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1
Wheeler, Jenny, and n/a. "An Australian experience of modern racism: the nature, expression and measurement of racial prejudice, discrimination and stereotypes." University of Canberra. Human & Biomedical Sciences, 2001. http://erl.canberra.edu.au./public/adt-AUC20060427.134111.
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This thesis aimed to investigate the changing nature, expression and
measurement of contemporary racist attitudes, discriminatory behaviours and racial
stereotypes in an Australian context. The first principal aim of this thesis was to
further establish the psychometric properties of the Symbolic Racism Extended Scale
(Fraser & Islam, 1997b). Study 1 revealed good psychometric properties for the
Symbolic Racism Extended Scale as a measure of symbolic (modern) racist attitudes
in Australian populations. The study also found support for incorporating modern
racism items within a 'social issues' questionnaire format to reduce reactivity
concerns associated with self-report measures.
The second principal aim of this thesis (Studies 2 and 3) was to explore the
nature, prevalence and potential sources of contemporary racist attitudes, and
associated discriminatory behaviours, in an Australian context. Study 2 detected a
sizeable proportion of modern racist attitudes in both the University and ACT
Secondary College student samples. The nature of modern racist attitudes in the
population samples maintained clear consistencies with key tenets of contemporary
theories of racial prejudice. Overall the study provided further empirical evidence of
the nature, tenets and potential socio-demographic sources of modern racist attitudes
in Australian populations.
Study 3 explored modern racists' discriminatory behaviours in conditions of
low racial salience. In an employment-hiring task, high and low prejudiced
participants (university undergraduates) revealed significantly different employment
hiring preferences for an Aboriginal applicant. In providing Australian empirical
evidence of modern racists' discriminatory behaviours, the study also discussed
methodological implications for future Australian research investigating the
discriminatory behaviours of modern racists.
The third principal aim of this thesis was to provide further analysis of the
measurement of contemporary racist attitudes, specifically to examine concerns
pertaining to the measurement of racial attitudes through implicit techniques. Implicit
free-response measurement of Australian racial stereotypes in Study 4 revealed that
high and low prejudiced participants (as measured by the SR-E) were equally
knowledgable of the cultural stereotypes of Aboriginals, Asians and immigrants.
Cultural knowledge of the implicit stereotypes was found to be predominantly
independent of prejudicial beliefs, lending support to concerns (Devine, 1989; Devine
& Elliot, 1995) that implicit measures of racial prejudice may actually be measuring
an individual's cultural knowledge of the primed racial group, rather than his or her
prejudicial beliefs.
The fourth principal aim of this thesis was to investigate the content of
Australian racial stereotypes. Study 4 revealed the implicit content of the cultural
stereotypes of Aborigines, Asians and immigrants to be predominantly negative in
nature. In response to the predominantly negative content of the Aboriginal cultural
stereotype, Study 5 investigated whether the recategorising of ingroup boundaries and
disconfirming information, relating to Aboriginal Australians, observed in the recent
Sydney Olympic Games would result in changes to the content of the cultural
stereotype. The study found significant decreases and increases in the negative and
positive traits respectively reported as being part of the cultural stereotype of
Aborigines, two weeks following the Sydney Olympic Games.
Together, the five studies contributed to empirical research on the changing
nature, expression and measurement of contemporary racist attitudes, discriminatory
behaviours and racial stereotypes in Australian populations. A number of theoretical
and practical implications of the present findings for Australian prejudice research are
addressed and discussed. Furthermore, a number of practical recommendations for
future research are identified to further investigate the modern nature of racist attitudes in Australian populations.
2
Scallan, Samantha Anne. "Enlightenment returns to myth : factors influencing the investigation of racist attitudes exhibited by primary school children." Thesis, University of Winchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243268.
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Gill, Isabel, and University of Lethbridge Faculty of Education. "Story and stereotype : aboriginal literature as anti-racist education." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004, 2004. http://hdl.handle.net/10133/220.
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Textbooks newly approved for use in secondary schools in Alberta reflect the belief that not only does literature have the power to change and shape our thinking, but also that the non-White voices of our culture need to be heard if Canada is to become a country which truly welcomes and values cultural diversity. The realization that many high school students in the Crowsnest Pass area of Southern Alberta hold negative stereotypes about Canadian Aboriginal people prompted this study which measured how effective studying literature written mainly by Canadian Aboriginal people is as a means of anti-racist education. Forty-three students in grade 10, 11, and 12, 22 females and 21 males, participated in the study. Both quantitative and qualitative research methods were used. Quantitative data, collected from responses on a gender-specific, six-item social scenarios scale, measured the extent to which students were prejudiced against Aboriginal people as pre- and post-tests. Written responses, field notes, journal entries, and interviews provided qualitative data. Though the quantitative evidence is not statistically significant, students in grades 10 and 12 showed decreased post-test scores, while those in grade 11 increased. Within each grade, individual students showed significant attitude changes. In all grades, female students had significantly lower scores than males, both pre- and post-test, evidence that there are perhaps different stages of moral development in females, as suggested by Belenky, clinchy, Goldberger, and Tarula (1986) and Gilligan (1982), than the male stages identified by Kohlberg (1969, 1981). Qualitative data revealed an increased understanding of Aboriginal issues and student attempts to view the world from a non-White perspective. Central to the study are my efforts to come to terms with my own Whiteness as well as help students understand their own positions of White privilege. This process was an emotional and disturbing experience for us all, yet one that brought growth and engendered
important learning. I remain firmly committed to the need to adopt a strong anti-racist stance (rather than a multicultural one) and address racism directly in the classroom. Though difficult, it is perhaps the most important work that I, or any other teacher, may do.xviii, 163 leaves ; 28 cm.
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COMBS, JESSICA J. "DISCLOSING RACIAL ATTITUDES: A COMPARISON OF HIGH VERSUS LOW APPREHENSIVES AND FACE-TO-FACE VERSUS COMPUTER-MEDIATED COMMUNICATION." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085537777.
