A Decade Later: Black-White Attitudes Toward Women's Familial Role

1980 ◽  
Vol 5 (2) ◽  
pp. 170-176 ◽  
Author(s):  
Elaine Crovitz ◽  
Anne Steinmann

A comparison of the perceptions of Black and White undergraduate students of the 1960's (n = 396) and 1970's (n = 587) of women's familial role using the Maferr Inventory of Feminine Values indicated an increasing liberalization of role concept across the decade. Most discrepancy occurred between white males' view of the Ideal woman and white females' view of man's Ideal Woman, with white women not believing the degree of liberalization of the white male's conception of Ideal Woman. Blacks in general have a more liberalized view of women's familial role, and there is less discrepancy between black males' and females' views of women's familial role than amongst whites. Women's Ideal Self is more traditional currently, than women's Actual Self.

1978 ◽  
Vol 42 (2) ◽  
pp. 419-422 ◽  
Author(s):  
Stephen F. Davis ◽  
Dan A. Martin ◽  
Cean T. Wilee ◽  
James W. Voorhees

Self-esteem and death anxiety instruments were administered to a total of 383 undergraduates; black and white, males and females were included in the sample. Consistent with previous data, higher scores on death anxiety were shown by female subjects. Black males displayed significantly higher self-esteem scores. An analysis of subgroups low and high in self-esteem produced support for a negative relationship between level of self-esteem and death anxiety.


1978 ◽  
Vol 42 (3) ◽  
pp. 963-969
Author(s):  
Kathleen Chen

In exploring the associative patterns and attitudes toward self and others, some measures were obtained on 79 black and 97 white college students. Results show reduced tendencies of the black students to use positive evaluational concepts in association. Black females are much like black males in associative patterns. There is no difference in the reported self-concepts of black and white females. Black males, however, reported more positive self-concepts than white males.


1983 ◽  
Vol 19 (2) ◽  
pp. 231-236 ◽  
Author(s):  
Katherine F. Fulkerson ◽  
Susan R. Furr ◽  
Duane Brown

1976 ◽  
Vol 39 (3_suppl) ◽  
pp. 1269-1270 ◽  
Author(s):  
Theron M. Covin ◽  
Gary L. Hatch

WISC IQs obtained by 300 black children and 300 white children were compared. The subjects were 15 white males, 15 white females, 15 black males, and 15 black females at each age level from 6 to 15 yr. Mean IQs on the Verbal, Performance, and Full Scale for blacks were 6968, 6992, and 6691 respectively and were significantly lower than the respective average of 7980, 7980, and 7950 for whites. Means, standard deviations, and ts for stratified samples by sex and race were also reported.


2020 ◽  
Vol 38 (4_suppl) ◽  
pp. 86-86
Author(s):  
Amina Dhahri ◽  
Estrella M. Carballido ◽  
Seth Felder ◽  
Sean Patrick Dineen ◽  
Benjamin D Powers

86 Background: Race and sex disparities exist for receipt of adjuvant chemotherapy (AC) for stage III colon cancer. However, most studies have not used an intersectional approach, which assesses the cumulative effects of different identities (e.g., Black women) instead of treating each as distinct, independent variables. Using this approach, we assessed the summative impact of these identities on receipt of AC for stage III colon cancer. Methods: The National Cancer Database was queried from 2004 to 2015 for patients who underwent surgery for stage III colon cancer and were healthy enough for AC. Receipt of AC was assessed chi-squared and multivariable logistic regression analyses. Results: 92,696 patients were identified. White patients had higher rates of care at community cancer centers. Black patients had higher rates of treatment at academic cancer programs (p < 0.001). Overall 83.5% received AC. Black males and females had higher rates of AC (86.5% and 86.2%, respectively) compared to White males and females (85.3% and 80.5%), respectively (p < 0.001). In adjusted analysis, Black males had the lowest odds of AC (OR 0.73), followed by Black females (OR 0.89) and White females (OR 0.91). When evaluated by age < 65 years and adjusting for potential confounders, Black men remained the least likely group to receive AC (OR 0.70). Black females had similar odds of receipt of AC (OR 0.99) and White females had increased odds (OR 1.22) relative to White males. Conclusions: Despite higher rates of treatment at academic centers, Black males and females had lower odds of receipt of AC after adjusting for confounders. Younger Black males persisted with the lowest odds of AC, although younger Black females had odds similar to younger White males. Additional research is necessary to identify drivers of these disparities and interventions to ameliorate them. [Table: see text]


