Showing papers on "Prejudice published in 1994"

Happiness and stereotypic thinking in social judgment.

Abstract: Four experiments examined the effects of happiness on the tendency to use stereotypes in social judgment. In each experiment, individuals who had been induced to feel happy rendered more stereotypic judgments than did those in a neutral mood. Experiment 1 demonstrated this phenomenon with a mood induction procedure that involved recalling life experiences. Experiments 2 and 3 suggested that the greater reliance on stereotypes evident in the judgments of happy individuals was not attributable to cognitive capacity deficits created by intrusive happy thoughts or by cognitively disruptive excitement or energetic arousal that may accompany the experience of happiness. In Experiment 4, happy individuals again were found to render more stereotypic judgments, except under conditions in which they had been told that they would be held accountable for their judgments. These results suggest that although happy people's tendency to engage in stereotypic thinking may be pervasive, they are quite capable of avoiding the influence of stereotypes in their judgments when situational factors provide a motivational impetus for such effort. Discovering the conditions under which group stereotypes are likely to be applied in forming impressions of and making judgments about individuals has been an issue of perennial interest in social psychology. Factors such as information overload (Pratto & Bargh, 1991; Stangor & Duan, 1991) and task difficulty (Bodenhausen & Lichtenstein, 1987), for example, have been shown to increase the social perceiver's reliance on stereotypic preconceptions (for a review, see Hamilton & Sherman, in press). In the present research, we investigated the role of emotion, specifically happiness, in the application of stereotypes during social information processing. Does being happy have any impact on the likelihood of stereotyping others? If so, what is the mechanism involved? It was these questions that we sought to address. Interest in the relationship between emotion and stereotyping is certainly not new. However, previous attempts to understand the role of affective experience in prejudice and stereotyping have focused almost exclusively on the impact of negative emotions. Conventional wisdom indicates that it is during times of stress, anxiety, or hostility that prejudice and stereotypes are most likely to emerge and exert their influence on social perception. Psychological research lends credence to the idea that anger, conflict, frustration, and anxiety are indeed associated with

Are People Prejudiced Against Women? Some Answers From Research on Attitudes, Gender Stereotypes, and Judgments of Competence

Abstract: In contemporary research, attitudes toward women appear to be more positive than those toward men in samples of US and Canadian university students, and the evaluative content of the female stereotype is more favorable than the evaluative content of the male stereotype. These research findings on attitudes and stereotypes are compared with the findings of Goldberg-paradigm experiments on judgments of women's and men's competence, which are commonly thought to reflect people's attitudes and stereotypes. Although research on competence judgments has not shown a pervasive tendency to devalue women's work, it has demonstrated prejudice against women in masculine domains (e.g. male-dominated jobs, male-stereotypic behavior). This targeted form of prejudice is consistent with the generally more favorable evaluation of women than men obtained in attitude and stereotype studies because this positive evaluation derives primarily from the ascription to women of nice, nurturant, communal characteristics, which peopl...

Back to the Black Belt: Racial Environment and White Racial Attitudes in the South

Abstract: In this study, I look at the relationship of black population and white racial attitudes in the contemporary South. Merging county-level census data with individual-level N.E.S. data from the 1980s to create a variable tapping "racial environment," I also use this study to test the validity of a group conflict theory of racial-political attitudes. I find that racial environment has a strong and consistent effect on racial-political attitudes, but little-to-no effect on measures of prejudice. Moreover, this racial environment effect is pronounced among those most affected by black political progress (southern Democrats evaluating Jesse Jackson). Contrary to a symbolic racism approach to the study of racial-political attitudes, these three findings support the contention that threat, in the form of group conflict, influences political positions on racial issues.

Social cognition: Impact on social psychology.

Abstract: Social cognition and classic issues in social psychology, DL Hamilton, PG Devine and TM Ostrom a personal perspective on social cognition, RP Abelson impression formation - from recitals to symphonie fantastique, J-P Leyens and ST Fiske social cognition contributions to attribution theory and research, ER Smith the role of trait constructs in person perception - a historical perspective, RS Wyer Jr and AJ Lambert social cognition of the self, PW Linville and DE Carlston the cognitive foundations of attitudes - it's a wonderful construct, TM Ostrom, JJ Skowronski and A Nowak the social cognition analysis of social influence - contributions to the understanding of persuasion and conformity, DM Mackie and JJ Skelly social cognition and the study of stereotyping, SJ Stroessner and DM Driscoll prejudice and prejudice reduction - classic challenges, contemporary approaches, MJ Monteith, JR Zuwerink and PG Devine cognitive processes and intergroup relations - a historical perspective, M Rothbart and S Lewis

The concept of race in Health Services Research: 1966 to 1990.

