scholarly journals Saliency of Category Information in Person Perception for Ingroup and Outgroup Members

2001 ◽  
Vol 24 (1) ◽  
pp. 123-140
Author(s):  
Cynthia Willis-Esqueda ◽  
Rosemary J. Esseks
Keyword(s):  
United States ◽  
African American ◽  
Person Perception ◽  
The United States ◽  
European American ◽  
Fictional Character ◽  
Category Information ◽  
European Americans ◽  
Research Findings ◽  
Subordinate Category

The saliency of category information in person perception for ingroup and outgroup members was investigated. European American participants were presented with a fictional character that varied in race (African American or European American) and occupational garb (military, judge, doctor, or athlete). Occupations were chosen to be either stereotypical or nonstereotypical for African Americans and European Americans with the aid of the Statistical Abstract of the United States (1992) percentages. Based on prior research findings (Park & Rothbart, 1982; Mackie & Worth, 1989), it was predicted European American participants would spontaneously describe an outgroup character by race (superordinate category information), but would mention occupation (subordinate category information) when spontaneously describing the ingroup character. As predicted, results indicated race was rarely mentioned when describing the ingroup character, but was usually the first label applied for the outgroup character. Moreover, when describing the ingroup character, as compared to the outgroup character, occupation was mentioned earlier. Thus, differential utilization of organizing information about a seemingly mundane stimulus may provide a clue as to the origins of intergroup categorizations and bias.

The Effects of Being Born in the United States on the Job Satisfaction of Asian Americans

2000 ◽  
Vol 87 (1) ◽  
pp. 347-350 ◽  
Author(s):  
Charles N. Weaver
Keyword(s):  
United States ◽  
Job Satisfaction ◽  
Asian Americans ◽  
Asian American ◽  
The United States ◽  
The Other ◽  
European American ◽  
Full Time ◽  
European Americans ◽  
The U.S

Analysis of the responses of Asian American ( n = 178), African American ( n = 1,026), and European American ( n = 8,118) full-time workers to 21 nationwide surveys representative of the U.S. labor force from 1972 through 1996 showed the job satisfaction of Asian Americans compared to that of the other two groups was affected by whether subjects were born in the United States. In addition, there were no gender differences in job satisfaction among African Americans and European Americans who were and were not born in the U.S., but there were such differences among Asian Americans.

African American Racial Identity and Learning

Education ◽  
2013 ◽  
Author(s):  
Frank C. Worrell
Keyword(s):  
United States ◽  
Academic Achievement ◽  
African American ◽  
Ethnic Identity ◽  
Racial Identity ◽  
The United States ◽  
European American ◽  
Black Racial Identity ◽  
Relationship Of ◽  
The Relationship

Racial identity is one of the most frequently studied cultural identities in the United States, and it is examined most frequently in relation to African Americans. Racial identity is also examined in European American samples to a lesser extent, and there is a growing literature on the racial identity of biracial and multiracial individuals. Racial identity and ethnic identity are similar constructs, and there are some researchers who do not distinguish between the constructs, using the terms and the measurement instruments interchangeably. However, as the instruments are developed in relation to theoretical models that speak to one or the other construct specifically (i.e., ethnic or racial identity), this perspective is not adopted in this article. Thus this article focuses solely on racial identity as a construct and does not include literature on ethnic identity or studies that used instruments developed to measure ethnic identity. The relationship between racial identity and learning, and more specifically academic achievement, is typically studied in the context of the achievement gap among racial and ethnic groups in the United States, and is most closely associated with the achievement gap between African American and European American students. Thus, studies of the relationship of racial identity to learning typically involve black racial identity but not white racial identity. In most of the scholarship in this area, researchers examine the relationship of black racial identity attitudes to academic achievement or other academic constructs (e.g., motivation). Additionally, two of the preeminent theories of underachievement in African Americans and other underachieving groups—that is, cultural ecological theory and stereotype threat—implicate racial identity as a contributing factor. Although there is a strong belief that racial identity is related to learning, there is still considerable debate about the contexts in which this relationship is manifested and the strength and explanatory power of the relationship, and the evidence in favor of a direct relationship between the racial identity and learning is mixed at best.

Euro-Americans Favoring People of Color: Covert Racism and Economies of White Colorism

2018 ◽  
Vol 62 (14) ◽  
pp. 2087-2100 ◽  
Author(s):  
Komal K. Dhillon-Jamerson
Keyword(s):  
United States ◽  
African American ◽  
Black Community ◽  
Skin Color ◽  
The United States ◽  
People Of Color ◽  
European American ◽  
Covert Racism ◽  
Education And Employment ◽  
Prejudice And Discrimination

African American colorism in the United States is often viewed as an intraracial problem in which prejudice and discrimination are relegated to the scope of internal issues. What is often lacking in the discourse on colorism is the interracial component of intraracial hierarchies—referred to as White colorism. Colorism is not a phenomenon that originated within the Black community. Rather, it is a result of European American practices that further divided Blacks according to skin color. The historical underpinnings of colorism include colonialism and slavery, yet these ideologies continue to inform racism today. This article explores how colorism was established and is now sustained by Whites in various capacities, including social and economic spheres. Additionally, racialized dichotomies, borders of Whiteness, and Black consciousness are considered to demonstrate the intersection of historical racism and current racial rhetoric. Last, the effects of White colorism on Black achievement status, including education and employment, is elucidated through an analysis of data and literature.

