White Undergraduates Research Articles

Black-white differences on the Vocational Preference Inventory

The Vocational Preference Inventory (VPI) was administered to black and white undergraduates. The overall VPI profiles of the two groups were significantly different. Seven of the 11 scales of the VPI yielded significant differences between the black students and the white students. The black students scored higher on the Social, Conventional, Enterprising, Self-Control, Status, and Infrequency scales. The white students scored higher on the Masculinity scale.

The Effects of a Speaker's Race upon Person Perception

Summary This study was conducted to determine if knowledge of a speaker's race influences S's perception of him. Forty white male volunteer undergraduates were randomly assigned to one of four groups: I. White speaker, race unidentified; II. White speaker, race identified; III. Black speaker, race unidentified; IV. Black speaker, race identified. After hearing a recorded message, Ss completed a trait checklist and a measure of retention. No significant difference was found for Ss' impressions for the black vs. white speaker or for the race identified vs. race unidentified groups. A significant interaction (p = .05) was found. Also, no difference was found between groups for retention, nor for individual traits except that more Ss who listened to the black felt the speaker was “good looking” (p < .02) and also thought about the speaker's race as they listened to the message (p < .001).

Black-White Differences in Nonverbal Behavior in an Interview Setting

The majority of systematic research on nonverbal behavior has used white college students as subjects. The present investigation examined both white and black subjects’nonverbal behavior and also independently varied the race of the person with whom the subject interacted. The experimental setting was an actual employment interview. Twenty black and 20 white female undergraduates were individually interviewed by either a black or white male interviewer. White subjects tended to maintain more visual interaction with interviewers of both races than did black subjects. Moreover, black interviewers were visually interacted with less, and given shorter glances. Racial, in contrast to nonracial, questions elicited longer glances; and subjects hesitated longer before answering them.

Attitudes toward Women's Family Role among Black and White Undergraduates

Attitudes toward Women's Family Role among Black and White Undergraduates

Prejudice and the learning of biracial influence structures

Sixty-four white undergraduates were instructed to learn who influences whom in eight hypothetical factory work groups, varying in racial distribution and transitivity. Transitive structures were learned more easily than nontransitive. Contrary to prediction, pro-Negro Ss were poor at learning Negro-dominated structures, especially when the structure was not transitive, and learned white-dominated structures very well when they were transitive. Pro-white Ss generally learned better than pro-Negro Ss. Pro-Negro Ss may be more anxious than pro-white, which may interfere with learning complex nontransitive structures.

A Selective Evaluation of Their University by Negro and White Undergraduates

A Selective Evaluation of Their University by Negro and White Undergraduates

A Comparative Study of Social Definitions of Alcohol and its Uses among Selected Male Negro and White Undergraduates

A Comparative Study of Social Definitions of Alcohol and its Uses among Selected Male Negro and White Undergraduates