Abstract: OBJECTIVE. This study examined ways in which race/ethnicity has been conceptualized and used in the health services research literature as published in Health Services Research (HSR). DATA SOURCE. All articles published in HSR from its inception in 1966 to 1990. STUDY DESIGN. The analyses were restricted to U.S.-based empirical research on humans or in which human population characteristics are described. This study identifies the terms used for race and/or ethnicity, the frequency with which they occur, and the purposes for which they are utilized. PRINCIPAL FINDINGS. The study documents that race/ethnicity is widely used in the health services literature to stratify or adjust results and to describe the sample or population of the study. Terms used for race are seldom defined and race is frequently employed in a routine and uncritical manner to represent ill-defined social and cultural factors. CONCLUSIONS. Researchers and practitioners must give more careful attention to the conceptualization and measurement of race. An understanding of racial/ethnic differences in patterns of health service utilization will require efforts to catalog and quantify the specific social and cultural factors that are differentially distributed by racial and ethnic status.

The Psychology of prejudice

Abstract: Contents: Preface. R.C. Gardner, Stereotypes as Consensual Beliefs. M. Snyder, P. Miene, On the Functions of Stereotypes and Prejudice. M.R. Banaji, A.G. Greenwald, Implicit Stereotyping and Prejudice. V.M. Esses, G. Haddock, M.P. Zanna, The Role of Mood in the Expression of Intergroup Stereotypes. S.L. Neuberg, Expectancy-Confirmation Processes in Stereotype-Tinged Social Encounters: The Moderating Role of Social Goals. B. Altemeyer, Reducing Prejudice in Right-Wing Authoritarians. C.D. Batson, C.T. Burris, Personal Religion: Depressant or Stimulant of Prejudice and Discrimination? R.Y. Bourhis, Power, Gender, and Intergroup Discrimination: Some Minimal Group Experiments. R.Y. Bourhis, I. Sachdev, A. Gagnon, Intergroup Research with the Tajfel Matrices: Methodological Notes. D.M. Taylor, S.C. Wright, L.E. Porter, Dimensions of Perceived Discrimination: The Personal/Group Discrimination Discrepancy. R.N. Lalonde, J.E. Cameron, Behavioral Responses to Discrimination: A Focus on Action. J. Crocker, B. Major, Reactions to Stigma: The Moderating Role of Justifications. M.B. Brewer, The Social Psychology of Prejudice: Getting it All Together.

Moral Threats and Dangerous Desires: AIDS in the News Media

Abstract: Since 1981, AIDS has had an enormous impact upon the popular imagination. Few other diseases this century have been greeted with quite the same fear, loathing, and prejudice against those who develop it. The mass media, and in particular, the news media, have played a vital part in "making sense" of AIDS. This volume takes an interdisciplinary perspective, combining cultural studies, history of medicine, and contemporary social theory to examine AIDS reporting. There have been three major themes dominating coverage: the "gay-plague" dominant in the early 1980s, panic-stricken visions of the end of the world as AIDS was said to pose a threat to everyone, in the late 1980s; and a growing routinising of coverage in the 1990s. This book lays bare the sub-textual ideologies giving meaning to AIDS news reports, including anxieties about pollution and contagion, deviance, bodily control, the moral meanings of risk, the valorisation of drugs and medical science. Drawing together the work of cultural and politicaltheorists, sociologists and historians who have written about medicine, disease and the body, as well as that of theorists in Europe and the USA who have focused their attention specificaiiy on AIDS, this book explores the wide theoretical debate about the importance of language in the social construction of illness and disease. This text offers insights into the sociocultural context in which attitudes towards people with HIV or AIDS and people's perceptions of risk from HIV infection are developed and the responses of governments to the AIDS epidemic are formulated.

Toward Motivational Theories of Intrinsic Religious Commitment

Abstract: G. W. Allport referred to religious intrinsicness as an “orientation.” The scales in Allport and J. M. Ross reflect that concern, including items that illustrate not only affect and values in the religious domain but also behavior, such as church attendance. The results were as predicted from a motivational theory of intrinsic religiousness and were directly counter to Allport’s position: Those whose commitment to their faith was internalized and whose religious group had a norm of prejudice were indeed prejudiced; those whose religious norms included tolerance were tolerant. Cognitive theories are only indirectly motivational, but they do seek to explain some of the same phenomena. The affect/value distinction is useful for hypothesizing which motivational theory relates to what part of religious commitment. Debates over attributions of causation are widely known in psychology. In social psychology, attributing a cause to a personal source rather than to environmental forces is referred to as the fundamental attribution error.

