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Descriptors:
Thinking Skills; Program Effectiveness; Cultural Differences; Foreign Countries; Creativity; Stereotypes; Undergraduate Students; Nonverbal Ability; Whites; Cross Cultural Studies; Asians; Measures (Individuals)

Abstract:
A total of 182 undergraduate students from China and the United States participated in a study examining the presence of stereotypical perceptions regarding creativity and deductive reasoning abilities, as well as the influence of stereotype on participants' performance on deductive reasoning and creativity in nonverbal form. The results showed that participants from both China and the United States believed that Americans have better creativity abilities than Chinese and that Chinese have better deductive reasoning skills than Americans. Significant cultural difference in the performances on the measures of creativity was found. The cultural difference in deductive reasoning was found between Chinese participants in China and the Caucasian (not the Asian) participants in the United States, which were somewhat congruent to the stereotypical perceptions. However, the study did not find that stereotypic perceptions directly influenced participants' performance on deductive reasoning and creativity. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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African Americans; Whites; Adults; Stimuli; Photography; Visual Aids; Preferences; Ethnicity; Speech

Abstract:
This study determined whether using photographic stimuli displaying different ethnicity (African American vs. Caucasian American) influenced preference, word count, and number of content units produced by African American or Caucasian American participants. Six photograph pairs depicting common scenes were developed, differing only by model ethnicity. Participants sorted photographs by preference and described each photograph from which word count and content unit were determined. Each group showed significant preference for photographs of their own ethnicity. Caucasian Americans produced significantly more words than African Americans. Caucasian Americans also produced significantly more content units. Caucasian Americans produced more content units for African American scenes (nonsignificant). Results suggest that ethnic groups prefer photographic stimuli representing their own ethnicity. Other factors may influence the amount and content of speech produced. If African Americans typically produce less speech with less content than Caucasian American counterparts, separate normative data may be needed for each ethnic group. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Attitudes; Minority Groups; Bilingual Education; Whites; Bilingualism; Bilingual Education Programs; Cultural Context; Census Figures; Regression (Statistics); Hispanic Americans; Population Distribution; Population Growth; Hypothesis Testing; Fear; Negative Attitudes

Abstract:
This study examines local contextual conditions that influence opposition to bilingual education among non-Hispanic Whites, net of individual-level characteristics. Data from the Texas Poll (N = 615) are used in conjunction with U.S. Census data to test five competing hypotheses using binomial and multinomial logistic regression models. Our results support a "racial threat" hypothesis, suggesting that increasing opposition to bilingual education among Whites corresponds to changes in the Hispanic population. We find opposition to bilingual education among non-Hispanic Whites to be most pronounced in areas with substantial growth in an already sizeable Hispanic population, and least pronounced in areas of high growth rates and historically low proportions of Hispanics. Importantly, our results highlight the relevance of the interaction between minority group size and minority growth rates in generating majority opposition to bilingual education programs in the United States. (Contains 1 table, 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Abuse; Risk; Foster Care; African American Children; Race; Referral; Racial Differences; Mothers; Ethnicity; Victims; Child Welfare; Law Enforcement; Whites; Socioeconomic Status; Health; Hispanic Americans; Social Influences; Political Influences; Environmental Influences; Family (Sociological Unit)

Abstract:
Objective: Data from the United States indicate pronounced and persistent racial/ethnic differences in the rates at which children are referred and substantiated as victims of child abuse and neglect. In this study, we examined the extent to which aggregate racial differences are attributable to variations in the distribution of individual and family-level risk factors. Methods: This study was based on the full population of children born in California in 2002. Birth records were linked to child protective service (CPS) records to identify all children referred for maltreatment by age 5. Generalized linear models were used to compute crude and adjusted racial/ethnic differences in children's risk of referral, substantiation, and entry to foster care. Results: As expected, stark differences between Black and White children emerged in the rates of contact with CPS. Black children were more than twice as likely as White children to be referred for maltreatment, substantiated as victims, and enter foster care before age 5. Yet, there were also significant differences across racial/ethnic groups in the distribution of socioeconomic and health factors strongly correlated with child maltreatment and CPS involvement. After adjusting for these differences, low socioeconomic Black children had a lower risk of referral, substantiation, and entry to foster care than their socioeconomically similar White counterparts. Among Latinos, before adjusting for other factors, children of U.S.-born mothers were significantly more likely than White children to experience system contact, while children of foreign-born mothers were less likely to be involved with CPS. After adjusting for socioeconomic and health indicators, the relative risk of referral, substantiation, and foster care entry was significantly lower for Latino children (regardless of maternal nativity) compared to White children. Conclusions: Race and ethnicity is a marker for a complex interaction of economic, social, political, and environmental factors that influence the health of individuals and communities. This analysis indicates that adjusting for child and family-level risk factors is necessary to distinguish race-specific effects (which may reflect system, worker, or resource biases) from socioeconomic and health indicators associated with maltreatment risk. Identifying the independent effects of these factors is critical to developing effective strategies for reducing racial disparities. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Immigrants; Documentaries; Immigration; Whites; Racial Differences; Social Attitudes; Rhetoric; Affective Behavior; Emotional Response; Civil Rights; Identification (Psychology); Social Bias

