Cognitive costs of exposure to racial prejudice

This study examined how encountering racial prejudice affects cognitive functioning. We assessed performance on the Stroop task after subjects reviewed job files that suggested an evaluator had made nonprejudiced, ambiguously prejudiced, or blatantly prejudiced hiring recommendations. The cognitive impact of exposure to ambiguous versus blatant cues to prejudice depended on subjects' racial group. Black subjects experienced the greatest impairment when they saw ambiguous evidence of prejudice, whereas White subjects experienced the greatest impairment when they saw blatant evidence of prejudice. Given the often ambiguous nature of contemporary expressions of prejudice, these results have important implications for the performance of ethnic minorities across many domains.     

Attitudes in the fiber of everyday life: the discourse of racial evaluation and the lived experience of desegregation

This article critically reviews the social-psychological literature on race attitudes, which has assumed that the prejudicial status of any expression is determined by the underlying psychological attitude that motivated it. Variation and inconsistency in individuals' attitudinal expressions and disagreement over how to measure prejudice have bedeviled attitude research. Contemporary theories of racial attitudes (symbolic racism, self-presentation, aversive racism) have responded to this problem by explaining how, when, and why attitudes vary and by proposing research paradigms for isolating prejudiced from nonprejudiced expressions. The authors argue that research in this area may be enhanced by the use of qualitative methods that place fewer constraints on the expression of racial attitudes and variability than quantitative methods do. Using empirical materials from a South African case study, the authors show that a focus on attitudinal discourse and the lived experience of desegregation allow researchers to investigate attitudes as social practices.     

Exposure to Television Portrayals of Latinos: The Implications of Aversive Racism and Social Identity Theory

Although research suggests that manifestations of blatant racism are on the decline, findings additionally demonstrate that subtle racism remains prevalent when contexts provide sufficient ambiguity for the expressions to go unnoticed. Notably, studies examining these outcomes have typically been confined to intergroup contexts, despite the fact that mediated contact may yield parallel responses. The present investigation examines this relationship by applying aversive racism and social identity theory assumptions to assess the influence of exposure to television depictions of Latinos, on White viewers’ judgments. Results cautiously reveal that racial identification and media ambiguity affect both viewers’ evaluations of target racial/ethnic out‐group members as well as in‐group esteem.     

The impacts of friendship groups’ racial composition when perceptions of prejudice threaten students’ academic self-concept

Literature on racially prejudiced stereotypes suggests that students?? academic self-concepts (ASC) can be damaged when a stereotype demeans the intelligence of their racial or ethnic group. There is little research on how students overcome this burden, but there is some evidence that the racial composition of friendship groups play a role. One argument suggests having racially diverse friends could help students see the inaccuracy of stereotypes and another points out that racially homogenous friends could collectively resist the stereotypes as a support group. In this study I analyze a nationally representative and racially diverse sample of United States adolescents to examine these hypotheses. After estimating multivariate regression models for four separate racial/ethnic groups (Asian, African-American, Hispanic, white), results show that although perceptions of prejudice do predict decreases in ASC for African-American students, racially homogenous friendship groups have the opposite effect which lends credibility to the support group hypothesis. In addition, racial diversity of friendship groups predicts decreased ASC for African-American students, suggesting diverse groups could make prejudice more salient. The implications for these findings include the reminder that prejudice is still a valid concern in American schools and that peers can be a significant source of racial tension and/or support. In terms of students?? ASC, it is important for educators to be aware of these social conditions and to continue to seek a better understanding of race relations in schools so that more students are not psychologically burdened by racial tension.     

Influences of stereotype and social distance on prejudice toward African Americans

The study sought to identify the influential factors of stereotypes, social distance, and prejudice toward racial/ethnic minorities in the United States. We used data from the American General Social Survey (GSS) of 2012, and analysed the data of 4 820 individuals (3 700 Caucasians, 722 African Americans, and 398 others; males?=?44.2%, females?=?55.8%). Data were analysed using the SPSS 18.0 Statistics Program. In order to test for differences in racial prejudice by demographic characteristics by stereotyping and social distancing, we utilised variance and regression analyses procedures. Results suggest that stereotypes and social distance effects on prejudice toward African Americans vary according to ethnicity, gender, age, education, and income. Specifically, older and less-educated white males were more prejudiced toward African Americans than were individuals from other sociodemographic groupings. There was a direct relationship between the holding of stereotypical views and social distance, in that those who showed higher levels of stereotyping maintained a greater social distance from African Americans and showed greater implicit prejudice toward them. Racism toward African Americans remains a major social concern in the USA, and is largely influenced by sociodemographic factors.     