A Proud Label: Exploring the Relationship between Disability Politics and Gay Pride

Abstract: This paper draws parallels between disability politics and the gay pride movement, in order to illustrate how different minority groups share experiences in common whilst retaining distinct qualities. Through exploring this relationship, issues such as normalisation, passing and challenging prejudice will be presented in a wider context. The social model of disability will be applied to experiences within the gay and lesbian community and the experience of dual oppressions will be addressed. The paper concludes with a focus upon the concept of the personal as political and the force of collective power.

Personality Theories: Development, Growth, and Diversity

Abstract: Each chapter concludes with one or more of the following: "Evaluation," "Conclusion(s)," "Summary Points," "Running Comparison," "Essay/Critical Thinking Questions," and "E-mail Interaction." 1.Introduction. Preliminary Definition of Personality. Methods of Studying Personality. Personality Tests: Personologists' Tools. Testing and Theorizing About Personality in a World of Human Diversity. A Final Word About "Science." 2.The Psychoanalytic Legacy: Sigmund Freud. Freud, The Person. Freud's View of the Person. Basic Concepts: Freud. 3.Personality's Ancestral Foundation: Carl Jung. Jung, The Person. Jung's View of the Person. Basic Concepts: Jung. 4.Overcoming Inferiority and Striving for Superiority: Alfred Adler. Adler, The Person. Adler's View of the Person. Basic Concepts: Adler. 5.Moving Toward, Away From, and Against Others: Karen Horney. Horney, The Person. Horney's View of the Person. Basic Concepts: Horney. 6.Personality from the Interpersonal Perspective: Harry Stack Sullivan. Sullivan, The Person. Sullivan's View of the Person. Basic Concepts: Sullivan. 7.The Seasons of Our Lives: Erik Erikson. Erikson, The Person. Erikson's View of the Person. Basic Concepts: Erikson. Theoretical and Empirical Support for Erikson's Point of View. 8.The Sociopsychological Approach to Personality: Erich Fromm. Fromm, The Person. Fromm's View of the Person. Basic Concepts: Fromm. 9.Every Person Is to Be Prized: Carl Rogers. Rogers, The Person. Rogers' View of the Person. Basic Concepts: Rogers. 10.Becoming All That One Can Be: Abraham Maslow. Maslow, The Person. Maslow's View of the Person. Basic Concepts: Maslow. 11.Marching to a Different Drummer: George Kelly. Kelly, The Person. Kelly's View of the Person. Basic Concepts: Kelly. Personality Development. 12.The Social-Cognitive Approach to Personality: Walter Mischel and Julian Rotter. Mischel: A Challenge to Traits. Mischel, The Person. Mischel's View of the Person. Basic Concepts: Mischel. Rotter: Internal versus External Control of Our Behavior. Rotter, The Person. Rotter's View of the Person. Basic Concepts: Rotter. 13.Thinking Ahead and Learning Mastery of One's Circumstances: Albert Bandura. Bandura, The Person. Bandura's View of the Person. Basic Concepts: Bandura. 14.It's All a Matter of Consequences: B.F. Skinner. Skinner, The Person. Skinner's View of the Person. Basic Concepts: Skinner. 15.Human Needs and Environmental Press: Henry A. Murray. Murray, The Person. Murray's View of the Person. Basic Concepts: Murray. 16.The Trait Approach to Personality: Raymond Cattell and Hans Eysenck. Cattell, The Person. Cattell's View of the Person. Basic Concepts: Cattell. Eysenck: 16 = 3 - Conceiving of Personality in Three Dimensions. Eysenck, The Person. Eysenck's View of the Person. Basic Concepts and Contributions: Eysenck. Limitations. 17.Personality Development and Prejudice: Gordon Allport. Allport, The Person. Allport's View of the Person. Basic Concepts: Allport. Personality Development. Personality and Prejudice.

School violence among culturally diverse populations: Sociocultural and institutional considerations.

