Individual Prejudice Research Articles

Prestige norms of moral disengagement, prejudice, and ethnic bullying: a study among Italian early adolescents

ABSTRACT This study aimed to explore the association between prestige norms of moral disengagement and ethnic bullying among Italian early adolescents. Prestige norms of moral disengagement were also examined as possible moderator of the association between individual prejudice and ethnic bullying. Participants were 742 sixth to eighth graders attending multiethnic schools in Italy (49.7% girls), all of Italian heritage, who answered peer and self-report measures. In multilevel models, individual levels of moral disengagement were associated with ethnic bullying, and prestige norms of moral disengagement (classroom level) moderated (cross-level interaction) the association between xenophobic prejudice and ethnic bullying was significant only for high levels of prestige norms. Results highlight the importance of individual prejudices in ethnic bullying and suggest that the processes of socialization of cognitive distortions within peer groups are complex, providing useful insights for interventions.

Employee perceptions of race and racism in an Australian hospital

BackgroundRacism contributes to health inequities faced by people of colour and marginalised groups. Despite widespread recognition of the impacts of racism, mitigating strategies and legislation have been largely unsuccessful. Research into racism in healthcare has mostly examined personal experiences of healthcare workers and patients, assuming that the definitions of racism and race are similarly understood by all. However, ethnicity and race are often conflated, and racism seen as primarily interpersonal and ahistorical. PurposeThis paper explores hospital employee understandings of racism, its impacts and how to reduce it. MethodsForty-nine staff within one Australian hospital participated in individual qualitative interviews regarding the definition, impact, and ways of reducing racism. Interviews were analysed with a reflexive thematic analytic approach using a Postcolonial framework. ResultsParticipants described racism as being experienced by marginalised groups of people in Australia. They identified that racism has detrimental effects on health and wellbeing. Not all were clear regarding what constituted racism: it was not described as an ideology created to justify colonial distribution of power and resources. Some thought that racism was individual prejudice while others noted it was also structural in nature. Participants commonly defined race as involving physical or cultural differences, suggesting that discredited historical and colonial concepts of race continue in Australian society. While many felt that education was the best way to reduce racism and its impacts, some participants noted that being educated did not necessarily change racist behaviour. ConclusionsThe lack of accurate understanding of the concept of race and racism likely contributes to the relatively poor effect of current strategies to combat racism. As an initial part of deeper systemic anti-racist reform, this research supports calls for anti-racist education to clarify the definition of racism as an ideology.

Critical Race Theory and U.S. Community Colleges: Contending with Controversy

ABSTRACT Critical Race Theory (CRT) can be used as an analytical framework for understanding the propagation of systemic racism within societal structures and institutions, particularly in community colleges. CRT provides insights into the structural nature of racism as an issue of individual prejudice and one built into society’s fabric. However, many states are attempting to or have successfully banned CRT and its related concepts. Despite the chilling effect of these regulations, community colleges still have a role to play in integrating CRT and other culturally responsive pedagogies. Liberating the hidden curriculum refers to instructional methods and practices for challenging the implicit norms, values, structures, and practices in schools that perpetuate social norms and reproduce racial oppression. The principles of CRT can also help challenge microaggressions and encourage candid discussions of biases to reduce their impact and alter hidden curricula, thus engendering more equitable student experiences, opportunities, and outcomes. Implications for institutional and classroom practices include the importance of professional development and integrating culturally relevant and responsive pedagogy to provide more empowering educational experiences for all community college students.

From colorblind to systemic racism: Emergence of a rhetorical shift in higher education discourse in response to the murder of George Floyd.