Who has to act? A qualitative exploration of emerging adults' critical consciousness during the COVID-19 pandemic

The COVID-19 pandemic and violence against people of Color during 2020 brought troubling racial inequities to the forefront of American discourse. In line with the Critical Consciousness (CC) and Social Justice Youth Development (SJYD) frameworks, emerging adults may have developed their capacity for critical reflection, motivation, and action against systemic inequities. We drew from interviews with 27 emerging adults (ages 18–23) across the US, and used thematic analysis to explore differences in their reflections, motivations to act, and actions based on their racial/ethnic identification. We found nuanced variability in their critical reflections based on self, social, or global awareness and experiences of marginalization. White and Asian emerging adults used vague language or expressed feeling their reflections were insufficient. Black and Latinx emerging adults emphasized the importance of education and raising awareness. Although all emerging adults took action based on a sense of duty, few engaged in critical action; decisions to take in-person action varied based on whether they viewed racism or COVID-19 as a greater threat. Findings demonstrate that emerging adults' experiences of racialization may have related to their CC development. We share implications for community psychologists conducting antiracist research addressing White fragility and dismantling racial hierarchy.     

The effect of group-identification on emotion recognition: The case of cats and basketball players

It has been suggested that the in-group advantage in the recognition of emotional expressions by members of different cultural groups may be due to either encoder differences in expressive style or to decoder biases. The latter may be explained by the fact that individuals who identify with an ethnic or social group exert more effort when trying to decode the emotional expressions of group members. The present study investigates this notion. For this, two target groups were chosen such that in-group and out-group members shared the same cultural knowledge and linguistic background and all participants rated the same expressions to control for encoder differences. Both studies showed that individuals who identified with a social group were better at recognizing expressions by individuals perceived as members of that group.     

But I'm No Bigot: How Prejudiced White Americans Maintain Unprejudiced Self‐Images

Four experiments investigate a modern paradox: White Americans harbor racial prejudice, but view themselves as unprejudiced. We hypothesized that social representations of prejudice available in American culture lead many Whites to conclude that they are relatively unprejudiced. In Experiment 1, participants primed with the bigot stereotype viewed themselves as less prejudiced. In Experiments 2 and 3, participants exposed to media representations of racists viewed themselves as less prejudiced. In Experiment 4, participants sought exposure to media representations of prejudice after a threat to their unprejudiced self‐image. These experiments suggest that representations of prejudice in American culture lead prejudiced individuals to view themselves as unprejudiced, and the effect of these representations on people's unprejudiced self‐images can be passive or intentional.     

“Leave Your Comment Below”: Can Biased Online Comments Influence Our Own Prejudicial Attitudes and Behaviors?

Increased use of online communication in everyday life presents a growing need to understand how people are influenced by others in such settings. In this study, online comments established social norms that directly influenced readers' expressions of prejudice both consciously and unconsciously. Participants read an online article and were then exposed to antiprejudiced or prejudiced comments allegedly posted by other users. Results revealed that exposure to prejudiced (relative to antiprejudiced) comments influenced respondents to post more prejudiced comments themselves. In addition, these effects generalized to participants' unconscious and conscious attitudes toward the target group once offline. These findings suggest that simple exposure to social information can impact our attitudes and behavior, suggesting potential avenues for social change in online environments.     

They all look the same to me (unless they're angry): from out-group homogeneity to out-group heterogeneity

People often find it more difficult to distinguish ethnic out-group members compared with ethnic in-group members. A functional approach to social cognition suggests that this bias may be eliminated when out-group members display threatening facial expressions. In the present study, 192 White participants viewed Black and White faces displaying either neutral or angry expressions and later attempted to identify previously seen faces. Recognition accuracy for neutral faces showed the out-group homogeneity bias, but this bias was entirely eliminated for angry Black faces. Indeed, when participants' cognitive processing capacity was constrained, recognition accuracy was greater for angry Black faces than for angry White faces, demonstrating an out-group heterogeneity bias.     

Race/ethnicity and the factor structure of the Center for Epidemiologic Studies Depression Scale: a meta-analysis

The purpose of this meta-analysis was to examine racial/ethnic differences in the factor structure of the Center for Epidemiologic Studies Depression Scale (CES-D). The total number of participants (N) in the assessed studies (k) varied according to whether the original study had used either Exploratory Factor Analysis (EFA; N = 19,206, k = 13) or Confirmatory Factor Analysis (CFA; N = 65,554, k = 16). The factor structures of the CES-D were compared across five racial/ethnic groups: African Americans, American Indians, Asians, Whites, and Hispanics. Meta-analysis results suggest that the structure of the CES-D observed in EFAs varied substantially between racial/ethnic groups, whereas the CFA-assessed structure of the CES-D was mostly consistent between racial/ethnic groups. The meta-analysis of EFA studies did not consistently replicate the original four-factor structure reported by Radloff (1977), but the meta-analysis of CFA studies replicated the original four-factor structure in four of the five racial/ethnic groups. Overall, the present meta-analysis found strong evidence that the original four-factor structure may not be the best fit for all racial/ethnic groups. Thus, in clinical settings where the CES-D is used as a tool to screen for depression, clinicians and researchers should recognize the risk that symptoms of depression may be presented differently by members of different racial/ethnic groups.     

