Racial Prejudice Predicts Less Desire to Learn About White Privilege

2017 ◽  
Vol 48 (5) ◽  
pp. 310-319 ◽  
Author(s):  
John G. Conway ◽  
Nikolette P. Lipsey ◽  
Gabrielle Pogge ◽  
Kate A. Ratliff
Keyword(s):  
White Privilege ◽  
Racial Prejudice ◽  
Affective Responses ◽  
White People ◽  
Total N ◽  
Desire To Change

Abstract. White people often experience unpleasant emotions in response to learning about White privilege ( Phillips & Lowery, 2015 ; Pinterits, Poteat, & Spanierman, 2009 ). Two studies (total N = 1,310) examined how race attitudes relate to White people’s desires to avoid or learn information about White privilege. White participants completed measures of their race attitudes, desire to change White privilege, and their desire to avoid learning information about White privilege. Study 1 showed that participants who preferred their racial in-group reported less desire to change White privilege and greater desire to avoid learning information about White privilege. Inconsistent with expectations, Study 2 showed that participants who anticipated negative affective responses to learning about White privilege reported greater desire to change White privilege.

scholarly journals Reducing Implicit Racial Preferences: I. A Comparative Investigation of 17 Interventions

2016 ◽  
Author(s):  
Calvin K Lai ◽  
Maddalena Marini ◽  
Steven A. Lehr ◽  
Carlo Cerruti ◽  
Jiyun Elizabeth L. Shin ◽  
...  
Keyword(s):  
Positive Emotion ◽  
Black People ◽  
Relative Effectiveness ◽  
Comparative Investigation ◽  
Racial Prejudice ◽  
The Other ◽  
White People ◽  
Total N ◽  
Racial Preferences ◽  
Implicit Preferences

Many methods for reducing implicit prejudice have been identified, but little is known about their relative effectiveness. We held a research contest to experimentally compare interventions for reducing the expression of implicit racial prejudice. Teams submitted seventeen interventions that were tested an average of 3.70 times each in four studies (total N = 17,021), with rules for revising interventions between studies. Eight of seventeen interventions were effective at reducing implicit preferences for Whites compared to Blacks, particularly ones that provided experience with counterstereotypical exemplars, used evaluative conditioning methods, and provided strategies to override biases. The other nine interventions were ineffective, particularly ones that engaged participants with others’ perspectives, asked participants to consider egalitarian values, or induced a positive emotion. The most potent interventions were ones that invoked high self-involvement or linked Black people with positivity and White people with negativity. No intervention consistently reduced explicit racial preferences. Furthermore, intervention effectiveness only weakly extended to implicit preferences for Asians and Hispanics.

scholarly journals Making Whiteness Visible and Felt in Fairview

Humanities ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 81
Author(s):  
Michael Pearce
Keyword(s):  
Public Sphere ◽  
White Privilege ◽  
Political Context ◽  
White People ◽  
The Public ◽  
Black Lives Matter ◽  
Audience Responses ◽  
The Public Sphere

In this article I analyse how Jackie Sibblies Drury’s play Fairview makes white audience members feel white. As a play that exposes whiteness and calls white people to account for their racism, Fairview speaks to contemporary global antiracist activism efforts. Therefore, I begin by situating Fairview in the transatlantic cultural and political context of Black Lives Matter. I then discuss the theatrical devices Drury employs in Fairview in order to make whiteness felt before going on to analyse a range of white audience responses to the production at London’s Young Vic Theatre in 2019/2020. I reflect on these responses in relation to how white people react to accusations of white privilege and power in the public sphere and identify shared strategies for sustaining whiteness. In conclusion, I consider Fairview as a model of affective antiracist activism.

Officers, Servants, and Race

2018 ◽  
pp. 83-105
Author(s):  
Kristopher A. Teters
Keyword(s):  
Black Men ◽  
Racial Attitudes ◽  
Black People ◽  
Black Population ◽  
Racial Prejudice ◽  
Information Resources ◽  
Union Army ◽  
White People ◽  
Men And Women ◽  
Individual Level

While many western Union officers came to support emancipation and even the enlistment of black troops, their racial attitudes changed very little. On the whole, officers continued to view black people as inferior, exotic, incapable, and even subhuman. Interactions with former slaves reinforced racial stereotypes. This intense prejudice was especially prominent in the Midwest where there were many discriminatory laws. Freeing the slaves, which many officers only supported as a practical necessity to win the war, was very different from seeing black people as anything close to equal with white people. But experiences with black men and women, particularly servants with whom Federals formed long-lasting personal bonds, often tempered racial prejudices on an individual level. Black men and women who assisted the Union army by providing information, resources, and aid in dangerous circumstances also won positive comments from officers. This softening of racial attitudes, however, almost never extended to the black population as a whole, and even ardent supporters of emancipation showed little sympathy for expanding black rights. The Civil War had eliminated slavery but had hardly solved the problem of racial prejudice.

scholarly journals Pedagogies of Race: The Politics of Whiteness in an African American Studies Course

2011 ◽  
Vol 34 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Regina V. Jones
Keyword(s):  
White Students ◽  
White Privilege ◽  
Primary Role ◽  
Race And Racism ◽  
White People ◽  
Race And Gender ◽  
Black And White ◽  
Historical Texts ◽  
And Gender ◽  
American Society

This paper evaluates students' arguments for a color-blind society to avoid discussions related to the continued existence of racism in USA culture. Relatedly, this writer finds that as an black woman her status as facilitator in the classroom is directly challenged, on occasion, and that race and gender play a primary role in students' perception of classroom material and how she is perceived. Classroom discussions related to historical texts reveal that structures of domination have slanted perception of black and white people in U.S. culture. Finally, a key to open dialogue about race and racism, primarily for white students, is to explain and demonstrate the invisibility of whiteness or white privilege in American society.