We use topic modeling and exponential random graph models (ERGM) to analyze statements issued by Institutions of Higher Education (IHEs) (N = 356) in the United States in the aftermath of George Floyd's murder in May 2020. Prior research investigating discourse on race in IHEs demonstrates the prevalence of two paradigms. First, the ideology of 'colorblind racism' treats systemic racism-a form of racism where social, political, and economic institutions are organized in a way that disadvantages people of color-as having largely existed in the past. Consistent with this, IHE responses to prior race-related incidents on campus have emphasized individual prejudice, avoiding discussion of systemic racism. Second, 'diversity' orthodoxy, which treats race as a cultural identity and emphasizes the instrumental benefits of racial heterogeneity on campus, is commonplace in IHEs. Topic modeling of statements issued in 2020 reveals the prevalence of several themes including the systemic and enduring nature of racism in the United States, diversity orthodoxy, humanist responses reflecting rhetoric consistent with colorblind racism, and COVID-19 response strategies. ERGM reveals fragmentation in the discourse based on IHE attributes. Religiously affiliated IHEs and those located in Republican-voting states attend more to diversity and humanist discourse, and less to systemic racism. Elite IHEs, those in Democrat-voting states, and IHEs with high percentages of Black students are more focused on systemic racism. Overall, as compared to colorblind racism and diversity orthodoxy established in prior work, our analysis reveals two striking rhetorical shifts on race discourse in IHEs in the aftermath of George Floyd's murder: (1) from a colorblind ideology to discussing the systemic nature of racism in the United States, and (2) from acknowledging perpetrators but not the broader context of racism in on-campus incidents to acknowledging diffuse racism manifest in society but refraining from explicitly naming any wrongdoers.

(Loan) price and (loan officer) prejudice

Although the role of loan officers in the credit process has been extensively discussed in the literature, their individual prejudices have been neglected. The literature on decision making relies on the assumption that all loan officers perceive and use information similarly, regardless of their individual and psychological backgrounds. We challenge this assumption by investigating how loan officers’ prejudices toward the information used in the decision process affect loan spreads. Using data on corporate loans from a large French bank, we document the influence of discrepancies in loan officers’ prejudices according to the type of information they consider. Our results suggest that loan officers’ prejudices not only significantly affect loan outcomes but also play a moderating role in the use of information. We also show that loan officers’ and borrowers’ characteristics influence these effects.

Locked Down, Lashing Out: COVID-19 Effects on Asian Hate Crimes in Italy

COVID-19 caused a major health crisis and an economic crisis, conditions identified as conducive to stigmatization and hostility against minority groups. It is however unclear whether the threat of infection triggers hate crimes in addition to stigmatization and whether such a reaction can happen at the onset of an unexpected economic shock, before social hierarchies can be disrupted. Leveraging variation across Italian municipalities, we show that (i) hate crimes against Asians increased substantially at the pandemic onset and that (ii) the increase was concentrated in cities with higher expected unemployment but not higher excess mortality. We then examine individual, local, and national mobilization as potential mechanisms and find evidence suggesting that (iii) a xenophobic national discourse and local far-right institutions motivate hate crimes, while we find no strong support for the role of individual prejudice. Our study identifies new conditions triggering hateful behavior, advancing our understanding of factors hindering migrant integration.

Before allyship: A model of integrating awareness of a privileged social identity.

Although the American Psychological Association encourages clinical psychologists to recognize and understand the experience of social privilege both within themselves and the individuals and communities they serve, there is a dearth of research in the field to guide this pursuit. According to the available literature, an essential barrier to social privilege integration is its implicit and covert nature that prevents consistent consciousness due to hegemonic forces. This study explored the process, from initial social privilege awareness to the moment of the study, through individual interviews. A social-constructivist, grounded theory approach was utilized as it was aligned with the understudied phenomena oriented around social justice. The result is a developmental model of social privilege integration that explicates accumulated exposures to privilege, the resultant threat to and protection of personal identity, and the conducive factors that lead to reconciliation. Implications of this theoretical model include the importance of a developmental perspective to cultivate an understanding of individual prejudice attitudes and discriminatory behaviors, as well as a roadmap toward equitable change. This model may be used by clinical psychologists across multiple settings in response to the most recent APA multicultural guidelines.

