Aversive Racism: Foundations, Impact, and Future Directions

2020 ◽  
Author(s):  
Audrey Murrell
Keyword(s):  
Social Identity ◽  
Social Impact ◽  
Racial Bias ◽  
Intergroup Bias ◽  
Future Research ◽  
Aversive Racism ◽  
Future Directions ◽  
Research And Practice ◽  
The Impact ◽  
Bias And Discrimination

The concept of aversive racism has had a significant impact on theory, research, and practice devoted to better understanding bias, discrimination, and persistent disparities based on social identity group such as race, gender, social class, and so on. Originally developed to better explain subtle forms of bias toward racial and minoritized groups, this concept has been extended to understand the impact of disparities in a range of diverse settings, such as intergroup relations, health outcomes, fairness in employment setting, intergroup conflict, educational outcomes, racial bias in policing, experiences of stress and mental health issues, and persistent economic disparities. A core facet of the aversive framework paradigm is that because of human biases that are deeply rooted within a historical context and reinforced by ongoing societal ideologies, unintentional and subtle forms of discrimination emerge and persist. Given that these subtle forms of bias and discrimination exist within otherwise well-intentioned individuals, strategies to eliminate them require understanding the complexity of the aversive racism phenomenon in order to develop effective social interventions. This article reviews the foundation, research, and impact of this important body of work. In addition, the concept of aversive racism is discussed in connection to emerging research on microaggressions and unconscious (implicit) bias in order to create a more integrated framework that can shape future research and applications. Lastly, practical implications for organizations and future directions are explored, such as using social identity as a theoretical lens, including global perspectives on intergroup bias and leveraging emerging work on intersectionality, as useful perspectives to extend the aversive racism framework. Setting a future agenda for research and practice related to aversive racism is key to greater understanding of how to reduce intergroup bias and discrimination through interventions that cut across traditional academic and discipline boundaries as one approach to create meaningful and long-lasting social impact.

scholarly journals Why someone did not stop them? Aversive racism and the responsibility of bystanders

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Audrey J. Murrell
Keyword(s):  
Bystander Effect ◽  
Racial Bias ◽  
Racial Violence ◽  
Shared Responsibility ◽  
Future Research ◽  
Aversive Racism ◽  
Content Type ◽  
Effective Strategies ◽  
Competency Based ◽  
The Impact

PurposeThe purpose of this paper is to examine whether the impact of persistent racial bias, discrimination and racial violence is facilitated by otherwise well-intentioned individuals who fail to act or intercede. Utilizing the aversive racism framework, the need to move beyond awareness raising to facilitate behavioral changes is discussed. Examining the unique lens provided by the aversive racism framework and existing research, the bystander effect provides important insights on recent acts of racial violence such as the murder of Mr. George Floyd. Some promise is shown by the work on effective bystander behavior training and highlights the need for shared responsibility in preventing the outcomes of racial violence and discrimination to create meaningful and long-lasting social change.Design/methodology/approachThis paper uses literature based on the aversive racism framework together with the literature on the bystander effect to understand the factors, conditions and consequences for lack of intervention when the victim is African American. This paper also provides evidence and theory-based recommendations for strategies to change passive bystanders into active allies.FindingsThe use of the aversive racism framework provides a powerful lens to help explain the inconsistencies in the bystander effect based on the race of the victim. The implications for intervention models point to the need for behavioral and competency-based approaches that have been shown to provide meaningful change.Practical implicationsSeveral different approaches to address incidents of racial aggression and violence have been developed in the past. However, given the principles of aversive racism, a unique approach that considers the inconsistencies between self-perceptions and actions is needed. This sets a new agenda for future research and meaningful behavioral intervention programs that seek to equip bystanders to intercede in the future.Social implicationsThe need to address and provide effective strategies to reduce the incidence of racial aggression and violence have wide-ranging benefits for individuals, communities and society.Originality/valueBy connecting the aversive racism framework to the bystander effect, the need for different models for developing responsive and active bystanders can be more effectively outlined.