Critical Whiteness Studies

2016 ◽  
Author(s):  
Barbara Applebaum
Keyword(s):  
White Privilege ◽  
White Supremacy ◽  
The United States ◽  
Whiteness Studies ◽  
Critical Study ◽  
White People ◽  
Critical Whiteness Studies ◽  
Academic Field ◽  
Critical Whiteness ◽  
Black President

In 1903, standing at the dawn of the 20th century, W. E. B. Du Bois wrote that the color line is the defining characteristic of American society. Well into the 21st century, Du Bois’s prescience sadly still rings true. Even when a society is built on a commitment to equality, and even with the election of its first black president, the United States has been unsuccessful in bringing about an end to the rampant and violent effects of racism, as numerous acts of racial violence in the media have shown. For generations, scholars of color, among them Ralph Ellison, James Baldwin, and Franz Fanon, have maintained that whiteness lies at the center of the problem of racism. It is only relatively recently that the critical study of whiteness has become an academic field, committed to disrupting racism by problematizing whiteness as a corrective to the traditional exclusive focus on the racialized “other.” Critical Whiteness Studies (CWS) is a growing field of scholarship whose aim is to reveal the invisible structures that produce and reproduce white supremacy and privilege. CWS presumes a certain conception of racism that is connected to white supremacy. In advancing the importance of vigilance among white people, CWS examines the meaning of white privilege and white privilege pedagogy, as well as how white privilege is connected to complicity in racism. Unless white people learn to acknowledge, rather than deny, how whites are complicit in racism, and until white people develop an awareness that critically questions the frames of truth and conceptions of the “good” through which they understand their social world, Du Bois’s insight will continue to ring true.

`White privilege': A mild critique1

2008 ◽  
Vol 6 (3) ◽  
pp. 309-321 ◽  
Author(s):  
Lawrence Blum
Keyword(s):  
Health Education ◽  
Ethnic Differences ◽  
Racial Disparity ◽  
White Privilege ◽  
Philosophy Of Education ◽  
Racial Groups ◽  
Racial Justice ◽  
White People ◽  
Unjust Enrichment ◽  
Normative Foundations

White privilege analysis has been influential in philosophy of education. I offer some mild criticisms of this largely salutary direction — its inadequate exploration of its own normative foundations, and failure to distinguish between `spared injustice', `unjust enrichment' and `non-injustice-related' privileges; its inadequate exploration of the actual structures of racial disparity in different domains (health, education, wealth); its tendency to deny or downplay differences in the historical and current experiences of the major racial groups; its failure to recognize important ethnic differences within racial groups; and its overly narrow implied political project that omits many ways that White people can contribute meaningfully to the cause of racial justice.

Naming is framing: The framing effect of technology name on public attitude toward automated vehicles

2021 ◽  
pp. 096366252098780
Author(s):  
Peng Liu ◽  
Qingqing Fei ◽  
Jinting Liu ◽  
Jianqiang Wang
Keyword(s):  
Behavioral Intention ◽  
Public Discourse ◽  
Behavioral Responses ◽  
Framing Effect ◽  
Affective Responses ◽  
Automated Driving ◽  
Total N ◽  
Perceived Benefit ◽  
Practical Implications ◽  
Benefit And Risk

Vehicles with automated driving systems are called by many names, which are used interchangeably in public discourse, with different and at times misleading meanings. In two studies (total N = 908), we examined the naming effects on people’s cognitive (perceived benefit and risk), affective (negative and positive affect), and behavioral responses (behavioral intention) to and trust in these vehicles in the Chinese context. Study 1 considered four names (intelligent, automated, autonomous, and driverless vehicles). Study 2 presented an identical description of vehicles with full automation and considered their five names (fully intelligent, fully automated, fully autonomous, fully driverless, and driverless vehicles). We corroborated the naming effects on affective responses and trust. The framing of “driverless vehicle” was less favorable in Study 1 but more favorable in Study 2. Technology names indirectly influenced behavioral intention through certain cognitive and affective responses. Theoretical and practical implications of our results are discussed.

scholarly journals My Dear White Sister: Self-examining White Privilege and the Myth of America

2018 ◽  
Vol 4 (1) ◽  
pp. 92-103
Author(s):  
Keely Shinners
Keyword(s):  
White Privilege ◽  
James Baldwin ◽  
White Americans ◽  
Open Letter ◽  
White People ◽  
Racial Privilege ◽  
Personal Level

James Baldwin, in his landmark essay “My Dungeon Shook,” says that white Americans are “still trapped in a history which they do not understand; and until they understand it, they cannot be released from it.” This open letter explores this history on a personal level. Taking notes from Baldwin’s indictments of whiteness in Another Country and The Fire Next Time, this essay explores how white people, despite claims of deniability, become culpable, complicit, and ensnared in their racial privilege. By reading Baldwin’s work through a personal lens, it implores fellow white readers and scholars of Baldwin to begin examining the myths of America by first examining themselves.

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