The role of explanatory context for racial disparities in predicting sociopolitical attitudes during COVID-19

The COVID-19 pandemic placed preexisting racial health disparities in stark relief. Recent studies have already established that, among prejudiced Whites, exposure to such racial disparities reduced concern about the pandemic and support for mitigation policies (Harrel & Lieberman, 2021; Stephens-Dougan, 2022). In response to such results, one cautionary line of reasoning argues that communicating the disparity figures without explanatory context can perpetuate (or at least not undermine) myths that African Americans are more likely to contract COVID-19 due to genetic predispositions or maladaptive behavioral tendencies (Chowkwanyun & Reed, 2020). In two studies, we test the claims that (a) explanatory context mitigates the tendency to attribute racial disparities to essential racial differences and (b) that perceptions of racial disparities are attuned to specific racial inequalities in the U.S., and not merely expressions of outgroup bias. In Study 1, we found that exposure to racial disparities with explanatory context (vs. without explanatory context) did not reduce racial essentialism or stereotyping, but did promote support for healthcare equity. In Study 2, we found that black disadvantage frames (vs. white vs. Hispanic) uniquely promoted support for equitable healthcare and multicultural inclusion. Importantly, and contrary to other recent findings, exposure to black disadvantage did not preclude support for equity.     

Controlling racial prejudice: social-cognitive goals affect amygdala and stereotype activation

The malleability of stereotyping matters in social psychology and in society. Previous work indicates rapid amygdala and cognitive responses to racial out-groups, leading some researchers to view these responses as inevitable. In this study, the methods of social-cognitive neuroscience were used to investigate how social goals control prejudiced responses. Participants viewed photographs of unfamiliar Black and White faces, under each of three social goals: social categorization (by age), social individuation (vegetable preference), and simple visual inspection (detecting a dot). One study recorded brain activity in the amygdala using functional magnetic resonance imaging, and another measured cognitive activation of stereotypes by lexical priming. Neither response to photos of the racial out-group was inevitable; instead, both responses depended on perceivers' current social-cognitive goal.     

Feminist Radical Empiricism,Values, and Evidence

Feminist epistemologies consider ways in which gender (among other social factors) influences knowledge. In this article, I want to consider a particular kind of feminist empiricism that has been called feminist radical empiricism (where the empiricism, not the feminism, is radical). I am particularly interested in this view's treatment of values as empirical, and consequently up for revision on the basis of empirical evidence. Proponents of this view cite the fact that it allows us to talk about certain things such as racial and gender equality as objective facts: not just whether we have achieved said equality in our society, but whether we are, in fact, all equal. I will raise the concern that the way in which they model the role of values in epistemology may be a problematic idealization of the open‐mindedness of human agents. In some cases, resistance to value‐change cannot be diagnosed as a failure to respond adequately to evidence. If so, the strategy of empirically testing our values that some feminist radical empiricists suggest may not be as useful a tool for social change as they think.     

儿童基于心理本质论的种族认知及其影响因素

心理本质论将类别成员视为由共同的本质所决定,且这些本质对应着一些表面的不可改变的属性。其中,种族本质论就是心理本质论的一种。研究种族本质论的发展对于了解儿童的种族认知具有重要意义。种族本质论者认为,种族具有遗传不变性、有较强的归纳强度和标签具有客观性等特征。但是,基于不同特征的种族本质论的发展存在差异。类属语言、社会文化背景和群体地位,均可能影响儿童种族本质论的发展。这些影响因素提示,可通过减少类属语言的描述和促进民族融合等方式改变儿童的种族本质论。比较儿童对种族本质论的建构与自然世界的建构之间的差异,方便我们探索类别学习跨领域的一致性问题。如何确保种族本质论的发展是适宜的,这需要未来开展一些干预性的研究。     