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Smith, Timothy B. "Modern Racism: A Cross-Cultural View of Racial and Ethnic Attitudes." DigitalCommons@USU, 1993. https://digitalcommons.usu.edu/etd/6051.
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The study and measurement of attitudes toward racial and ethnic groups are important parts of the field of cross-cultural psychology. The present study examined a theory of racial attitudes, that of symbolic racism, and several demographic variables. The sample population consisted of 575 Caucasians and 122 Far-East Asian college students. Results indicated that Symbolic Racism is a unique theoretical construct, that Caucasian students were less racially biased than their Asian peers, and that group differences in racial attitudes existed across religious affiliation, number of reported interracial friendships, and gender.
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Karlsson, Josefine. "Counteracting racist attitudes and prejudices in the EFL-classroom: : An investigation on the effects of the social environment around the white character Rufus Weylin in the Antebellum South as depicted in Octavia E. Butler’s novel Kindred." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-72016.
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The multicultural classroom is becoming more prominent in Sweden. Students from different cultures and ethnicities meet to learn in the same environment. In a changing society, the need to develop acceptance towards others is more important than ever. Thus, in this essay, post-colonial and social influence theories have been applied to the analysis of Octavia E. Butler’s novel Kindred. This essay argues that by integrating post-colonial literature in the EFL- classroom, students can gain deeper intercultural knowledge and learn to understand the power of the social environment concerning its influential effects on people’s racial attitudes and prejudices.
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Dubriel, Joni G. V. "The Television Portrayals of African Americans and Racial Attitudes." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/communication_theses/3.
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Television often portrays African Americans in unfavorable positions in comparison to Caucasians. Typically these unfavorable depictions reinforce negative stereotypes associated with African Americans. Research indicates that television portrayals can influence people’s attitudes toward one another. A question left unanswered by current research: are mass-mediated images as influential at reversing or counteracting stereotypes as they are at reinforcing them? An experiment with undergraduate students was conducted to investigate the relationship between the positive portrayal of African Americans and subsequent racial attitudes. Participants viewed a video clip with either an African American or Caucasian chairman for the Georgia Division of Public Health. The clip included a still photograph of the chairman and was accompanied by a pre-recorded voice addressing treatments for lung cancer patients. At the beginning of each class, professors showed students the video after which the class lecture proceeded as scheduled. Just before the class ended a researcher entered the class and told students he/she was doing a survey on racial attitudes. Students were then given a questionnaire regarding racial attitudes toward African Americans. Between the time of the video viewing and the completion of the survey, students were not informed that one was related to the other. Subjects also completed an evaluation of the speaker in the video and of the health message.
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Clark, Khaya Delaine. "The development of a racial attitudes index, grades K--3 /." Connect to title online (ProQuest), 2008. http://proquest.umi.com/pqdweb?did=1616787981&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 144-152). Also available in ProQuest, free to University of Oregon users.
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Laghaie, Roya Farzaneh. "The effects of factual information on the attitudes of people toward a given culture : an American and Iranian example." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776631.
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The purpose of this study was to determine if the attitudes of a selected group of American high school students towards a different nation in general and Iranian's in particular would be affected as a result of presenting them with factual information about that culture through the use of audio-visual aids.One hundred and twenty high school students between ages of 13 - 18 who attended Burris Laboratory School in Muncie, IN. were randomly selected and assigned to an experimental and a control group. The number of students who responded to the questionnaire and participated in the study was 77. There were 40 students in the experimental and 37 students in the control group. A new semantic differential scale was developed by the researcher in order to obtain measures of attitude towards Iranians. In order to validate the measurement instrument a pilot study was performed. The study utilized a Posttest- only design.The experimental group received factual information about Iranian culture through a handout and also two series of slide-tape presentations, which were prepared by the investigator. The control group received no treatment. The information on the handout and slides was about Iranian life style, education, religion, art, tribes, industry, clothing, and architecture. The information was intended to be factual rather than political propaganda. Two weeks after the experimental group received the second series of slides the revised semantic differential scale was administered to both control and experimental groups. The data was analyzed by a 2 by 2 by 2 multivariate analysis of variance. The following null hypotheses were tested:1 - There is no significant difference between the means of the experimental and control groups for various outcome factors of the semantic differential scale when considered simultaneously.2 - There is no significant difference between the means of male and female respondents for experimental and control groups for various outcome factors of the semantic differential scale when considered simultaneously. Findings:1- There were no significant multivariate interactions (2 or 3 ways).2- There were no significant sex differences.3- There was a significant treatment difference in a multivariate sense. However the interpretation of the univariates did not permit the attribution of differences to either factor singly. Rather a linear composite of the 2 factors is needed to explain the difference found. Generally these linear composites are not interpretable in a conceptual sense.Conclusion:The results of the study suggest that giving factual information about Iranian culture through use of slide-tape presentation can bring about some change in the attitude of high school students about Iranian people. However the study failed to identify the nature of this change. Further study is needed to identify better the nature of the change as a result of giving factual information.Department of Secondary, Higher, and Foundations of Education
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Yancy, Nina M. "Class along the color line." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:abc1e87b-5984-4ec2-a0d7-cdd0fdb451dd.
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This thesis traces the contours of the Black-White color line in modern America by illuminating how Whites' racialized political behavior varies across local geographic contexts. In a critical reinterpretation of the racial threat hypothesis, I argue that local geography conditions the relationship between Whites' racial orientations and their preferences on policies related to race - but not because Whites are passively threatened in proximity to a Black population. Rather, Whites are active, subjective perceivers of their surroundings who have an interest in maintaining their racial privilege. This conceptual shift not only challenges the assumed neutrality of Whites' vision; it also enables me to identify the range of contextual indicators that Whites might construe as threatening, and the range of White attitudes that are activated as a result. My empirical evidence comes from three case studies. The first two use geocoded survey data to analyze White opinion on welfare spending in 2000, and on affirmative action between 2006 and 2010. The third study draws on in-depth interviews conducted in 2016, exploring an issue related to school desegregation in Louisiana. Each study affirms the core findings of the thesis: Whites' policy preferences are polarized according to racial orientations in settings where race is salient; and a shared White perspective is evident even across polarized attitudes. My findings offer hope, showing that a sign of threat to some Whites may activate racially tolerant behavior in others; as well as reason to restrain our optimism, challenging the assumption that affluent Blacks, unlike the 'undeserving' Black poor, will not be perceived as threatening by Whites. Ultimately, only by recognizing the color line's responsiveness to local geography - and its resilience even as White attitudes liberalize and Black class positions improve - can we understand the line's persistence or the possibility of one day dismantling it.