What Drives? What Restrains? Hidden Dynamics of Knowledge Transfer from Buddhist Male Managers to Female Trainees

Knowledge is power; if so, what hidden dynamics interplay during the employee training process between Buddhist male managers and their female subordinates who would potentially be future peers? Using a phenomenological enquiry, we explored hidden forces driving and restraining effective knowledge transfer and managers’ underlying beliefs, attitudes, prejudices, and motives. The findings revealed the societal and individual prejudices towards women as the restraining forces, while Buddhist ideologies and values as the driving forces of knowledge transfer. The results can be interpreted at individual, national, and organizational levels, thus leading to a new conceptualization of knowledge transfer practices in similar religious and ideological contexts. The underlying contradictions between Buddhist beliefs and societal prejudices thwarted knowledge transfer effectiveness. These findings guide practitioners to innovate practical training to initiate a paradigm shift to eliminate the harmful effect of societal ideologies and gender prejudices and integrate Buddhist values’ driving forces into knowledge transfer practices. We concluded that religious doctrines play a vital role in knowledge transfer practices, attitudes, values, and workplace behaviour in native Buddhist societies; however, future research would enhance the generalizability of the findings in similar religious contexts specific to South Asian countries.

Racial differences in transfusion practices: Time to address structural racism

See article on page 1519–1526, in this issue

Like the cool kids? The role of popular classmates in the development of anti-immigrant attitudes in adolescence

While classmates have been identified as important socializing agents in relation to adolescents’ prejudice, there is limited understanding of how popularity status plays into classroom transmission of prejudicial attitudes. Drawing on theories of social influence, we used a three-wave panel of Swedish adolescents ( N = 941, aged 13–15) to examine the role of sociometric and prestige popular classmates in the development of adolescents’ anti-immigrant attitudes. Multilevel repeated measurement models revealed positive relationships between popular and individual prejudice; between sociometric prejudice and the level and rate of change; and between prestige prejudice and wave-to-wave shifts in individual prejudice. Overall, we found sociometrically popular classmates to be more influential in relation to adolescents’ prejudice. Additionally, we found the effect of sociometric prejudice to be more pronounced if political issues were frequently discussed in the classroom.

AI bias: exploring discriminatory algorithmic decision-making models and the application of possible machine-centric solutions adapted from the pharmaceutical industry.

A new and unorthodox approach to deal with discriminatory bias in Artificial Intelligence is needed. As it is explored in detail, the current literature is a dichotomy with studies originating from the contrasting fields of study of either philosophy and sociology or data science and programming. It is suggested that there is a need instead for an integration of both academic approaches, and needs to be machine-centric rather than human-centric applied with a deep understanding of societal and individual prejudices. This article is a novel approach developed into a framework of action: a bias impact assessment to raise awareness of bias and why, a clear set of methodologies as shown in a table comparing with the four stages of pharmaceutical trials, and a summary flowchart. Finally, this study concludes the need for a transnational independent body with enough power to guarantee the implementation of those solutions.

Protective Factors for LGBTI+ Youth Wellbeing: A Scoping Review Underpinned by Recognition Theory.

Considerable research has been undertaken regarding the mental health inequalities experienced by lesbian, gay, bisexual, transgender and intersex (LGBTI+) youth as a consequence of societal and individual prejudice, stigma and discrimination. Far less research has focussed on protective factors that promote wellbeing for this population. A scoping review was conducted using a six-stage methodological framework, and is reported in accordance with the PRISMA-ScR statement. This explored the extent, range and nature of the peer-reviewed, published, academic literature on what is known about the protective factors that promote LGBTI+ youth wellbeing. Six databases were systematically searched applying Population–Concept–Context key inclusion criteria, complemented by contact with authors to identify additional sources, reference checks and hand searches. Ninety-six individual research records were identified and analysed, drawing from Honneth’s Recognition Theory. Interpersonal relations with parents (n = 40), peers (n = 32) and providers (n = 22) were associated with indicators of enhanced wellbeing, as were LGBTI+ community relations (n = 32). Importantly, online (n = 10), faith (n = 10) and cultural (n = 5) communities were potentially protective. Content and thematic analysis highlighted the importance of Gay–Straight Alliances (GSAs) (n = 23) offering powerful protective opportunities through intersecting interpersonal, community and legal forms of recognition. GSAs enhance allyship by peers and providers (n = 21), facilitate access to LGBTI+ community networks (n = 11) and co-exist alongside inclusive policies (n = 12), curricular (n = 5) and extracurricular activities (n = 1). This scoping review underscores the need to move beyond the predominant focus on risk factors for LGBTI+ youth, which subsequently inform protectionist approaches. It concludes with an appeal to develop mechanisms to apply recognitive justice to policy, practice and, importantly, future research directions. This emphasises the salience of enhanced understandings of inclusion, which is rights-based, universally available and of potential benefit to all.