Abstract: VioLit summary: OBJECTIVE: The purpose of this article by Soriano et al. was to identify the social, economic, and cultural factors associated with school violence among diverse populations of youth. METHODOLOGY: The authors employed a non-experimental research design in this article. Recommendations and conclusions were based on a review of literature in the area of school violence. FINDINGS/DISCUSSION: The authors asserted that Latino and African-American youth are more likely to be involved in school violence than their white peers. They argued that culture and cultural memberships do not explain the differences, rather, they suggest that different social contexts afford easier access to violence to some groups while excluding others. It was stated that the demographics of American society are changing, particularly in that there has been a dramatic increase in the number of certain racial and ethnic minorities. It was found, for example, that the number of Latinos/Hispanics increased by 53% between 1980 and 1990. The authors asserted that these demographic changes are increasing the potential for conflict in schools. It was found that black and Hispanic youth were involved in significantly more school violence than white youth. Additionally, it was noted that Hispanic male students in grades 9-12 reported carrying weapons to school more frequently than their black and white peers. The authors argued that schools today are facing many new challenges. For example, it was posited that schools are becoming increasingly diverse, both linguistically and culturally. It was also suggested that schools are changing in structure, such as the way they are governed, as well as undergoing changes in function, in that schools are expected to provide social services and counseling in addition to education. The authors stated that racism and hate crimes are prevalent in schools and in the larger society, presenting a further challenge to schools. Another challenge, according to the authors, was found in the changes in American family life. They argued that parental involvement in children's schooling is no longer a given, citing the dramatic increases in single-parent headed households and the number of mothers in the labor force. They argued that this environment leaves children largely unattended and fosters an ever-growing underclass with a potential for violence. It was posited that children from diverse cultural backgrounds are often avoided or treated with hostility in American schools. For this reason, it was argued that youth from minority culture backgrounds have more potential for involvement in conflicts. The authors posited that culture can influence one's social risks in two distinct ways: by protecting the youth with a support system, positive sense of self, and a pattern of norms and values to follow, or, by failing to protect its members against risk factors and allowing its members to become assimilated into marginal subcultures of the mainstream culture. It was argued that the result of the former is a student who can successfully achieve economic and social status, while the consequence of the latter is a student filled with frustration and rage, which can be internalized or directed towards others in the form of violence. It was recommended that schools focus on the cultural backgrounds of their students in school violence prevention and intervention efforts by involving parents, families and communities, in addition to creating positive peer networks for students. The authors further recommended that school psychologists learn to communicate verbally and nonverbally in the affective language of the at-risk youth. The authors presented a diagram to illustrate the relationship between students culture and the schools culture. They argued that children may either assimilate into the school culture by integrating or "melting into" that culture, or acculturate by adjusting their own values and beliefs. It was suggested that older children are more likely to retain elements of their culture by acculturating, while younger children are more likely to assimilate. The authors asserted that one's view of the world is influenced by several elements which are linked to culture, and gave recommendations for school psychologists for dealing with these elements. For example, it was recommended that school psychologists recognize the different kin relationships of their students to gain a better understanding of the influences in their lives. The authors recommended that school psychologists recognize that students learn their values, beliefs and attitudes from their family and that they try to work with the family in educating the child. It was recommended that psychologists learn about the economic conditions of their students as well, for they may discover that their students bear the burden of providing, or helping to provide, for their families and extended families. The authors suggested that faced with this poverty and pressure from their families the potential for violence increases. It was further recommended that school psychologists learn about the family politics in the home of the ethnic minority student, for example, learning about authority, decision-making, and power in the youths family. They argued that certain family dynamics may lead children to become frustrated and angry and more likely to engage in conflicts. The authors suggested that the different religious beliefs and practices of students must also be considered, for it was argued that religion is often an important form of support for students. The authors further recommended that psychologists learn about the minority youth's association with or isolation from his or her community. For example, they suggested that African-American culture is focused on relationships with others, not the self, and that this may explain the strong pull towards gangs among African-American males. It was suggested that school psychologists conduct home visits to learn about the degree to which their students have assimilated or become acculturated to the dominant culture. It was also recommended that school psychologists learn about the concepts of health and well-being among their minority culture students. It was argued that students from all cultural backgrounds must be taught that violence is a health issue which affects the most vulnerable members of the community. Further, it was suggested that educators stress that devaluing students native culture and language will be viewed as a form of violence and will not be condoned. Finally, it was recommended that school psychologists recognize the importance of language in the transmission of culture, and that linguistic diversity be valued accordingly. The authors concluded that students of color are disproportionately involved in school violence both as perpetrators and as victims. They argued that most efforts to reduce, prevent, or intervene in school violence neglect the social and cultural backgrounds of the students involved. They argued that the special needs of students of color can best be met when these differences are recognized. (CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado) School Violence Student Violence Juvenile Offender Juvenile Violence Juvenile Victim Sociocultural Factors Socioeconomic Factors Violence Causes Demographic Factors Racial Factors Racism Prejudice Class Factors Racial Differences School Mental Health 12-02

Generic Principles for Resolving Intergroup Conflict

Abstract: Poorly managed intergroup conflict is the world’s most costly and intractable social issue. At low intensity, it is expressed through prejudice, discrimination, and oppression, which perpetuate inequality and injustice, sap the resources, and underutilize the diversity of human systems.