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McCormick, Regina Ann. "Stereotype Threat and Racial Identity Attitudes." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1123618206.
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Kaufman, Jerrold C. II. "Framing racial inequality reassessing the effect of religion on racial attitudes." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4947.
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Building on previous work on racial attitudes among the religious, this study reassesses the effects of religion on individuals' beliefs about racial inequality. This study relies on recent developments in the sociology of culture, which conceives of culture as a frame through which individuals interpret the world in which they inhabit (Benford and Snow 2000; Harding 2007; Small 2002, 2004). Religion is held to be an important social institution that provides substance to the frames that individuals employ for interpreting racial inequality. Two particular developments from this literature inform this study: first, that individuals can employ different, even contradictory, frames simultaneously, and second, that frames are dynamic processes that can change over time. This study utilizes the General Social Survey from 1985 to 2008 and uses a theoretically informed and improved methodology for assessing beliefs about racial inequality. Three conclusions are drawn: 1) religion continues to play a role in shaping individuals' beliefs about racial inequality, 2) it is important to differentiate between "pure" frames and frames that combine different explanations for racial inequality when understanding the role of religion in forming beliefs about black-white inequality, and 3) frames for racial inequality undergo change over time, though the pattern of change depends upon the frame for racial inequality.ID: 029810438; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 66-69).
M.A.
Masters
Sociology
Sciences
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Vander, Veen Sarah. "Mock jurors' attitudes toward aboriginal defendants: a symbolic racism approach /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2688.
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Christie, Morgan. "THE EFFECTS OF RACIAL SOCIALIZATION ON RACIAL ATTITUDES AND RACIAL IDENTITY STATUSES FOR WHITE AMERICANS." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2407.
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AN ABSTRACT OF THE THESIS OF MORGAN B. CHRISTIE, for the MASTER OF ARTS degree in PSYCHOLOGY, presented on MAY 1, 2018, at Southern Illinois University Carbondale. TITLE: THE EFFECTS OF RACIAL SOCIALIZATION ON RACIAL ATTITUDES AND RACIAL IDENTITY STATUSES FOR WHITE AMERICANS MAJOR PROFESSOR: Dr. Tawanda M. Greer-Medley Racial socialization is an important process that parents engage in with their children. Much of the current research on racial socialization focuses on how this process occurs for people of color. Little is known about the racial socialization processes of White Americans. The current study was designed to address this gap in the literature. The purpose of this study is to test racial socialization as a predictor of racial attitudes and White racial identity statuses among White Americans. It is hypothesized that racial socialization will significantly predict racial attitudes and White racial identity attitudes, respectively. More specifically, it is hypothesized that individuals who engage in more meaningful racial socialization with their parents will have lower levels of social dominance orientation (SDO) and lower levels of color-blind racial attitudes (CoBRA) than individuals who do not engage in racial socialization with their parents. It is also hypothesized that individuals who engage in more meaningful racial socialization with their parents will have achieved higher levels of White racial identity statuses than those who do not engage in racial socialization with their parents. To test the study hypotheses, the current study was conducted in two parts. In Study 1, a measure of perceived ethnic-racial socialization (Hughes & Johnson, 2001) was validated for use with a White sample. In Study 2, participants completed measures of (a) perceived ethnic-racial socialization for both parents and peers (Hughes & Johnson, 2001); (b) social dominance orientation (Ho et al., 2015); (c) color-blind racial attitudes (Neville, Lilly, Lee, Duran, and Browne, 2000); and (d) White racial identity statuses (Helms & Carter, 1990) in order to test the main study hypotheses. In Study 1, Confirmatory Factor Analysis was used to determine the fit of the perceived racial-ethnic socialization measure to the sample and appropriateness of the addition of four items to the measure. The measure was found to be both valid and reliable with the current sample. In Study 2, hierarchical regression analyses were conducted to examine the predictive relationships of parent and peer socialization with racial attitudes and White racial identity statuses. Results from the regression analyses indicated that parent socialization experiences significantly predicted color-blind racial attitudes, as well as the disintegration and reintegration statuses of White racial identity, in a positive direction. Peer socialization, on the other hand, significantly predicted color-blind racial attitudes, as well as the disintegration and reintegration statuses of White racial identity, in a negative direction. These findings suggest that parent and peer socialization experiences are important in the formation of certain racial attitudes and in the achievement of certain White racial identity statuses, but that other factors may be impacting the development of racial attitudes and racial identity for White American adults. Although the main study hypotheses were not fully supported in the current study, the findings of the study are useful in providing insight into the racial socialization experiences of White Americans and hold implications both for future research of White racial socialization and for the counseling process.
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Manns-James, Laura Eileen. "Racial Discrimination, Racial Identity Attitudes, and Obesity Among African American Collegiate Women." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491494674496757.
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Black, Whitney W. "AN EXAMINATION OF RELATIONS AMONG FEAR, GUILT, SELF-COMPASSION, AND MULTICULTURAL ATTITUDES IN WHITE ADULTS." UKnowledge, 2018. https://uknowledge.uky.edu/edp_etds/72.
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Structural racism is often perpetuated by well-intentioned White individuals who passively accept or are unaware of its existence. However, when their perceptions and understanding of the world are challenged through learning about structural racism, White people may experience emotions such as fear, and guilt, which seem to serve either a debilitating or a motivating role in multicultural attitude development. Self-compassion, which is the ability to process distressing emotions without resorting to avoidance of the emotional experience, may help White individuals work through strong negative affect that accompanies an awareness of structural racism and ultimately aid in the development of multicultural attitudes.
