Museum spaces as psychological affordances: representations of immigration history and national identity.

Sahana Mukherjee,Ludwin E Molina,Phia S Salter

doi:10.3389/fpsyg.2015.00692

Sahana Mukherjee, Ludwin E Molina + Show 1 more

Open Access

https://doi.org/10.3389/fpsyg.2015.00692

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Abstract

The present research draws upon a cultural psychological perspective to consider how psychological phenomena are grounded in socio-cultural contexts. Specifically, we examine the association between representations of history at Ellis Island Immigration Museum and identity-relevant concerns. Pilot study participants (N = 13) took a total of 114 photographs of exhibits that they considered as most important in the museum. Results indicate that a majority of the photographs reflected neutral themes (n = 81), followed by nation-glorifying images (n = 24), and then critical themes that highlight injustices and barriers faced by immigrants (n = 9). Study 1 examines whether there is a preference for glorifying images, and if that preference is related to cultural-assimilationist conceptions of national identity (i.e., defining American identity in dominant group standards). We exposed a new sample of participants (N = 119) to photographs reflecting all three themes. Results indicate that participants expressed greater liking for glorifying images, followed by neutral images, and critical images. National identity moderated within-subject variation in liking scores. Study 2 included 35 visitors who completed a survey before engaging with the museum or after their visit. Results indicate that participants who had completed their visit, compared to participants who had not entered the museum, reported (i) higher endorsement of cultural-assimilationist identity, and (ii) increased support for exclusive immigration policies. Study 3 exposed participants (N = 257) to glorifying, critical, or neutral images. Results indicate that participants who were exposed to glorifying images, especially those endorsing cultural-assimilationist identity, demonstrate decreased perception of current-day racial injustice, and increased ethnocentric enforcement bias. We discuss how engagement with privileged narratives may serve dominant group ends and reproduce systems of privilege.

Highlights

In 2010, Arizona Governor Brewer signed two controversial bills into law
We found that participants who just completed their visit to the museum were more likely to define American identity in terms of assimilation to dominant cultural standards, compared to those who had not engaged with the contents of the museum
These results suggest that those who define identity in ways that fit with dominant group standards are less likely to engage with representations that focus on historical injustices

Summary

Introduction

In 2010, Arizona Governor Brewer signed two controversial bills into law. One bill (ArizonaHB 2281) enacted a ban on any courses that promoted “ethnic solidarity instead of treatment of pupils as individuals” or “resentment toward a race or class of people” among other things. One of the most vocal proponents of the ban, Arizona State Schools Chief Tom Horne, claimed Mexican-American Studies “teach Latino students that they are oppressed by white people” (Cooper, 2010) when they should be “teaching these kids to be patriotic American citizens” (Ingram, 2014). Opponents in Arizona feared that the bill would sanction racial profiling and result in disproportionate harassment and discrimination against Hispanics, regardless of their citizenship status. Reflecting such concerns, Dr Roberto Rodriguez, professor of Mexican American studies, stated that “the mood here is not anti-immigrant...the racial profiling has little to do with legalities; it is about the expressed targeting of red-brown Indigenous people” (Rodriguez, 2010)

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