儿童基于心理本质论的种族认知及其影响因素

心理本质论将类别成员视为由共同的本质所决定,且这些本质对应着一些表面的不可改变的属性。其中,种族本质论就是心理本质论的一种。研究种族本质论的发展对于了解儿童的种族认知具有重要意义。种族本质论者认为,种族具有遗传不变性、有较强的归纳强度和标签具有客观性等特征。但是,基于不同特征的种族本质论的发展存在差异。类属语言、社会文化背景和群体地位,均可能影响儿童种族本质论的发展。这些影响因素提示,可通过减少类属语言的描述和促进民族融合等方式改变儿童的种族本质论。比较儿童对种族本质论的建构与自然世界的建构之间的差异,方便我们探索类别学习跨领域的一致性问题。如何确保种族本质论的发展是适宜的,这需要未来开展一些干预性的研究。     

Examining civic engagement in ethnic minority youth populations: A literature review and concept analysis

Racial reckoning is defined as the subjugation of Black, Indigenous, and people of Color (BIPOC) to racial hierarchies and subordinate groups that influence multiple well-being outcomes throughout the developmental lifespan and across generations. With the two pandemics of racial reckoning and COVID-19 amidst a growing controversial political landscape, topics around civic engagement have been brought to the forefront of community conversation. Discussions surrounding civic engagement must go beyond addressing issues of public concern and examine the vehicle in which civic engagement may be delivered. This is becoming increasingly important as civic engagement is one of the main avenues of social change through individual and collective action, particularly regarding racial reckoning and healthcare disparities highlighted by COVID-19. The paper focuses on civic engagement among ethnic minority youth and young adults. An integrated model of civic engagement was created based off what was learned through this review. This proposed model of civic engagement is meant to be the first step to addressing the gap in civic engagement literature for ethnic minority youth. Weaknesses and future considerations regarding the model will also be discussed, as well as any implications for ethnic minority youth and young adults.     

The development of intergroup bias in childhood: how social norms can shape children's racial behaviours

The present research examined the developmental course of racial behaviours in childhood. It tested the hypothesis that White children's expressions of racial prejudice do not necessarily decline in middle childhood due to the development of particular cognitive skills but that instead, as argued by the socio-normative approach, children older than seven will go on expressing prejudiced attitudes under appropriate conditions. This would be explained by the presence of an anti-racism norm, along with the existence of values promoting equal rights, which impede blatant expressions of racism. In the first study 283 White children aged 6-7 and 9-10 years performed a task of resource allocation to White and Black target children in conditions of high (White interviewer was present) or low (White interviewer was absent) salience of the anti-racist norm. The 6- to 7-year-old children discriminated against the Black target in both conditions whereas older children discriminated against the Black child only when the anti-racist norm was not salient. In Study 2, 187 White children aged 6-7 and 9-10 years performed the same resource allocation task in conditions of explicit activation of similarity vs dissimilarity or egalitarian vs merit-based norms regarding race relations. Supporting the hypothesis of the role of racist or anti-racist norms on the expression of intergroup discrimination, results have again shown that 6- to 7-year-old children discriminated against the Black target in both conditions while older children presented significantly different prejudiced/nonprejudiced behaviours consistent with the activated norms. These results were discussed in terms of the need for a reanalysis of the assumptions and research results of the cognitive-developmental theory and of further developments in the socio-normative approach regarding the development of prejudice in childhood.     

Racial/ethnic bullying: Exploring links between bullying and racism in the US workplace

This study examined relations between the incidence of workplace bullying and the everyday experiences of members of ethnic and racial minorities in the American workplace. Particular attention was paid to expressions of bullying that overtly or specifically refer to race or ethnicity, in the form of more or less subtle acts of discrimination and hostile treatment, introducing the term `racial/ethnic bullying.' Participants belonging to four racial/ethnic groups (Asians, African-Americans, Hispanics/Latinos, and whites) responded to a written survey of general and racial/ethnic bullying experiences, responses, and preferred modes and methods of internal organizational redress and dispute resolution. Very different profiles emerged between bullying perpetrated by supervisors/superiors versus co-workers/peers in the organization.     

The transmission of racial attitudes from fathers to sons: a study of blacks and whites

This study examines relationships between racial attitudes of fathers and sons. The sample includes one hundred white fathers and sons and an equal number of black fathers and sons. Three measurements of social distance were undertaken. The fathers indicated their own racial attitudes, while sons indicated their perceptions of their fathers' racial attitudes, as well as their own. The findings indicated that sons of both races perceive their fathers to be more prejudiced than they actually are. There is a relationship between fathers' perceived racial attitudes and sons' attitudes in the white sample, but black fathers appear to have no influence on the racial attitudes of their sons. It appears that adolescents' perception of parental attitudes is more relevant to socialization than actual attitudes. With regard to racial attitudes, black families appear to be less influential in the socialization process.