This hypothesized model of moderated mediation was tested using a sample of White adults (N = 240; 70.8% women, 26.3% men, 2.9% gender-expansive) who completed an online survey. Awareness of structural racism had a larger positive relationship with White guilt in individuals who endorsed lower levels of self-compassion. For individuals with high levels of self-compassion, more awareness of structural racism was associated with more fear, which in turn was associated with lower multicultural attitudes. For individuals with low levels of self-compassion, more awareness of structural racism was associated with less fear, which in turn was associated with more multicultural attitudes. Contrary to the theoretical model, the indirect effect of awareness of structural racism on multicultural attitudes through White guilt was not moderated by self-compassion. Implications and recommendations for research and practice in the field of counseling psychology are discussed.
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Billups, Christie. "Confronting racism uniting people of diversity /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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Campbell, Santiba D. "Exploring the associations between TRIOS and racial attitudes." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 57 p, 2007. http://proquest.umi.com/pqdweb?did=1251899061&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Glisan, Mary Hornback. "White students' racial attitudes and racial identity development in a liberal arts environment." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618897.
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The purpose of this study was to document the racial attitudes and racial identity development scores of White students in a liberal arts environment. of particular interest was gender differences, classification differences, and Greek/nonGreek affiliation differences. Furthermore, an effort was made to predict the racial attitude and racial identity development scores using self-report biographical variables.;The College of William and Mary, a public liberal arts university was the institution studied for this project. A stratified random sample was obtained of all White students attending the College. Participants completed the White Racial Identity Attitude Survey (WRIAS), the Racial Attitude and Opinion Scale (ATTW), and a personal data sheet.;It was hypothesized that there would be a significant difference in scores between those with a Greek affiliation and those without a Greek affiliation, males and females, and freshmen and seniors. More specifically, Greeks, males and freshmen would score higher on the ATTW and lower on the WRIAS than would nonGreeks, females, and seniors, respectively. This would signify more negative attitudes toward Blacks and a less healthy racial identity.;The results indicated five of the six hypothesis to be supported to a certain extent. Even though the total population reported positive racial attitudes, Greek males and freshmen may need to be provided with additional educational opportunities concerning race to bring them closer to the same level as the other groups.;It was also concluded that colleges need to address the issue of race and racism. High scores on the lowest stage of the racial identity development model indicated that respondents were naive about the topic of race in general.
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Faraon, Montathar. "Birth order effects on attitudes: a pilot study." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-11627.
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Does birth order influence our attitudes? The present study examined the effects of birth order on attitudes toward climate change and racism. Three hundred and two par- ticipants from two American universities completed a questionnaire about climate change, family constellation, and racism. The results showed initially no significant correlations but after controlling for gender, age, sibship size, parent’s education, and conflict with parents the results showed that lastborns had significantly higher racial prejudice than only children and firstborns. Moreover, the results showed that gender and age influenced our attitudes. For the former, men were less concerned about cli- mate change and had a higher racial prejudice toward immigration compared to women. For the latter, the older we become, the less conservative attitudes we will hold.
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Campbell, Gordon. "The Role of Implicit Racial Attitudes and Universal Orientation in Cross-Racial Face Recognition." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/622.
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The "other-race" effect refers to the common observation that individuals are better at remembering faces of their own race than faces of another race. The relevance of the "other-race" effect to social interaction between people of different races and eyewitness identification of criminal suspects has spurred much research into uncovering the nature of the asymmetry between recognition of own- and otherrace faces. So far, however, many attempts to consistently demonstrate factors that contribute to the "other-race" effect have failed. One of the factors that may play a role in the "other-race" effect, but has yet to be shown to do so empirically, is racial attitudes. Past research attempting to link racial attitudes to cross-race face recognition has mainly used explicit measures of racial attitudes. The goal of the current study was to find out if explicit racial attitudes, implicit racial attitudes, and a personal social outlook of "inclusiveness" relate to the "other-race" effect. White participants completed explicit attitudes measures, a measure of "inclusiveness," the Bona Fide Pipeline procedure (Fazio, Jackson, Dunton, & Williams, 1995), and a short priming task designed to assess racial attitudes. Explicit racial attitudes were found to relate to the "other-race" effect in a nonlinear manner. Implicit racial attitudes measured by the Bona Fide pipeline did not relate to the "other-race" effect, but implicit racial attitudes measured by the short priming task related to cross-race face recognition in a linear manner. Scores from the measure of "inclusiveness" as a social outlook did not relate to the "other-race" effect. Implications for research on the "other-race" effect and the Bona Fide Pipeline procedure are discussed.
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Davis, Yolanda Alexander. "The Parasocial Contact Hypothesis: Implications for Changing Racial Attitudes." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211940916.
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Christie, Morgan B. "EXAMINING THE ASSOCIATIONS BETWEEN RACIAL IDENTITY AND RACIAL ATTITUDES FOR WHITE AMERICANS USING CLUSTER ANALYSIS." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1954.
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Few researchers have examined the contributing factors to racial identity development for White Americans. In order to better understand White racial identity development, the current study was designed to use Helms’s (1990) theory of White racial identity development to examine the associations between racial attitudes and status profiles of White racial identity, with particular interest in color-blind racial attitudes (i.e., the belief that race is a non-issue in modern society) and belief in a just world (i.e., the view that the world is fair and just). To gain further insight into profiles of White racial identity, additional social attitudes were included in the analyses, including social dominance orientation and internal and external motivation to avoid prejudice, as well as demographic variables. A sample of 350 White American adults recruited from Amazon’s MTurk completed measures of racial identity, racial attitudes, social desirability, and demographic information. K means cluster analyses were conducted to create five status profiles of White identity. Among all study variables, cluster group membership was primarily defined by color-blind racial attitudes, social dominance orientation, and age. Results revealed color-blind racial attitudes were the strongest variables across all five clusters, even those in which the primary racial identity status was autonomy. Belief in a just world, on the other hand, did not appear to be a prominent factor in determining cluster membership in the current study. These results pointed to implications for both research and theory on White racial identity statuses, given that participants who were autonomous were also high in color-blind racial attitudes, which is inconsistent with current conceptualizations of the autonomy ego status. The results indicated the possibility of an ego status prior to autonomy and hold implications for identifying additional statuses of White racial identity within Helms’s (1990) model. The study results hold further implications for future research in the exploration of connections between White racial identity and multicultural counseling competence.