“We need to teach school differently”: Learning to teach social studies for justice

Using interpretative case study methods, the researchers examined the beliefs and practices of 10 preservice social studies teachers with self-described preferences to teach for justice. While all of the participants in this study identified as committed to justice, there was a division between teachers whose beliefs were tolerance-oriented (focused primarily on individual prejudice) and teachers whose beliefs were equity-oriented (focused primarily on systemic oppression). Across the cases, we generally found that the teachers were grouped into three types: teachers not making progress toward critical social studies, teachers implementing critical social studies irregularly, and teachers implementing critical social studies regularly. Teachers who had strong equity-oriented beliefs were more likely to implement critical social studies regularly in their classrooms during student teaching.

Advancing racial and ethnic equity in science, medicine, and health: a call for papers

Advancing racial and ethnic equity in science, medicine, and health: a call for papers

Who Speaks for Baltimore: The Invisibility of Whiteness and the Ethics of Oral History Theater

ABSTRACT In 1980, Baltimore Voices, a play written from the transcripts of 200 interviews with elderly working-class Baltimore residents taken as part of the Baltimore Neighborhood Heritage Project (BNHP), was seen by thousands of people in Baltimore and on public television. Created by left-leaning oral and public historians, the play was intended to center the voices of white and African American Baltimore residents. However, Baltimore Voices fumbled its opportunity to present a nuanced past to the public through a cascading series of decisions revolving around the ethical question of who had the authority to interpret the oral histories for the stage play and how to frame them for public audiences. Specifically, the play ignored the role of whiteness in shaping Baltimore’s neighborhood history. Instead, the creators saw individual prejudice as the key issue shaping race relations in the city. They forced the stories of Black Baltimore residents into a white ethnic immigrant narrative frame, eliding the privileges that allowed white immigrants to rise in social status and distorting Black history. And they imagined the oral histories and play as modular, with the goal of presenting the history most palatable to the audience. While the theater company practiced sharing authority by giving BNHP narrators multiple opportunities to give feedback during script development, the question remains: when certain community members are more vocal than others, who gets to represent the community? Using extensive archival material, this article discusses Baltimore Voices as a case study of an oral and public history project during a formative moment for both fields. I suggest that progressive oral and public historians at times abdicated their ethical responsibility to frame and contextualize oral history to present complicated histories to the public. Examining whiteness requires this interpretive perspective because the power of whiteness is in its invisibility.

Locked Down, Lashing Out: Situational Triggers and Hateful Behavior Towards Minority Ethnic Immigrants

COVID-19 caused a significant health and economic crisis, a condition identified as conducive to stigmatization and hateful behavior against minority groups. It is however unclear whether the threat of infection triggers violence in addition to stigmatization, and whether a violent reaction can happen at the onset of an unexpected economic shock before social hierarchies can be disrupted. Using a novel database of hate crimes across Italy, we show that (i) hate crimes against Asians increased substantially at the pandemic onset, and that (ii) the increase was concentrated in cities with higher expected unemployment, but not higher mortality. We then examine individual, local and national mobilization as mechanisms. We find that (iii) local far-right institutions motivate hate crimes, while we find no support for the role of individual prejudice and national discourse. Our study identifies new conditions triggering hateful behavior, advancing our understanding of factors hindering migrant integration.

