scholarly journals On the Micro-Ecology of Racial Division: A Neglected Dimension of Segregation

2005 ◽  
Vol 35 (3) ◽  
pp. 395-411 ◽  
Author(s):  
John Dixon ◽  
Colin Tredoux ◽  
Beverley Clack
Keyword(s):  
Everyday Life ◽  
Racial Attitudes ◽  
Contact Hypothesis ◽  
Special Focus ◽  
Social Psychological ◽  
Intimate Contact ◽  
Racial Isolation ◽  
Racial Categories ◽  
The Social ◽  
Psychological Significance

This article provides a general background to this special focus section of the journal on ‘racial interaction and isolation in everyday life’. It reviews both the geographic literature on segregation and the psychological literature on the contact hypothesis, and calls for more research on how, when and why racial isolation manifests at a micro-ecological level; that is, the level at which individuals actually encounter one another in situations of bodily co-presence. Some conceptual and methodological implications of this extension of the segregation literature are described. The social psychological significance of the racial organisation of such ordinary activities as eating in cafeterias, relaxing on beaches and occupying public seating are also explored. The focus of the argument is that everyday boundary processes may maintain the salience of racial categories, embody racial attitudes and regulate the possibility of intimate contact.

scholarly journals Racialisation and the Micro-Ecology of Contact

2005 ◽  
Vol 35 (3) ◽  
pp. 494-504 ◽  
Author(s):  
Don Foster
Keyword(s):  
Everyday Life ◽  
Racial Segregation ◽  
Space Time ◽  
Relational Model ◽  
Contact Hypothesis ◽  
Special Focus ◽  
Racial Isolation ◽  
New Methodologies ◽  
Made In ◽  
Meta Theory

This article reviews and comments on the six articles presented in the special focus section of this issue of the journal on ‘Racial isolation and interaction in everyday life’. Taken together, the articles call for a reinterpretation of the spaces of contact in everyday life, with a new focus on the ‘micro-ecology’ of racialised divisions. Contributions are made in three areas: (a) meta-theory, with a turn to materiality, (b) new methodologies, and (c) understandings of racial segregation and contact. The contact hypothesis is reconsidered with new emphases on relations between bodies–space–time. A ‘relational model’ is given in efforts at explanation.

When Movies Matter

2014 ◽  
Vol 30 (5) ◽  
pp. 625-650 ◽  
Author(s):  
Dara Greenwood ◽  
Christopher R. Long
Keyword(s):  
Emerging Adults ◽  
Mixed Valence ◽  
Emotional Impact ◽  
Social Psychological ◽  
Emotional Context ◽  
Social And Emotional ◽  
The Social ◽  
Life Lessons ◽  
Significant Life ◽  
Psychological Significance

The present study utilized retrospective, autobiographical methodology to investigate the social psychological significance of specific movies, identified as memorable or meaningful for a sample of emerging adults ( N = 83). Participants identified a movie and responded to a series of open-ended prompts including why the movie was chosen, the valence and socio-emotional context of the viewing experience, and its perceived emotional impact. Qualitative coding revealed three themes: Life Lessons ( inspiration, social comparison, coping, and negative contemplation), Character Connections ( identification and idealization), and Social Relationships ( joy, gratitude, and loss). Life Lessons were associated with mixed-valence viewing experiences, significant life events, and ongoing emotional impact. Results highlight the role of movies in the social and emotional development of emerging adults.

scholarly journals Importing American racial reasoning to social science research in Sweden

2020 ◽  
Vol 57 (3–4) ◽  
Author(s):  
Andrea Voyer ◽  
Anna Lund
Keyword(s):  
Social Justice ◽  
Social Science ◽  
Everyday Life ◽  
Social Inequality ◽  
Ethnic Difference ◽  
Social Science Research ◽  
Science Research ◽  
Racial Categories ◽  
The Social ◽  
History Of

How does one research racial categorizations and exclusion while remaining sensitive to context? How does one engage the social reality of racial categorizations and the history of racialized exclusions without falling into the trap of race essentialism? These concerns prompt debate about, and also resistance to, examining race in Swedish social science. In this article, Voyer and Lund offer American racial reasoning as one possible approach to researching race in the Swedish context. American racial reasoning means being attentive to how power and the processes of social inequality operate through categories of racial and ethnic difference, and also seeing the path to greater equality in the embrace of those categories. American racial reasoning is a valuable research tool that uncovers dynamics of social inequality and possibilities for social justice that are otherwise difficult to grasp. Taking up the topic of immigration in Sweden, Voyer and Lund demonstrate the analytical value of American racial reasoning for understanding persistent social inequality and exclusion even when explicit racial categories are not in wide use in everyday life.