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McShine, Marcelle Leontine. "Differences in racial attitudes related to cognitive maturity in black children." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26058.
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Research has shown that young minority children often like other racial groups as much or more than their own-group, while young majority children express dislike for children of other racial groups and prefer children who are similar to themselves in race and language. As majority children grow older, their tolerance for children of other races increases, in part, because of changes in cognitive level.The study investigated the pattern of development of attitudes associated with cognitive maturity among a group of black children. Measures of racial attitudes and preferences were related to cognitive maturity as assessed by measures of conservation but were not related to the racial constancy task. The attainment of more mature racial cognitions did not lead to the expected changes in attitudes and preference. This would suggest that the relationship between racial bias and racial identity constancy was more complex than had been hypothesized.
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Ramsay, Lourina. "Investigating third year medical students' racial and mental health attitudes." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/18513/.
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Objective: To develop a current understanding of the differences in how physicians communicate with Black and Minority Ethnic (BME) patients in comparison to non-BME patients. Methods: Systematic searches of electronic databases and references lists were performed. Data from the included studies were extracted in line with the review’s aims, and the studies’ quality was assessed using a standardised criteria. Results: Sixteen studies were included. The results indicated that physicians communicated differently with BME patients compared to non-BME patients as a consequence of patients’ race. Physicians were found to show less participative and affective behaviours towards BME patients and black patients received more information giving behaviours than other ethnicities. Additionally, BME patients displayed less conversational behaviours in comparison to non-BME patients. Studies have also begun to relate other culture related variables to communication but their relationship was less established. Conclusion: While physicians’ communication behaviours varied across patients’ race, there still continues to remain a gap in relation to the literature base being able to sufficiently explain, (a) how race exerts its effect on physician communication and (b) what other variables can account for the differences in physicians’ communication. This gap may reflect the complexity of communication and the measures used. The review firstly reinforces the need for a diverse workforce and the necessity to incorporate affective dimensions of communication in physicians’ cultural communication training, and secondly, calls for future research to expand explanations beyond patients’ race.
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Heineman, Carolyn J. "The relationship between perceived mutuality and attitudes of sexism, racism, and heterosexism : searching for a common factor." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263892.
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Relational/Cultural theory (aka Stone Center Theory; Jordan, Kaplan, Miller, Stiver, & Surrey, 1991) has suggested that mutuality is a bidirectional interpersonal process in which both parties hold empathic consideration for the other, value and encourage the differentness of the other, and have the ability and willingness to impact and be impacted by the other. Separately, attitudes of sexism, racism, and heterosexism have been defined as involving interpersonal attitudes and interaction that are distinctly defined by a lack of empathic consideration, the devaluing of difference and an unwillingness to be impacted. This seemingly inverse relationship leads to speculation about how the absence of mutuality may be an underlying requirement to the maintenance of sexism, racism, and heterosexism.Canonical correlation was used to identify the simple and compound relationships between two predictor variables (mutuality) and six criterion variables (social attitudes). The mutuality variables were assessed using the Mutual Psychological Development Questionnaire (Genero, Miller, & Surrey, 1992), and the attitude variables were assessed using the Ambivalent Sexism Inventory (Glick & Fiske, 1996), the Pro-Black/Anti-Black scale (Katz & Hass, 1988), and the Attitudes Towards Lesbians and Gay Men scale (Herek, 1988). Participants were 310 White, heterosexual, women and men undergraduate students at a large midwestern university.A pattern of perceived mutuality in relationships was identified and was found to be related to a mixed pattern of prejudicial attitudes. The expression of perceived mutuality in two types of relationships formed a unipolar pattern. A bipolar pattern of attitudes was characterized by (a) less prejudice towards Blacks, (b) less sympathy towards the condition of Blacks, (c) less prejudice towards gay men, (d) greater sexism towards women, and (e) greater prejudice towards lesbians.Gender roles and values-based Ambivalent Racism Theory (Katz & Hass, 1988) were used to explain the results. The study upheld previous research findings that women express less prejudicial attitudes than do men, and that those who express negative attitudes toward one out-group tend to express negative attitudes towards multiple targets.The results indicate that there is sufficient evidence to retain the concept of a mutual relational orientation as a necessary but insufficient underlying dynamic across multiple forms of oppression.College of ArchitectureDepartment of Counseling Psychology and Guidance Services
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Walton, Jaima Elizabeth. "Reducing Implicit Racial Attitudes in Children: Evaluating the Effectiveness of an Evaluative Conditioning Procedure." Xavier University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1395308794.
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Chang, Li-chun. "The development of racial attitudes and self-concepts of Taiwanese preschoolers /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Sharpe, Tanzeah Shanae Robinson. "Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1427803027.
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Sacco, Airi Macias. "Orgulho e preconceito : o desenvolvimento de atitudes raciais implícitas e explícitas em crianças de Porto Alegre e Salvador." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/134432.