Psychological Sources of Electoral Racism

Abstract: This paper examines the effect of racial cues on candidate perception and evaluation. In an experimental setting, we manipulated the race of a hypothetical candidate. Our causal model then examines how the candidate's race influences voters through stereotyping biases as well as the more "affect-laden" impact of racial prejudice. The experimental design affords many advantages over traditional survey research because we possess (1) complete control over the policy stands taken by the candidate and (2) an ability to eliminate confounds among the explanatory variables. We conclude by noting the pervasive influence of cognitive and affective expectations on black candidate perception and evaluation, and how these psychological biases might inhibit the formation of a "nonracial, middle-of-the-road" campaign by black candidates. Additionally, we note limitations of the experiment design and propose an agenda for future research.

The Construction of Racial Difference in Twentieth-Century Britain: The Special Restriction (Coloured Alien Seamen) Order, 1925

Abstract: In the course of the past several decades, scholars have exposed Black people's long history of life and work in Britain, but their approaches to racial conflict have slighted the historical contingency of racial difference itself. Black workers have been presented as logical, visible scapegoats in an otherwise homogeneous working class, and interracial hostility as an ineluctable product of economic or sexual competition between two mutually exclusive and naturally antagonistic groups of working men. Scholars examining Black people's experience in Britain under the rubric “immigrants and minorities” have placed particular emphasis on racial conflicts, xenophobia, and prejudice, which they see as evidence of “traditions of intolerance” widespread in British society. Such interpretations leave unchallenged the assumption that racial or ethnic hostility is latent in social relations, resurfacing in any crisis. Whatever the intentions of their authors, such assumptions can all too easily be used to justify rather than to combat conflict and exclusion.Intolerance, bigotry, prejudice, moreover, are not explanations for racial or ethnic conflict: in themselves they require explanation. In focusing on “attitudes,” and behaviors, these works neglect to examine the structural underpinnings of popular racism and xenophobia—in particular the ways that Black and white working people were positioned in relation to each other within a system also riven by class, gender, skill, and other power dynamics. What many scholars have taken for granted, indeed, is the objective or fixed quality of racial difference itself and its inexorably divisive effects.

Cooperation in the Multi-Ethnic Classroom: The Impact of Cooperative Group Work on Social Relationships in Middle Schools

Abstract: First published in 1994, this book describes how cooperative group work can enhance relationships in the classroom, reduce prejudice and alleviate problems of victimisation and peer rejection. It combines quantitative experimental analysis with detailed case studies; considers the impact of the family on pupil behaviour; and concludes with practical recommendations to foster social acceptance in the classroom. There is a strong emphasis on helping teachers to develop group work in their classrooms as an effective means of averting trouble and inducing a genuinely better attitude to collaboration with their fellow pupils. The difficulties in implementation which can arise if teachers are not motivated, or if pupils are disruptive, are honestly confronted. The book will also help educational and developmental psychologists involved in resolving behavioural difficulties resulting from social tensions in multi-ethnic classrooms.

Opening doors : perspectives on race relations in contemporary America

Abstract: On June 11, 1963, The University of Alabama provided the backdrop for what would become a lasting symbol in US civil right history With his stand in the schoolhouse door staged at Foster Auditorium on the University s campus, Governor George C Wallace attempted to defy a federal mandate by blocking the admission of two black students to the University The nature of racial prejudice and discrimination its causes, its history, and is impact on society was the focus of a 1988 national symposium hosted by The University of Alabama to mark the 25th anniversary of the stand in the schoolhouse door On this occasion major participants in the Wallace stand reconvened to reflect on the issues and circumstances surrounding that event In addition, because of the original event s central place in civil rights history, and because of the many racial disturbances and difficulties occurring today, scholars from across the country were asked to contribute to an extensive examination of racial prejudice and discriminationThis book is based on the presentations commissioned for the symposium and is divided into three sections: Historical Context, Current Psychosocial-Cultural Assessments of Prejudice and Discrimination, and Strategies for Change The contributors include Dan T Carter, E Culpepper Clark, John F Dovidio, Samuel L Gaertner, Rhoda E Johnson, James Jones, Leon F Litwack, Fannie Allen Neal, Mortimer Ostow, Thomas F Pettigrew, and Walter G Stephan The editors have provided introductions to each of the three sections that place the chapters in both historical and contemporary contexts"Opening Doors" describes the progress that has been made in this country in the relationships between and among the races since a sneering Governor Wallace withdrew from the University campus, telling bystanders to come back and see us in Alabama The volume also sheds new light on our understanding of prejudice and discrimination and serves to broaden our current perspectives on the traditions, values, attitudes, and behavior patterns that contribute to and reflect these negative components of race relations At the same time, by recounting historical issues associated with prejudice, racism, and discrimination, by offering current analyses of these concepts, and by suggesting strategies for effecting appropriate and meaningful change, "Opening Doors" leads to a clear understanding of the nature and extent of progress yet to be realized before we are able to engage in harmonious race relations and enjoy the benefits of a more just society"