Abstract:
Political advocates on the ideological right have long taken seriously what their counterparts on the left have not: white racialized affect. As left activists and scholars have alternately lamented and raged over the steady creep of the "middle" to the "right," they have documented in detail the outcomes of whites' refusal to engage in "genuine" racial atonement. I argue in this essay that there is still much to be gained critically, theoretically, and politically by taking collective, rhetorical production of white affect, particularly the retrieval of immigrant pain, as seriously as those who manipulate it. Key to that construction in the past two decades has been the archival and circulation of "the immigrant experience" in popular documentary films featuring Ellis Island. The success of "white rights" rhetorics owes much to equating and substituting that story for the mythos of "the nation of immigrants" as a whole. (Contains 75 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; United States History; Race; Culturally Relevant Education; History Instruction; Ethnicity; Whites; Teacher Attitudes; Learning Experience; Critical Theory; Journal Writing; Teaching Methods; Minority Group Students; High School Students

Abstract:
In this practitioner research study, the author, a White social studies teacher, examined the intersection between his students' race/ethnicity and their experiences learning history. Using critical race theory as a lens, the author employed mixed methods, analyzing teacher journaling, classroom artifacts, and student reflections, as well as survey and interview data from the students of color. The results showed that the teacher's attempt to use culturally relevant pedagogy had a positive impact on his students of color, but his pedagogy could also be improved with a greater inclusion of more ethnic and racial histories and examinations of U.S. history from international perspectives. This study highlights the importance of White teachers listening to the voices of their students of color when planning instruction. (Contains 3 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Critical Theory; Democracy; Political Attitudes; Government (Administrative Body); Citizenship; Middle Class; Whites; Anxiety; Television; Communication (Thought Transfer); Empowerment; Disadvantaged

Abstract:
For many communication scholars, critical pedagogy has proven a valuable teaching approach intended to strengthen democracy and empower the disenfranchised. However, the pedagogical practice becomes problematic when employed as a way to help the already enfranchised maintain their privileged position. This is the very problem posed by the conservative radio and television personality Glenn Beck. As we argue here, Beck routinely used techniques associated with critical pedagogy to encourage his primarily white, middle-class audience to feel disenfranchised by their own government and a liberal intellectual elite. Instead of encouraging democratic engagement, Beck urged his audience toward antagonistic relations anathema to democracy. His ability to do this encourages us to rethink the practice of critical pedagogy as a public modality, which is to emphasize its democratic political goals. In the end, we argue that Beck's ability to ape critical pedagogy for undemocratic ends should remind communication scholars of the importance of both stasis and materiality in their own practices of critical pedagogy and scholarship. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Surveys; Social Work; Social Science Research; Anglo Americans; Whites; Stranger Reactions; Intergroup Relations; Cultural Awareness; Foreign Countries; Limited English Speaking; Employment; Psychological Patterns; Attitudes; Ethnic Groups; Context Effect; Social Discrimination

Abstract:
Using survey data from 1,036 participants, which included 4 immigrant groups, we examined the factors that influence immigrants' experiences as they interact with nonimmigrant Americans. Logistic and multinomial regression results indicate that non-European immigrants were more likely to report negative experiences with Americans. The odds of reporting negative interactions were lower for African than for Hispanic immigrants. Immigrants who have lived in the United States for 10 years or longer and immigrants who have been involved in community activities were more likely to report negative interactions. Immigrants with employment, perception of lack of cultural understanding, and limited English proficiency also reported positive interaction. The study reinforces the need for social workers to facilitate intergroup relations among diverse populations. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Minority Groups; Recruitment; American Indians; Sampling; Probability; Race; Hispanic Americans; Birth; Documentation; Infants; Mothers; Questionnaires; State Surveys; Cooperation; African Americans; Ethnic Groups; Whites; Socioeconomic Status

Abstract:
This study examined whether and how survey response differs by race and Hispanic origin, using data from birth certificates and survey administrative data for a large-scale statewide experiment. The sample consisted of mothers of infants selected from Oklahoma birth certificates using a stratified random sampling method (N = 7,111). This study uses Heckman probit analysis to consider two stages of survey response: (1) being located by the survey team and (2) completing a questionnaire through collaboration with the survey team. Analysis results show that African Americans, American Indians, and Hispanics are significantly less likely to be located during the study recruitment than white Americans, controlling for other demographic and socioeconomic factors. Conditional on being located, the probability of collaboration did not differ among the four groups. Findings suggest that researchers should pay attention to separate stages of respondent recruitment and improve strategies to locate members of racial and ethnic minority groups during recruitment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Attention; Persistence; Knowledge Level; Whites; Reflection; Participation; Racial Discrimination; Teaching Methods; Self Concept; Perspective Taking; Power Structure; Criticism

Abstract:
Calls for vigilance have been a recurrent theme in social justice education. Scholars making this call note that vigilance involves a continuous attentiveness, that it presumes some type of criticality, and that it is transformative. In this essay Barbara Applebaum expands upon some of these attributes and calls attention to three particular features of vigilance that, while they may be alluded to in the aforementioned discussions, are rarely made explicit. These three features are critique, staying in the anxiety of critique, and vulnerability. Using the lens of Judith Butler's recent work and the discussions that her work has provoked, Applebaum examines these three features of vigilance and demonstrates how they are crucial for white people interrogating their complicity in systemic racism. Finally, she discusses how the expanded three features of vigilance can offer guidance to one of the enormously thorny questions that arises in the social justice classroom. (Contains 58 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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