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O objetivo geral desta tese, composta por um artigo teórico e três empíricos, foi investigar o desenvolvimento de atitudes raciais em crianças. O primeiro estudo foi uma revisão sistemática de estudos da Psicologia brasileira sobre preconceito racial. O segundo envolveu a criação e validação de um banco de estímulos para utilização em pesquisas científicas, o BICMulticor. O terceiro utilizou medidas implícitas (Priming Avaliativo e Teste de Associação Implícita) e explícitas de atitude para avaliar o desenvolvimento de atitudes raciais em crianças brancas, pardas e pretas de Porto Alegre e Salvador. Participaram 542 crianças, de seis a 14 anos de idade. Foram encontradas diferenças nas atitudes implícitas entre os grupos raciais e também entre as duas cidades avaliadas. O quarto foi um estudo sobre as diferenças de categorização racial entre baianos, gaúchos e norte-americanos. A categorização racial sofreu forte influência contextual e foi semelhante na Bahia e nos Estados Unidos.This dissertation, composed by one theoretical and three empirical papers, aimed to investigate the development of race attitudes in children. The first study was a systematic review of Brazilian psychological studies on racial prejudice. The second one involved the development and validation of a set of children’s portraits to be used as stimuli on scientific research, the BIC-Multicor. The third one used implicit (Evaluative Priming and the Implicit Association Test) and explicit measures of attitude to investigate the development of race attitudes in White, Pardo and Black children (N = 542), aged six to 14, from Porto Alegre and Salvador. Implicit attitudes were different between cities and also between racial groups. The forth study assessed differences in racial categorization in Bahia, Rio Grande do Sul and the United States. Racial categorization was influenced by context and similar results were found between participants from Bahia and the US.
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PORTER, CORNELIA PAULINE. "SOCIALIZATION, BLACK SCHOOL-AGE CHILDREN AND THE COLOR CASTE HIERARCHY (SOCIAL COGNITION, PSYCHOLOGY, NURSING)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188010.
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The purpose of the descriptive research was to investigate the relationship between an adherence to the Black community's belief and value system about Black skin tones and Black school-age children's skin tone preferences and perceptions of occupational life opportunities. Six Black skin tones were scaled via Thurstone's method of paired comparisons and the law of comparative judgment. The result was an interval level Skin Tone Scale on which the skin tones were positioned from most to least preferred by the children. The most preferred skin tones ranged from medium to honey brown. The least preferred were the extreme tones of very light yellow and very dark brown. Data collection was accomplished with the Porter Skin Tone Connotation Scale (PSTCS). The instrument was constructed from the forced choice preference paradigm. Data were obtained from a volunteer sample of 98 Black school-age children who resided in a city in Arizona. Data collection and analyses were constructed to test two hypotheses: (1) Black school-age children's skin tone classifications for differential status occupations will be related to gender, age, and perception of own skin tone as indexed by the skin tone values of the Skin Tone Scale, and (2) with increasing age, Black school-age children's skin tone preferences will be more systematically related to the skin tone values of the Skin Tone Scale. Testing of the first hypothesis with multiple regression indicated that the independent variables did not account for enough variance to support the hypothesis. Analysis of the second hypothesis with coefficient gamma suggested a trend toward more systematic agreement with the Skin Tone Scale with increasing age. Results of the first hypothesis were discussed in relation to composition of the sample, gender differences, the achievement value of the Black sociocultural system, and these Black children's lived experience. Results of the second hypothesis reflected those from similar investigations conducted in the 1940s. The results suggested Black children still most prefer brown skin tones and least prefer extreme light and dark skin tones. Black children's preferences for Black skin tones have not altered in approximately forty years.
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Zionts, Laura T. "Young Children's Attitudes Regarding Ethnicity and Disability." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278337/.
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The purpose of this study was to examine the social perceptions of young children with disabilities and young children of color. Further, an attempt was made to determine whether differential rates of acceptance were experienced by either group, or by the group of children who were of color and also had a disability within integrated classrooms. Young children (age 5.0 through 6.11) were studied in intact groups (N=120) from child care centers in the Texas counties of Denton and Dallas. Three measures of social perceptions were implemented: (a) a forced choice (multiple alternative) technique using dolls of a variety of ethnicities and ability statuses in which children must select dolls they feel represent a list of positive and negative attributes; (b) social distance theory as measured by children's artwork; (c) a sociometric rating. The results of this study showed significant areas (p< 05) of stereotype and bias in the perceptions of young children toward ethnicity, disability and gender. Implications for further research into the efficacy of multicultural and anti-bias education programs is recommended.
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Willie, Malaun N. "A Q study of the effect of racial culture on the decision-making attitudes of public relations managers." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285583.
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The purpose of this Q study was to learn the racial culture attitudes of public relations managers in charge of making decision for recruiting, hiring, communicating internally, managing clients.Twenty-one public relations managers from midwestern states: Illinois, Wisconsin, Minnesota, Michigan, Indiana, and Missouri sorted Q statements according to their philosophical beliefs concerning racial diversity in the workplace. In analyzing the Q sorts, three viewpoints were revealed; Color Blind Managers, Politically Correct Managers, and Diversity Managers."Color Blind Managers" believed that everyone should be treated equally, with no special treatment or laws that would give more help to one race over another. "Politically Correct Managers" believed equal opportunity laws and policies were discriminatory and unfair; yet conformed to orthodox liberal opinions which were sensitive to racial causes. "Diversity Managers" understood the importance of incorporating diverse cultures into everyday decision-making and still felt equal opportunity laws were needed to help society become color blind.All three factors supported equal opportunity for all individuals, but the means to creating diversity and equal opportunities were different across the factors.Department of Journalism
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Ferguson, Debbie Elizabeth. "White racial identity and social work practice." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=78182.
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A most deafening silence is the effect created by the omission of Whiteness from racial discourses. Those within the social work profession, who seek to eradicate racism have for the most part, restricted their analyses to dissecting and defining the racial "Other". This has perhaps unwittingly implied an acceptance of "Whiteness" as an all-powerful, unnamed normality, exempted from the requirement of definition. This examination of White racial identity is an attempt to engage in a discussion of a different sort---exploring racism at its source. Those actively involved in the practice and/or study of Social Work in Montreal (Quebec) were asked to contemplate the meaning of "Whiteness" in society and in their own lives. Their interpretations were aligned with social and cultural interpretations, as well as my own interpretations. This study illustrates that, in spite of its elusive nature, Whiteness does indeed have very powerful meanings for those who have access to this racial category, those excluded, and the society in which we live.
