of the Baylor Religion Survey, I estimate ordered logit regression models to examine the influence of religious factors on whites’ attitudes toward racial exogamy, net of sociodemographic controls. Analyses reveal that, relative to evangelicals, religiously unaffiliated whites report greater support of intermarriage with all minority groups. Biblical literalists are less likely to support interracial marriage to Asians and Latinos. However, whites who frequently engage in devotional religious practices are more likely to support interracial marriage with all racial groups, as are whites who attend multiracial congregations. My findings suggest that the relationship between religion and whites’ attitudes toward racial exogamy is more complex than previously thought and that the influence of religious practices and congregational composition should not be overlooked.     

Academic Achievement and Self-Esteem Among Black and White College Students

Abstract

Most studies on self-esteem among black and white Americans include samples of elementary school and high school students. In the present study, data on 298 black and white college students and an examination of the relationship between student's grade point average and self-esteem were presented. Several findings corroborate earlier research on school-age children. Self-esteem scores of blacks and whites were not significantly different, despite blacks having significantly lower grade point averages than whites. The relationship between grade point average and self-esteem, however, was negligible among blacks and among white males, suggesting that academic achievement is not critical to the self-concept of college students.     

Unequal Before the Law: Immigrant and Racial Minority Perceptions of the Canadian Criminal Justice System

This paper examines attitudes towards the criminal justice system among a large, diverse sample of residents from Toronto, Canada. The results indicate that while most residents positively evaluate the performance of the police and criminal courts, black and Chinese Canadians have less favorable views than whites. Compared to whites, racial minority respondents are also much more likely to perceive various forms of discrimination within the justice system. Perceptions of racial bias are particularly widespread among black respondents. Interestingly, these racial differences cannot be explained by immigration patterns. Indeed, regardless of race, attitudes towards the justice system are most positive among recent immigrants. However, attitudes become less favorable with time spent in Canada and are most negative among Canadian-born racial minorities. The paper concludes with a discussion of the theoretical and policy implications of these findings.     

Applicant Race, Job Status, and Racial Attitude as Predictors of Employment Discrimination

It is important to understand why biased employee selection occurs in the workplace. We examined applicant race, job status, and the evaluator's attitudes toward blacks as possible predictors of unfair selection decisions. After completing an attitude toward blacks scale, one hundred and eighty-one people evaluated the qualifications of either a black or white applicant for either a high or low status job. Results showed no differences in the hiring decision. However, evaluators with more negative attitudes toward blacks reported greater confidence in their decision to hire the black applicant than the white applicant for the low status job compared to the confidence of evaluators with more positive attitudes. They also reported greater confidence in their decision to hire the white applicant than the black applicant for the high status job as compared to evaluators with more positive attitudes towards blacks. We observed the opposite results for less biased individuals. Evaluator ratings do not explain these findings. These data suggest that unfair discrimination may operate in subtle ways.