Resources for the teaching of social psychology – prejudice

"Where we lives affects our bias against mixed-race individuals" – "Whites living in areas where they are less exposed to people of other races have a harder time categorizing mixed-race individuals than do Whites with greater interracial exposure, a condition that is associated with greater prejudice against mixed-race individuals, a new experimental study shows."

Charges of racism and bigotry on college campuses – There have been a lot of stories recently about acts of bigotry, charges of suppression of free _expression_, and more on college campuses. This particular blog addresses a response by an African-American professor at Harvard to having black tape placed over his picture.

A response to his response is also included.

"White privilege, quantified" – "In their experiment, Mujcic and Frijters enlisted 29 volunteers from different racial and ethnic backgrounds to board public buses, tell the drivers that they lacked the roughly $3.50 needed to ride, and say that they needed to get to a stop about a mile away. They were then asked to record whether the driver let them stay onboard. (They were also told to note the time of day and the weather conditions, which the researchers figured could engender compassion among the bus drivers.) In all, the experiment yielded data on more than 1,500 encounters between volunteers and drivers. Nearly two-thirds of the volunteers’ pleas were successful, but the rate at which they were granted differed greatly across ethnicities. White participants were given a lot more leeway than black ones: 72 percent of white subjects were allowed to stay onboard, while only 36 percent of black ones were. The rate for South Asian subjects was around 50 percent, and for East Asians it was 73 percent." [added 7/13/15]

"The discipline gap: Race in the classroom" – Really fascinating and disturbing studies: "Here’s how they studied this idea. Since students are most commonly sent to the principal’s office for minor infractions like class disruption and insubordination, Eberhardt and Okonofua decided to study the influence of race on teachers’ responses to such minor misbehavior. They recruited experienced K-12 teachers from around the country, and showed them the school records of students who had violated school rules twice. In some cases, the teachers learned that the student’s name was Darnell or Deshawn, while in others they student was named Greg or Jake. These stereotypical black and white names were meant to suggest the students’ race. The teachers read about the students’ two infractions, and after each one they answered some questions: How severe was the student’s behavior? How irritated do you feel by the student? How severely should he be punished? How likely is it that the student is ‘a troublemaker?’ The findings were clear and troubling. When the student was white, the teachers felt no more troubled by the second incident than they were by the first. But if the student in question was black, the second infraction made a difference; the teachers felt more troubled by the second infraction, even though it was not serious. What’s more, teachers were much more likely to label black students as troublemakers, and—most disturbing—teachers thought that the black students (but not the white students) should be disciplined more severely following a second infraction." [added 7/13/15]