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Tompkins, Kyla Jean. ""Are We Building Biking Solidarity": Gendered, Racial, and Spatial Barriers to Bicycling in Portland, Oregon." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3834.
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Although Portland, Oregon is widely regarded as a "bike friendly" city, its bike equity remains in question. This thesis explores the barriers to biking that women and people of color face in Portland. This research uses feminist geography scholarship to understand how cycling spaces are unequal for marginalized cyclists. Using data from 28 in-depth, semi-structured interviews with infrequent and marginalized cyclists, I found that gender and race inequalities shape their barriers to biking. A hegemonic white, elite, and masculine bike culture controls the domination of cycling spaces. Women's gendered spatial inequalities are shaped by their childrearing demands, geography of fear, and street harassment. Cyclists of color experience a fear of public space due to racial profiling and police violence, and racial spatial inequalities are shaped by Portland's historic and racist city planning that gentrifies and displaces residents of color. Furthermore, intersectional inequalities of gender, race, and class, emerge and illustrate how cycling spaces are built to be unequal. These findings suggest that spatial inequalities in the urban landscape are pervasive in multiple spaces such as bike lanes, and that more research and policy is needed to increase ridership among women and people of color.
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Chaney, Nichole M. "Designing an Interactive Experience to Facilitate Conversations, Create Empathy and Change Attitudes on Race." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin162316948408367.
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Dean, Suzanne L. "How Openness to Experience and Prejudicial Attitudes Shape Diversity Training Outcomes." Wright State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=wright1216847672.
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Northcutt, Miriam J. "Re-Visiting the Contact Hypothesis: College Students' Attitudes and Patterns of Interaction." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1131651056.
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Simpson, Amber M. "The relationship between racial identity and attitudes towards seeking professional psychological help /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1273120431&sid=17&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Lawrence, Christine M. "Racial and maternal influences on preadolescent females eating attitudes and body image /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841315.
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Dagut, Simon Graham. "Racial attitudes among British settlers in South Africa c.1850 - c.1895." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627404.
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Cooper, LaDonna S. "Racial Attitudes in the Workplace Among Age Groups of African American Women." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5690.
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Limited research exists on the impact of racial attitudes upon varying age groups of African American women in the workplace. The factors of conformity, dissonance, resistance, and internalization among African American women of accumulated negative experiences may affect their performance in the workplace. The purpose of this comparative descriptive quantitative study was to use the PRIAS and OCB scales to examine the impact of generational status and racial attitudes on organizational citizenship behavior in a sample of African American women. The study was guided by the theoretical framework of Ajzen's theory of planned behavior. Participants in the study consisted of individuals in Generation Y (aged 21-34), Generation X (aged 35-49), and the Baby Boomer generation (aged 50-64). Two survey instruments guided this study: the People of Color Racial Identity Attitude Scale (PRIAS) and the Organizational Citizenship Behavior Checklist (OCB-C). MANOVA and multiple regression were the statistical data analysis procedures that provided results for the 2 research questions guiding this study. The results showed statistically significant differences in racial attitudes among varying age groups of African American women in the workplace; Baby Boomers scored highest across the measures and Generation X scored lowest. Key themes related to this study were racial attitudes, self-identity, self-efficacy, racial bias, and stress-related issues. Organizations that have a limited minority workplace population will benefit from this study because workplace productivity can increase through positive interventions, awareness, and advocacy for positive change.
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Bronder, Ellen Cecelia. "AN INTERVENTION TO REDUCE COLOR-BLIND RACIAL ATTITUDES IN WHITE COLLEGE STUDENTS." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1468840593.
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Garth, Melissa Speck. "Racial Attitude Priming and Effectiveness of a "Black Rage" Defense." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539626008.
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Brevard, Joshua. "The Seeds of Mistrust: The Relationship between Perceived Racism, HIV Conspiracy Theories and HIV Testing Attitudes." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3030.
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Although the number of HIV infected peaked in the late 1980’s, HIV remains a major concern within the African American community (CDC, 2008). African Americans are disproportionately affected, comprising 14% of the U.S. population but representing 44% of new HIV infections in 2009 (CDC, 2011). It is vital to identify barriers to positive health behaviors like consistent condom use and HIV testing. This study focus on factors impacting attitudes towards HIV testing, including mistrust of the healthcare system, measured by support for HIV conspiracy theories (Thomas & Quinn, 1991). It also examined the prevalence of HIV conspiracy beliefs among African American college students, along with their perceptions of racism. The first goal of this study was to determine if perceived racism and HIV conspiracy theories are predictors of HIV testing attitudes. The second goal was to examine if perceived racism moderates the relationship between conspiracy beliefs and HIV testing attitudes. The findings indicated that higher levels of HIV conspiracy beliefs were associated with more negative attitudes towards HIV testing. The association between perceived racism and testing attitudes was marginally significant, while the interaction between perceived racism and testing was not significant. Implications for research and HIV interventions are discussed.
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Howard, Philip 1964. "What racism? : an exploration of ideological common sense justifications of racism among educators in Quebec English-language education." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33905.
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This study starts with the observation that Canadians un-self-consciously tend to understate, or fail to recognize, the existence and extent of anti-Black racism in Canada. Canadians also claim that racism is much worse in the United States. Using extensive excerpts from in-depth interviews with Black and White educators in the Quebec English-language school system, the study examines ideological common sense arguments that legitimize, or else, argue away Canadian anti-Black racism. The study also documents the participants' accounts of racism and its effects.The study exposes arguments used to deny and justify racism, and discusses the disparate understandings of race-related concepts that make it difficult for dominant and oppressed racial groups to see eye-to-eye. The author then uses the findings of the study to answer and critique a 1998 article by S. Davies and N. Guppy that challenges the claim that there is anti-Black racism in Canadian education.
The final chapter of the study suggests that the American literature on race is more relevant to the Canadian context than is often acknowledged. It suggests that anti-racist education in Canada has less to do with "giving teachers...strategies" for passing on "tolerance to the next generation" than with teaching teachers to examine their own assumptions. The author recommends that Canadian education be examined through a Critical Race Theory approach, which centers race.