Two Social Psychologies of Prejudice: Gordon W. Allport, W.E.B. Du Bois, and the Legacy of Booker T. Washington

Abstract: This article describes two distinct lines of theory and research on the social psychology of prejudice. The first (i.e., mainstream) line acknowledges an intellectual debt to Gordon W Allport and has tended to focus on the destructive effects of prejudice and discrimination on African Americans and other ethnic minorities. The second (i.e., "underground") line, in contrast, acknowledges an intellectual debt to WE.B. Du Boisand has tended tofocusonAfricanAmericans' (and other ethnic minorities') rich cultural heritage that has sustained them through times of slavery and/or segregation. Throughout this article, Booker T Washington's conciliatory stance regarding ethnic relations is used as a point of departure for exploring the differences and similarities between the two social psychologies of prejudice.

Evaluation of Sex Education Curricula: Measuring Up to the SIECUS Guidelines

Abstract: Most sexuality education curricula developed the past 20 years were not thoroughly evaluated. This study provides results from a content analysis of 10 sexuality education curricula for junior and senior high school students. Nine nationally available sexuality education curricula and one curriculum guide comprised the sample. The basis for analysis was the Guidelines for Comprehensive Sexuality Education, developed by the Sex Information and Education Council of the U.S. (SIECUS) and an instrument developed to measure bias in the curricula. Trained coders found that Sex Respect and Teen Aid addressed less than half the topics suggested by the SIECUS guidelines. Several of the curricula contained gender and sexual orientation bias. Certain key concepts such as "Sexual Behavior" and "Society and Culture" were not adequately addressed by most of the curricula. Findings indicate that of 10 curricula, only six are considered acceptable for educating junior and senior high school students.

Racism, racial prejudice and Jews in late imperial Russia

Abstract: The controversy over how to define racism dominates contemporary scholarship. Two opposing views emerge: either racism is a relatively new phenomenon, based on pseudo‐scientific teaching about biological inequality inherent in the various races, or racial prejudice emerged long before modern racism. According to which view they uphold, historians interpret the same historical events in different ways. The controversy is especially pronounced in the discussion of anti‐Semitism in late Imperial Russia. While historians initially pointed out the religious, economic, and political roots of persecutions aimed at Jews, during the last three decades there has been a movement towards viewing Russian discrimination against the Jews as being at least partially motivated by racial prejudice. As proof of the existence of racist attitudes towards Jews, recent scholars point to restrictions enacted in 1912 that were directed at Jewish converts to Christianity and their immediate descendants. The author argues ...

Culture and violence: The interaction of Africa and America

Abstract: This paper examines the interaction of African and American gender role ideologies as a possible influence on the high rate of wife abuse in African American families African traditional expectations of strong independent women and reciprocity between spouses conflict with the European-derived American heritage of sexuality as a male status symbol and of male control of women's lives Important differences in the meaning of male dominance/female subservience in African compared with American culture are explored The stress created by the conflict between African and American gender role values, exacerbated by prejudice and socio-economic deprivation, may increase emotional turmoil and find expression in violence and guilt in African American families

Constructions of criminality: police‐community relations in toronto

Abstract: Long considered a safe and tolerant city, Toronto has been shaken during the last ten years by a series of incidents involving the police and black people which has led to a serious deterioration in police-community relations. Drawing on evidence submitted to the 1989 Ontario Task Force on Race Relations and Policing, on newspaper reports and local interviews, this paper criticizes some commonsense constructions of the relationship between “race”, crime and policing. Rejecting conventional explanations of “ethnic criminality” and personal prejudice, the paper focuses on the question of institutional racism within the police force.

Are symbolic racism and traditional prejudice part of a contemporary authoritarian attitude syndrome

Abstract: This research used the General Social Survey for 1988 to investigate the extent to which traditional racial prejudice and symbolic racism had syndromic qualities among white Americans. The correlations between the measures of traditional prejudice and a wide variety of authoritarianism-related social attitudes were often moderately high. However, the associations of the measure of symbolic racism with these attitudes typically were similar. Additionally, the loadings of both types of prejudice on a general attitudinal authoritarianism factor were moderately high. Moreover, the measures of traditional prejudice and symbolic racism had substantial correlations with one another. Thus there was little in the findings to support the characterization by Sears and his associates of symbolic racism as a distinctive racial disposition.

Educating Young Children in a Diverse Society.