Learning through Immersive Virtual Environments

2014 ◽  
pp. 185-199
Author(s):  
Erastus Ndinguri ◽  
Krisanna Machtmes ◽  
John Paul Hatala ◽  
Mary Leah Coco
Keyword(s):  
Skill Development ◽  
Learning Technologies ◽  
Future Research ◽  
Organizational Setting ◽  
Organization Learning ◽  
Research And Practice ◽  
Immersive Virtual Environments ◽  
Workplace Setting ◽  
Learning Institutions ◽  
The Impact

Changes on how the workforce is learning/training today are evident in many organizations. Discussions about how Immersive Virtual Learning (IVL) is a part of the skill development process and outcomes in the workplace have increased (Salmon, 2009). There is an abundance of literature on the application of virtual and other learning technologies within learning institutions (Hew & Cheung, 2010); however, there is a paucity of literature on IVL organization learning. This chapter discusses the existing research and understanding of IVL and the application within an organizational setting. Further, this chapter explores the connection between knowledge transfer and the impact IVL has on the workforce. This exploration attempts to create a link between global connectivity, changing cultures, and changing technologies. In addition, this chapter examines the benefits of IVL in a workplace setting and offers suggestions for future research and practice.

Intergroup Dialogue: A Review of Recent Empirical Research and Its Implications for Research and Practice

2019 ◽  
Vol 50 (5) ◽  
pp. 654-695 ◽  
Author(s):  
Keri A. Frantell ◽  
Joseph R. Miles ◽  
Anne M. Ruwe
Keyword(s):  
Social Justice ◽  
Empirical Research ◽  
Group Intervention ◽  
Future Research ◽  
Intergroup Dialogue ◽  
Future Directions ◽  
Research And Practice ◽  
Current State ◽  
Intergroup Relationships ◽  
Future Practice

Intergroup dialogue (IGD) is a small group intervention that allows for sustained communication between people across social identity groups. It aims to foster intergroup relationships, develop critical consciousness, and increase capacities for promoting social justice. A decade after Dessel and Rogge published their review of the empirical research on IGD from 1997 to 2006, we reviewed the empirical IGD research from 2006 to 2017. We explore research that has examined IGD outcomes, processes, and facilitation, seeking to understand the current state of the research and practice of IGD. We discuss advances and new approaches to IGD, assess growth since Dessel and Rogge’s review, and discuss future directions. We provide five key recommendations for future research on IGD, and five key recommendations for future practice of IGD.

The Experiences and Perceptions of College Peer Mentors Interacting with Students with Intellectual and Developmental Disabilities

2020 ◽  
Vol 45 (4) ◽  
pp. 271-287
Author(s):  
Lindsay S. Athamanah ◽  
Marisa H. Fisher ◽  
Connie Sung ◽  
Jinny E. Han
Keyword(s):  
High School Students ◽  
Developmental Disabilities ◽  
Peer Mentoring ◽  
Social Impact ◽  
Mentoring Programs ◽  
Future Research ◽  
Mentoring Program ◽  
Intellectual And Developmental Disabilities ◽  
Peer Mentors ◽  
The Impact

Peer mentoring programs provide an opportunity for individuals with and without intellectual and developmental disabilities (IDD) to learn, socialize, and work together in supportive and inclusive environments. In this study, we used a phenomenological research design to explore the impact of a college campus-based peer mentoring program on the experiences and perceptions of participating college peer mentors ( n = 13) toward high school students with IDD who were enrolled in a school-to-work transition program housed on campus. Using thematic analysis across four different data sources, we identified three main themes that peer mentors discussed based on their experiences in the program: (a) mentors’ personal development: constructing meaning of self, (b) mentee growth: perceived work and social impact, and (c) campus community benefits: normalizing disability. Peer mentors reported their own attitudes toward individuals with IDD were changed based on participating in the peer mentoring program and they observed improvements in their mentees’ personal and work-related social relationships. We discuss how these outcomes have impacted the peer mentors’ attitudes, career choices, and lives in general. We also provide implications for future research and practice regarding development and implementation of peer mentoring programs in the community.