scholarly journals White Bias in 3–7-Year-Old Children across Cultures

2015 ◽  
Vol 15 (3-4) ◽  
pp. 344-373 ◽  
Author(s):  
Bentley Gibson ◽  
Erin Robbins ◽  
Philippe Rochat
Keyword(s):  
United States ◽  
African American ◽  
Skin Color ◽  
The United States ◽  
European American ◽  
African American Children ◽  
Significant Preference ◽  
Report Data ◽  
American Children ◽  
Racially Mixed

In three studies we report data confirming and extending the finding of a tendency toward a White preference bias by young children of various ethnic backgrounds. European American preschoolers who identify with a White doll also prefer it to a Black doll. In contrast, same age African American children who identify with a Black doll do not show a significant preference for it over a White doll. These results are comparable in African American children attending either a racially mixed (heterogeneous), or an Afro-centric, all African American (homogenous) preschool. These results show the persistence of an observation that contributed to school de-segregation in the United States. Results also reveal a lack of congruence between skin color identity and preference is not limited to African Americans. There is a comparable, if not stronger White preference bias in five to seven-year-old Polynesian and Melanesian children tested in their native island nations. Using a modified procedure controlling for binary forced choice biases, we confirm these findings with second generation American children of Indian descent showing clear signs of a White (lighter skin preference) bias. These results are consistent with the idea that during the preschool years children are sensitive and attracted to signs of higher social status that, for historical reasons and across cultures, tends to be associated with lighter skin color.

Infant Social Interactions With Multiple Caregivers

2010 ◽  
Vol 43 (2) ◽  
pp. 328-348 ◽  
Author(s):  
Hillary N. Fouts ◽  
Jaipaul L. Roopnarine ◽  
Michael E. Lamb ◽  
Melanie Evans
Keyword(s):  
United States ◽  
African American ◽  
Social Interactions ◽  
Ethnic Differences ◽  
The United States ◽  
European American ◽  
Diverse Populations ◽  
African American Mothers ◽  
Mothers And Fathers ◽  
Socioeconomic Variation

Most studies of diverse populations of families within the United States have either focused predominantly on ethnicity or socioeconomic status (SES), and those that have examined both ethnicity and SES have noted difficulties in disentangling the effects of SES and ethnicity. In order to achieve a greater understanding of variation in infant experiences with parental and nonparental caregivers in differing socioeconomic and ethnic contexts, 41 infants from African American and 40 infants from European American families of lower and middle SES were observed for 12 hours each in and around their home environments. Ethnic differences were evident in the infants’ overall experiences with caregivers, maternal availability, affection, caregiving, and stimulation by nonnuclear relatives; SES differences were identified for maternal and paternal holding, maternal carrying, and paternal caregiving. When caregiver availability was taken into account, variations in interactional and care experiences were predominantly predicted by ethnicity. These results underscore the need to study both ethnicity and socioeconomic variation rather than either one alone. Furthermore, the caregiving behaviors of African American mothers and fathers may be misrepresented when multiple SES contexts are not considered.

APPALACHIAN BLACK FIDDLING: HISTORY AND CREATIVITY

2020 ◽  
Vol 11 (2) ◽  
pp. 77-101
Author(s):  
Jacqueline Cogdell DjeDje
Keyword(s):  
United States ◽  
African American ◽  
African Americans ◽  
The United States ◽  
Musical Aesthetics ◽  
African American Culture ◽  
Performance Style ◽  
European Americans ◽  
History Of ◽  
Musical Heritage

Discussions on Appalachian music in the United States most often evoke images of instruments such as the fiddle and banjo, and a musical heritage identified primarily with Europe and European Americans, as originators or creators, when in reality, many Europeans were influenced or taught by African-American fiddlers. Not only is Appalachian fiddling a confluence of features that are both African- and European-derived, but black fiddlers have created a distinct performance style using musical aesthetics identified with African and African-American culture. In addition to a history of black fiddling and African Americans in Appalachia, this article includes a discussion of the musicking of select Appalachian black fiddlers.

Folklore and Folklife of European Americans

2019 ◽  
pp. 776-805
Author(s):  
Anthony Bak Buccitelli ◽  
Cory Thomas Hutcheson
Keyword(s):  
United States ◽  
The United States ◽  
European American ◽  
Traditional Practices ◽  
Historical Overview ◽  
The Core ◽  
Folk Traditions ◽  
European Americans ◽  
Local Traditions ◽  
Different Parts

This article covers the traditional practices of groups who trace their heritage to Europe. It includes a historical overview of immigration from Europe to the United States, as well as consideration of how European national, regional, and local traditions were reproduced, adapted, or recreated in different parts of the United States. It gives an overview of contemporary ethnic traditions as they have been studied across the country. Consideration is given to groups such as Italian, Irish, Polish, and German Americans, who have typically been studied as part of the core of European ethnic cultures in the United States. But at the same time, the essay poses questions of how European folk traditions were maintained and adapted by groups not often placed as “European American” ethnics. These include Latinx peoples, British Americans, and African Americans. In doing so, this article will underline the fluidity of ethnic boundaries, a fluidity that is mirrored in the traditions of folklore and folklife.

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