Abstract: This paper examines the impact of ethnicity, gender, and social class on young children and discusses the ways in which children can be educated to appreciate and value diversity. It also summarizes the ideas of E. King's "Educating Young Children in a Diverse Society" (1994), highlighting the strategies advocated in the book that encourage teachers and educators to implement diversity into programs for young children. The paper notes that early childhood educators need to focus on content integration, knowledge construction, prejudice reduction, equitable pedagogy, and empowerment when considering curriculum development and program practices. Educators also need to address their own cultural, gender, and class attitudes, as well as the attitudes of their students, when formulating curriculum content and teaching methods. The paper concludes by noting that using information about culture and learning in sensitive and positive ways will help educators value and promote diversity in all aspects of education. (MDM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************

The Social Psychologists: Research Adventures

Abstract: Getting (my)self into social psychology, Anthony G. Greewald from the still small voice of the discontent to the Supreme Court - how I learned to stop worrying and love social cognition, Susan T. Fiske self-monitoring - public appearances versus private realities, Mark Snyder a full-cycle approach to social psychology, Robert B. Cialdini the personal story of an interpersonal psychologist, Roy F. Baumeister with a little help from my friends, John F. Dovidio on the love of beauty and the beauty of love - two psychologists study attraction, Karen K. Dion and Kenneth L. Dion self-esteem and passionate love relationships, Elaine Hatfield a career on aggression, Leonard Berkowitz getting hooked on research in social psychology - examples from eyewitness identification and prejudice, Patricia G. Devine doing social psychology cross-culturally - into another heart of darkness, Michael H. Bond health psychology research - the interpersonal challenges, M. Robin DiMatteo have environment will travel - my life as an environmental psychologist, Paul B. Paulus social psychology in court - the case of the prejudicial pre-trial publicity, Norbert L. Kerr complex answers to a simple question - is integrative complexity "politically correct"?, Philip E. Tetlock.

Chattanooga's Paideia Schools: A Single Track for All-And It's Working

Abstract: One of the first reports on public education appearing in the 1980s was The Paideia Proposal, a slim volume written by Mortimer Adler (1982) representing 22 educators and academics called The Paideia Group. Unlike many of the more utilitarian reports later released under the aegis of official commissions, The Paideia Proposal was a statement of philosophy, at once a vision of human beings as destined for learning and an explication of how public schools in a democratic society ought to help all citizens realize this vision.In his essay, Adler laid out The Paideia Group's view of education for citizenship, work, and lifelong learning in a democracy. Arguing that democracy requires not simply the same quantity but the same quality of schooling for all, he outlined three "columns of learning" or ways of acquiring knowledge, developing skills, and deepening understanding of ideas and values: didactic instruction, individualized coaching, and Socratic discussion. He further maintained that teachers should do more than simply purvey facts, but should engage students' minds by "inviting and entertaining questions, by encouraging and sustaining inquiry, by supervising helpfully a wide variety of exercises and drills, by leading discussions, by giving examinations that arouse constructive responses, not just the making of check marks on printed forms" (p. 50). Adler contended that educators must be learners themselves, for "the teacher who has stopped learning is a deadening influence rather than a help to students being initiated into the ways of learning" (p. 59). Likewise, the principal must be first and foremost the head teacher, an educational leader rather than solely an administrator.The Paieia Proposal was nothing if not controversial. At the annual conference of the Midwest Philosophy of Education Society (1983) and in the pages of the Harvard Educational Review, academics and practitioners heatedly critiqued the proposal's merits and shortcomings. Some (Cahn, 1983; McAninch, 1983; Ravitch, 1983; Smith, 1983) accepted, even cheered, Paideia, albeit with reservations. These and others (Berry, 1983; Smith & Traver, 1983) viewed the proposal as a welcome attempt, however imperfect, to reconcile the tension between values of equity and excellence in education.Many, however, expressed strong disagreement with Adler based on views that Paideia was elitist, narrow, or impractical. Perhaps the most serious charges came out of interpretations of the proposal as advocating a rarefied education that reinforced the status quo and had little relevance to underrepresented groups. Stickel (1983) and Burns (1983), for example, argued that Adler's ideas represented the imposition of an outmoded methodology on a pluralistic world and would not foster students' thinking about what their lives might be beyond what had already been determined for them. As Stickel specifically warned, "Sexism, prejudice, and ethnocentricity are easily perpetuated in a fixed curriculum" (p. 29). McKenzie (1983) forcefully challenged Adler's contention that the education provided the most eager students should be provided to all, asserting, "This belief, that what is best for the best is best for all, is a dangerously elitist tenet which may destroy the potential of countless young minds" (p. 391). Carnoy (1983) noted that the failure to include ordinary citizens in formulating Paideia was seriously at odds with the stated commitment of the writers to democracy. As he chided, "Appeals that ask [citizens] to regard their education as an end in itself can only be made by those who sit in ivory towers and are paid well to do so" (p. 402).Closely allied with these critics were others who viewed the course of study suggested by Adler as simply too narrow for the modern world and too inflexible for the diversity of students in public schools. For example, Swartz (1983) argued that the three columns of learning represented a standardization and uniformity of learning that would impede human growth and development. …

Public health, "AIDS exceptionalism" and the law.