Legal Issues in Intergroup Relations

2017 ◽  
Author(s):  
Charles W. Choi
Keyword(s):  
Social Identity ◽  
Police Officers ◽  
Group Membership ◽  
Intergroup Bias ◽  
Communication Accommodation ◽  
Race And Gender ◽  
Legal Context ◽  
And Gender ◽  
Jury Decisions ◽  
The Impact

An intergroup perspective in the legal context highlights the influence of group membership on the interaction between authorities and citizens. Social identity influences communication both in the field (e.g., police–civilian) and in the courtroom (e.g., juror deliberation). The research in the law enforcement context addresses trust in police officers, the communication accommodation between police and civilians, sociodemographic stereotypes impacting police–civilian encounters, the role of police media portrayals, and its influence on intergroup exchanges between police and civilians. Juries are inextricably influenced by group membership cues (e.g., race and gender), and differentiate those in the ingroup over the outgroup. The impact of stereotypes and intergroup bias is evident in the literature on jury decisions and the severity of punitive sentencing. These and other factors make the intergroup nature of the legal context significant, and they determine the interconnection between the parties involved. Specifically, the social identity approach brings focus to the biases, attributions, and overall evaluations of the perceived outgroup. The research indicates that diversity is necessary to alleviate the intergroup mindset, thereby encouraging a more interindividual viewpoint of those outgroup members.

scholarly journals An Examination of the Empirical Literature: Gifted Education in the Australian Context

2018 ◽  
Vol 42 (1) ◽  
pp. 64-84 ◽  
Author(s):  
Ivan Luburic ◽  
Jennifer L. Jolly
Keyword(s):  
Empirical Research ◽  
North American ◽  
Gifted Education ◽  
Empirical Literature ◽  
Future Research ◽  
Future Directions ◽  
Research And Practice ◽  
Current Trends ◽  
Australian Context ◽  
Research Themes

Gifted education as a field of research in Australia is relatively young when compared with its North American counterparts. A reflection of how the field of gifted education has developed from 1983 to 2017 in this context allows for observations of previous research and current trends, and how these may influence future directions for the field. Empirical research published in peer-reviewed journals is one metric that can be used to undertake this reflection, including the individuals responsible for the research, the setting where the research is undertaken, and outlets where resulting findings are published, as well as the research themes that dominate research agendas. Longitudinally, these metrics are part of the narrative that construct Australian gifted education. Reflecting on how the field developed provides an understanding of how research and practice have evolved and what future research and innovations are possible.

An Examination of the Effect of New Venture Ideation Exercises on Entrepreneurial Intentions

2020 ◽  
pp. 251512742095195
Author(s):  
Robert D. Mathews ◽  
Roger Wessel ◽  
Michael Goldsby
Keyword(s):  
Strong Predictor ◽  
Training Session ◽  
Entrepreneurial Intentions ◽  
New Venture ◽  
Future Research ◽  
Entrepreneurial Behavior ◽  
Education Students ◽  
Research And Practice ◽  
Entrepreneurial Intent ◽  
The Impact

Entrepreneurship programming has become a popular choice among higher education students. Entrepreneurial intent is regarded as a strong predictor of entrepreneurial behavior and success of entrepreneurial education programs, while ideation is viewed as a key skill needed for successful entrepreneurial behavior. Despite the widespread discussion of entrepreneurial intent in the literature, few studies have reported the actual impact of entrepreneurship education and more specifically, ideation exercises, on intent. The authors contend that ideation is a key skill and thus, barrier to entrepreneurial intentions when students have a lack of efficacy surrounding the ideation process. This study examined the impact of a 150-minute divergent activity training session and new venture ideation exercise on entrepreneurial intent in students enrolled in undergraduate entrepreneurship courses. These measures come together in this study to help further explain how entrepreneurship educators can drive more impactful entrepreneurial behavior in students. In this study, entrepreneurial intent significantly increased in students after the brief 150-minute intervention. This study infers that entrepreneurial self-efficacy of ideation skills are critical to increased entrepreneurial intent in college students, and exercises such as the ones conducted in this study can positively impact entrepreneurial intentions among students. Recommendations for future research and practice are provided.