The Role of Interdisciplinarity in Bringing PBL to traditional Universities: Opportunities and Challenges on the Organizational, Team and Individual Level


 
 
 Problem-based learning (PBL) has emerged as a suitable approach to shift from teacher-centered to learner-centered educa-tion. However, higher education institutions (HEIs) experience obstacles stemming from lecturers’ and students’ reservations as well as organizational challenges. Following action research, the author reflects on her implementation of interdisciplinary PBL within one exemplar case study to explore opportunities and challenges of interdisciplinarity in the transition toward a PBL curriculum in a traditional HEI. At the organizational level, interdisciplinarity facilitates collective knowledge creation about PBL by providing interdisciplinary learning spaces and in-house training. At the team level, lecturers as well as students can collectively learn about PBL. At the individual level, interdisciplinary student-to-student and lecturer-to-lecturer learning can enhance personal knowledge about PBL. Monodisciplinary structures, discipline-based differences in teaching and knowledge traditions, as well as individual prejudices are sources of challenges associated with interdisciplinarity in organizational learning.
 
 

We Need to Talk About Racism-In All of Its Forms-To Understand COVID-19 Disparities.

Purpose: Racism is an essential factor to understand racial health disparities in infection and mortality due to COVID-19 and must be thoroughly integrated into any successful public health response. But highlighting the effect of racism generally does not go far enough toward understanding racial/ethnic health disparities or advocating for change; we must interrogate the various forms of racism in the United States, including behaviors and practices that are not recognized by many as racism.Methods: In this article, we explore the prevalence and demographic distribution of various forms of racism in the United States and how these diverse racial ideologies are potentially associated with racialized responses to the COVID-19 crisis.Results: We find that among white Americans, more than a quarter express traditional racist attitudes, whereas more than half endorse more contemporary and implicit forms of racist ideology. Each of these types of racism helps us explain profound disparities related to COVID-19.Conclusions: Despite a robust literature documenting persistent patterns of racial disparities in the United States, a focus on the role that various forms of racism play in perpetuating these disparities is absent. These distinctions are essential to realizing health equity and countering disparities in COVID-19 and other health outcomes among people of color in the United States.

Son otros, no es ninguno de nosotros. Un análisis de la estigmatización como fenómeno grupal

Este artículo presenta una clave de lectura del fenómeno de conformación del nosotros y exclusión de los otros, ofreciendo una comprensión pragmatista de la dimensión social de la responsabilidad moral. El aporte significativo de este texto está en que analiza las sociodinámicas de estigmatización como acciones resultantes de las actitudes del grupo al que pertenecen los individuos; en tal sentido, se persuade para que dichas acciones no se sigan explicando como una serie de conductas que los individuos desarrollan a título personal, debido a que esto impide diferenciar la estigmatización y segregación social del mero prejuicio individual.

Microaggressions: Clarification, Evidence, and Impact

In a 2017 article in Perspectives on Psychological Science, Scott Lilienfeld critiqued the conceptual basis for microaggressions as well as the scientific rigor of scholarship on the topic. The current article provides a response that systematically analyzes the arguments and representations made in Lilienfeld’s critique with regard to the concept of microaggressions and the state of the related research. I show that, in contrast to the claim that the concept of microaggressions is vague and inconsistent, the term is well defined and can be decisively linked to individual prejudice in offenders and mental-health outcomes in targets. I explain how the concept of microaggressions is connected to pathological stereotypes, power structures, structural racism, and multiple forms of racial prejudice. Also described are recent research advances that address some of Lilienfeld’s original critiques. Further, this article highlights potentially problematic attitudes, assumptions, and approaches embedded in Lilienfeld’s analysis that are common to the field of psychology as a whole. It is important for all academics to acknowledge and question their own biases and perspectives when conducting scientific research.