The social-psychological significance of bilingual code switching for children

1984 ◽  
Vol 5 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Fred Genesee
Keyword(s):  
Cross Cultural ◽  
Code Switching ◽  
French Canadian ◽  
Social Psychological ◽  
Language Choices ◽  
Cultural Encounter ◽  
The Social ◽  
French And English ◽  
Psychological Significance ◽  
Status Differences

ABSTRACTThe purpose of the research was to examine children's evaluative reactions to bilingual code switching during a dyadic cross-cultural encounter. Children's reactions to code switching were elicited using a segmented dialogue technique whereby they listened to and judged each of an integrated series of speech turns one at a time in their order of occurrence. The speakers were played by English and French Canadian actors and were depicted in the roles of a salesman and a customer. English and French Canadian children were subjects. It was found that the children's evaluations of the speaker's language choices were influenced by (a) situational norms associated with appropriate salesman and customer behaviours; (b) interpersonal accommodation; and (c) ingroup favouritism, but not by sociocultural status differences between French and English. Moreover, their reactions were dynamic in that they depended upon mutual language choices by both actors and the basis of their evaluations changed from the beginning to the end of the dialogue sequence. The findings are discussed with respect to results from other developmental research using simpler elicitation techniques as well as to findings from adolescent and adult respondents.

scholarly journals Importing American racial reasoning to social science research in Sweden

2020 ◽  
Author(s):  
Andrea Voyer ◽  
Anna Lund
Keyword(s):  
Social Justice ◽  
Social Science ◽  
Everyday Life ◽  
Social Inequality ◽  
Ethnic Difference ◽  
Social Science Research ◽  
Science Research ◽  
Racial Categories ◽  
The Social ◽  
History Of

How does one research racial categorizations and exclusions while remaining sensitive to context? How does one engage the social reality of racial categorizations and the history of racialized exclusions without falling into the trap of race essentialism? These concerns prompt debate about, and also resistance to, examining race in Swedish social science. In this article, Voyer and Lund offer American racial reasoning as one possible approach to researching race in the Swedish context. American racial reasoning means being attentive to how power and the processes of social inequality operate through categories of racial and ethnic difference, and also seeing the path to greater equality in the embrace of those categories. American racial reasoning is a valuable research tool that uncovers dynamics of social inequality and possibilities for social justice that are otherwise difficult to grasp. Taking up the topic of immigration in Sweden, Voyer and Lund demonstrate the analytical value of American racial reasoning for understanding persistent social inequality and exclusion even when explicit racial categories are not in wide use in everyday life.

Providing Freshmen with a Good “Starting-Block”

2019 ◽  
Vol 78 (1-2) ◽  
pp. 69-75 ◽  
Author(s):  
Mikaël De Clercq ◽  
Charlotte Michel ◽  
Sophie Remy ◽  
Benoît Galand
Keyword(s):  
The Self ◽  
The Other ◽  
Student Adjustment ◽  
Social Psychological ◽  
Pivotal Phase ◽  
Study Program ◽  
Study Task ◽  
The Social ◽  
Social Belonging ◽  
Intention To Persist

Abstract. Grounded in social-psychological literature, this experimental study assessed the effects of two so-called “wise” interventions implemented in a student study program. The interventions took place during the very first week at university, a presumed pivotal phase of transition. A group of 375 freshmen in psychology were randomly assigned to three conditions: control, social belonging, and self-affirmation. Following the intervention, students in the social-belonging condition expressed less social apprehension, a higher social integration, and a stronger intention to persist one month later than the other participants. They also relied more on peers as a source of support when confronted with a study task. Students in the self-affirmation condition felt more self-affirmed at the end of the intervention but didn’t benefit from other lasting effects. The results suggest that some well-timed and well-targeted “wise” interventions could provide lasting positive consequences for student adjustment. The respective merits of social-belonging and self-affirmation interventions are also discussed.

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