Comparing the Impact of Online and Paper-and-Pencil Administration of the Self-Determination Inventory: Student Report

2019 ◽  
Vol 35 (3) ◽  
pp. 133-144
Author(s):  
Sheida K. Raley ◽  
Karrie A. Shogren ◽  
Graham G. Rifenbark ◽  
Mark H. Anderson ◽  
Leslie A. Shaw
Keyword(s):  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Research And Practice ◽  
Assessment Development ◽  
Disability Status ◽  
Computer Based ◽  
Paper And Pencil ◽  
The Impact ◽  
Racial Ethnic

The Self-Determination Inventory: Student Report (SDI: SR) was developed to measure the self-determination of adolescents and was recently validated for students aged 13–22 with and without disabilities across diverse racial/ethnic backgrounds. The SDI: SR is aligned Causal Agency Theory and its theoretical conceptualizations of self-determined action. The validation of the SDI: SR was undertaken in two forms: online, computer-based and paper-and-pencil. The present study examined overall self-determination scores of student participants (with and without disabilities) who took the SDI: SR via the online and paper-and-pencil format to inform future research and practice using the SDI: SR. Findings suggest that the same set of items can be utilized across administration formats, but that there appear to be differences in overall SDI: SR scores when online and paper-and-pencil formats are utilized although these differences are not influenced by disability status. Implications for future research and practice are discussed to provide direction to the field related to assessment development and use of the SDI: SR in educational contexts.

Preparation for Caregiving: A Study of Multigeneration Families

1996 ◽  
Vol 42 (1) ◽  
pp. 43-63 ◽  
Author(s):  
S. Sörensen ◽  
S. H. Zarit
Keyword(s):  
Decision Making ◽  
Frail Elderly ◽  
Family Members ◽  
Future Research ◽  
Care Provision ◽  
Need For Care ◽  
Mothers And Daughters ◽  
Research And Practice ◽  
Future Care ◽  
The Impact

The impact of providing care to the frail elderly on individual caregivers and their families has been discussed at length, but few researchers have investigated (he events and circumstances preceding the onset of caregiving. In addition, although there is evidence that several family members are usually involved in planning and decision making about caregiving, the majority of studies in this area include only one generation. Based on a larger theoretical framework of preparation for caregiving [1, 2], the extent to which family members anticipate and plan for future caregiving is investigated. In addition, the extent to which they are satisfied with these preparations is studied. Interviews were conducted with mothers, daughters, and granddaughters in thirty-three multigeneration families. While substantial numbers of both mothers and daughters anticipated the need for care for the oldest generation, few made concrete plans about how to organize future care provision. Planners were more satisfied with the amount of discussion and planning in their family than non-planners. Implications for future research and practice applications are discussed.

scholarly journals Capturing the Impact of Public Narrative: Methodological Challenges Encountered and Opportunities Opened

2021 ◽  
Vol 20 ◽  
pp. 160940692110501
Author(s):  
Emilia Aiello ◽  
Teresa Sorde-Marti
Keyword(s):  
Mixed Methods Research ◽  
Social Impact ◽  
Impact Analysis ◽  
Future Research ◽  
Leadership Practice ◽  
Methodological Challenges ◽  
The Social ◽  
The One ◽  
Work Done ◽  
The Impact

Public narrative is a leadership practice of translating values into action. It links the three elements of self, us, and now: why I am called, why we are called, and why we are called to act now. Taught and learned for more than 15 years now through various learning environments (in-person or online courses, in-person or online workshops, etc.), the Narratives4Change research project (H2020, Nr. 841355) aimed at studying how public narrative is being used by individuals as a leadership practice within different domains of practice and across diverse cultural and geographical contexts, as well as what are the impacts achieved. An endeavor never carried before, capturing evidence of impact of public narrative going beyond the usage and transference posed several methodological challenges. To overcome them, we engaged in an on-going process of dialogue with researchers experienced in social impact analysis, and practitioners and leaders well experienced in using public narrative. Drawing on the work done in the framework of the Narratives4Change project, this article explains its methodological design, presenting and discussing two of the strategies adopted to capture the impact dimension, and how they were implemented. On the one hand, the communicative orientation of the mixed-methods research design of the project allowed researchers to empirically grasp the manifold agentic orientations that can be triggered by public narrative. On the other hand, how the Social Impact Open Repository criteria for social impact analysis was incorporated at the time of exploring and deepening into the social reality that was being observed sets us off on an “impact-oriented analytical mindset” that facilitated identifying evidence of impacts. Specific examples of how each of these strategies played out during the methodological design and implementation of the research are discussed, drawing lessons that can also inform the design of future research projects.

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