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Hayashi, Miyako Jun-ko. "The Effects of Positive Illusions on Perceived Racism." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5088.
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This study investigated the effects of selfesteem, controllability, and optimism, the constructs inherent in positive illusions, on perceived racism. The perceived racism scale in this study was found to contain two dimensions, Equal Opportunity (EO) racism and Authority (AUT) racism. Thirty-seven AfricanAmerican, 64 Asian-American and 100 White-American students at Portland States University {101 females, 100 males and mean age of 25 years) served as subjects. The findings revealed that both African- and AsianAmerican students perceived a racist atmosphere from peer students {EO racism) significantly higher than did the White-American students. However, only AfricanAmerican students perceived greater racism from faculty members (AUT racism) than the White-American students. None of the illusions had an effect on perceived EO racism. However, all types of illusions (self-esteem, controllability and optimism) had a significant effect on perceived racism from faculty members {AUT racism). Higher perception of AUT racism was correlated with less self-esteem(~= -.089, R = .12), less controllability(~= -.319, R < .001), and less optimism (~ = -.144, R = .03). The results of this study support empirical evidence showing that the illusions, especially controllability, change individuals in how they perceive racism when the racism is practiced by authorities.
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Johnson, Mary B. "Supervisor race, trainee gender, racial identity, and perception of supervision." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036815.
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Counselor supervision has been examined in many ways; from the angle of the supervisor, the supervisee, and the supervisory dyad. An area that has not been researched as solidly is that of the effect of supervisor race and gender on White trainees' perceptions of supervision. The present study was designed to examine those variables. The independent variables included supervisor race (Black female or White female), trainee gender, and trainees' levels of White racial identity. Dependent variables included perceptions of supervisor expertness, attractiveness, and trustworthiness, and supportive supervisory behavior and evaluative supervisory behavior scores on the Expectations for Supervisor Behaviors Questionnaire. The expectation was that supervisor race, trainee gender, and trainee's level of White racial identity would serve as predictors of perceptions of supervisors and their behaviors.Participants were 50 Caucasian masters level counseling and counselor education students at two Midwestern universities who volunteered for the study. Caucasian female research assistants were utilized to collect the data. Trainees were provided with one of two biographical sketches describing a hypothetical female supervisor; the information in each sketch was identical except for race (Black female or White female). Trainees then listened to a short audiotape of a simulatedsupervision session. Finally, they completed the following surveys: the Supervisor Rating Form (short version), Expectations of Supervisor Behaviors questionnaire, the White Racial Identity Scale, and an author-generated demographic sheet.A canonical correlation was performed to answer the major hypotheses of this study. The results indicated that supervisor race and two subscales of White racial identity, Disintegration and Autonomy, were significant predictors of perceptions of supervisor attractiveness and evaluative supervisory behaviors. Of five canonical roots calculated, this was the only one that was significant.A oneway MANOVA was also computed to test the significance of the supervisor race. The results indicated that the Black supervisor received higher scores on both the supportive and evaluative supervisory behavior subscales than did the White supervisor. Finally, only two other trends were noted. First, female trainees scored both supervisors significantly higher than did male trainees on perceived expertness, attractiveness, and trustworthiness. Second, male trainees scored the Black supervisor significantly lower than the White supervisor on perceived expertness, attractiveness, and trustworthiness.The significance of these findings for research and practice, and the limitations of the present study are discussed in the last chapter of this dissertation.60Department of Counseling Psychology and Guidance Services
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Veeramani, Viloshanakumaran. "PERCEPTIONS OF MICROAGGRESSIONS AND COLOR-BLIND RACIAL ATTITUDES: INDIVIDUAL DIFFERENCES IN ASSESSING ACTION WITHIN INTERRACIAL INTERACTIONS." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2475.
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The current study examined the differences in perceptions of three types of microaggressions experienced by African Americans and Latino Americans. Additionally, this study addressed how the coping mechanism of confrontation may be perceived depending on the level of the microaggression. Finally, colorblind attitudes were examined as an individual difference variable in predicting responses to microaggressions. The study used a 2 (target ethnicity: African American and Latino American) x 3 (types of microaggression: microassault, microinsult, and microinvalidation) between subjects design. A sample of 304 White participants was obtained via MTurk. Participants first read a vignette showing an interaction between a White supervisor and a subordinate of color (African American or Latino American). After reading the vignette, participants were asked to complete the Microaggression Perception Scale, a course of action scale to assess their perception of what the target should have done after the microaggressive incident, the Color-Blind Racial Attitude Scale (COBRA), and a demographic survey. The data were analyzed using MANOVA and regression analyses and the results indicated five major findings. First, White participants were found to be able to perceive microaggressions as having occurred as they became more blatant (from microinvalidation to microinsult to microassault). Second, there were no significant differences in their perceptions of the types of microaggression between the African American and Latino American targets. However, they perceived microinvalidation when it occurred for the White target more clearly than they did the microinvalidation for the African American target. Third, color-blind racial attitudes were related to White individuals’ perception of microinsults and microassaults, but not microinvalidation, indicating those who identified more strongly with the colorblind racial attitude were less likely to perceive the microaggression as being biased even when the microaggression was blatant. Fourth, participants also recommended that individuals of color should take more drastic action for microassault and less drastic action for microinvalidation. This suggested that the microassaults were perceived as not acceptable behavior and that these behaviors should be reported in writing to upper administration in the organization. Finally, color-blind racial attitudes moderated the relationship between the perceptions of microinvalidations and microassaults, and the course of action to deal with aggression. Implications of the study are further discussed.
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Agwu, Chinaka. "Acculturation and Racial Identity Attitudes: An Investigation of First and Second Generation Ibos." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1885424011&sid=7&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (M.S.Ed.)--Southern Illinois University Carbondale, 2009."Department of Educational Psychology and Special Education." Includes bibliographical references (p. 103-109). Also available online.