Abstract: It has become a commonplace to claim that HIV has been treated "differently" than other disease by health policy makers. This claim - the "exceptionalism thesis" - is, I argue here, fundamentally ahistorical, overlooking that virtually all major public health threats have inspired political disputes at one time or another. It is not necessary to rehearse the many ways in which the general social response to HIV has been very much like that accorded the killer diseases of the past. Even the sympathetic recognition that HIV is uniquely stigmatizing is only true relative to other present health threats; in their prime, cholera, tuberculosis, and syphilis were all badges of vice and dissipation. The passions that disease can inspire are what make public health as much a political art as a bio-medical science. HIV fits well into a tradition of vigorous policy dispute and social tension. It is also interesting to consider how HIV relates to other health threats. HIV, as a virus, has properties that make it different from other disease-causing microbes. The particular pattern of its spread depends upon contemporary social conditions that are different from conditions of the past. HIV was revealed suddenly, as an epidemic, and epidemic diseases have generally been seen as alarmingly different from more ubiquitous killers societies have learned to bear. The drama and biological peculiarity of HIV should not, however, obscure its similarity to other leading killers, like cancer, heart disease, and accidents. All of these ways of dying can be attributed to behavior, to our culture, and to its values as they are expressed in socially constructed options and individual choices. All of the ways of dying challenge public health to develop effective, long-term social learning strategies to change dangerous behavior, and in so doing all of them pose questions about the government's role in manipulating the lives of the people. One might justly question whether it is even accurate to assert that "traditional" health measures have not been applied to HIV. As Bayer himself noted in a later article, during the HIV epidemic, twenty-five states passed revised health laws authorizing coercive action against HIV-infected people engaging in dangerous behavior, and nineteen states passed HIV-specific criminal law. AIDS is a reportable disease throughout the country, and HIV is reportable in some way in half the states. Public health agencies in many cities have used their summary powers to close or modify bathhouses and other sites of free sexual activity. Legislation mandating screening of various sorts of people, like prostitutes and prisoners, has been common. Even if we suppose that a doctrine of exceptionalism has carried the day among health policymakers, the measures actually enacted by state legislatures across the country reflect, at best, the failure of life to match the elegance of theory. Of course, the argument for exceptionalism does not rest on the many "traditional" measures that have been applied to HIV, but on the undeniably new ones. Even if it is correct to say that the response to HIV is unexceptional in being shaped by contemporary society, the exceptionalists are equally correct in the view that people with HIV have enjoyed unprecedented legal protection of their social status. Conceding that this aspect of the policy response to HIV is something new, I offer a very different account of its meaning and implications than the exceptionalists. Rather than a political concession to effective advocates, the legal protection of people with HIV was an ambitious effort to control, even to change, the social fears that had traditionally made disease control more difficult. I believe that this is consistent with, not antagonistic to, public health, [FN10] and unlike the exceptionalists, I do not believe that the public health rationale for such an approach is losing its force. My fear is not that protecting people with HIV has been a compromise with effective disease control, but that the legal impulse towards protection may not be strong enough to overcome the exceptional fear and revulsion that HIV and other killer diseases traditionally inspire.

Violence against women as bias-motivated hate crime: defining the issues in the USA.

Abstract: This article examines the problem of violence against women in the context of widely accepted definitions of bias-motivated hate crimes in the US. It seeks to show that acts of violence based on gender are crimes against individuals which are meant to terrorize the larger group of women and not just isolated crimes against persons who happen to be female. Hate crime is defined as any act of intimidation harassment physical force or threat directed against any person. It can range from threatening phone calls to murder intended to intimidate or injure an individual because of his or her race religion national origin or sexual identity. Although several evidences of crimes motivated by gender hatred have been established these crimes are not included in most anti-bias crime legislation at either the federal or state levels. Thus a number of groups across the country formed a coalition during the 1980s to push for the enactment of laws that would confront bias crime and improve the response of the criminal justice system. As a result the Hate Crime Statistics Act of 1990 was signed into law which mandates the collection and publication of data about crimes that manifest prejudice based on race religion homosexuality or heterosexuality or ethnicity. In addition the Violence Against Women Act and state anti-hate crime laws were implemented.