1992 ◽  
Vol 20 (3) ◽  
pp. 99-117 ◽  
Author(s):  
Kevin C. Duncan

Why do younger black males earn more relative to whites than do older black males? The literature offers two competing explanations. Smith and Welch suggest this pattern is evidence that employers are rewarding the improved skills of more recently, better-educated blacks. Lazear, and Duncan and Hoffman suggest that the pattern is the result of employer discrimination that prevents blacks from entering occupations that offer on-the-job training (OJT) and wage growth with experience. The competing views are tested by using the National Longitudinal Survey of Labor Market Experience of Young Men to compare black and white earnings and regression estimates in two periods. Regression results for 1968 and 1978 indicate that, as the NLS cohort aged, only white males had an age-earnings profile exhibiting the positive effect of OJT. Over the period, education coefficients decreased for both groups with the reduction greatest in black coefficients. This suggests that the earnings effect of education is not as stable for blacks as it is for whites over the life cycle. Black-white earnings ratios were approximately the same in both periods. The results reported here support the explanations offered by Lazear and by Duncan and Hoffman, implying that policies focusing on eliminating racial differences in educational quality may be insufficient in improving the relative position of blacks over the life cycle.


1975 ◽  
Vol 1 (2) ◽  
pp. 53-64 ◽  
Author(s):  
Lorraine B. Jackson

Sarbin's adjective word list was administered to 100 Black female college students. The subjects were asked to select adjectives which they thought described upper and lower class Black and white males, and to assign favorability ratings to the adjectives. Both groups of Black males were assigned more favorable traits than both groups of white males.


1987 ◽  
Vol 64 (1) ◽  
pp. 319-325 ◽  
Author(s):  
Agatha White Carroo

This study was conducted to assess the ability of 19 black male and 25 female college students to identify previously seen black and white male and female faces as a function of interracial experience, racial attitude, and cross-racial friendships. A significant own-race advantage in recognition was noted; concomitantly, more frequent false responses with white faces were recorded. Trends between performance and cross-racial friendship and interracial experience were noted for black males' recognition of white males' faces. No significant relationships between egalitarian attitude and recognition of white faces were observed. Measures of racial attitude and interracial experience were discussed.


ILR Review ◽  
1980 ◽  
Vol 33 (4) ◽  
pp. 518-524 ◽  
Author(s):  
Mickey L. Burnim

This study attempts to ascertain the extent to which the narrowing earnings differential between black and white males with college education is caused, as some have suggested, by the matriculation of blacks in predominantly white colleges and universities. To examine this question, a relatively new and little-used data base created and maintained by the Project TALENT Data Bank is used. The data used are for a group of persons who were in the tenth, eleventh, and twelfth grades in 1960 and who later reported data on their earnings eleven years after their high school graduation. Four hourly earnings functions were estimated: one for all black males, one for all white males, and then one each for black males who attended one of the traditionally black colleges and universities and for black males who attended one of the predominantly white colleges and universities. The analysis shows that the total effects of college study, at each of the examined levels, were very nearly the same, thus refuting the “white-college hypothesis.”


1987 ◽  
Vol 60 (2) ◽  
pp. 455-458 ◽  
Author(s):  
Robert O. Baldwin

From 1973 through 1986 black and white college students took the Gough Femininity Scale. 1528 black females were not different from 936 white females, nor were 664 black males different from 554 white males. There were no apparent trends of increasing or decreasing femininity or masculinity, nor decreasing differences between men and women over the length of the study. Scores from 1973 through 1986 were not different from Gough's 1952 standardization sample.


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