1. Racial prejudice could also be defined as the tendency to make an automatic connection between race and certain moral or behavioral traits (Goodhart ). Consider the possible relationship between education and prejudice (mentioned in Chapter). How might that relationship be examined through (a) deductive. Download Citation on ResearchGate | On Jun 28, , Richard T. Schaefer and others published EDUCATION AND PREJUDICE: }.
In several investigations of the relationship between historical knowledge and awareness of racism, my collaborators and I have observed the following: Knowledge environments vary across communities. Official accounts of history in mainstream American institutions tend to provide a sanitized or white-washed story that downplays or obscures the legacy of racist violence in American society.
In contrast, education materials associated with communities that have experienced domination e.
Education is Related to Greater Ideological Prejudice | Public Opinion Quarterly | Oxford Academic
Variation in knowledge environments is not accidental. Ignorance about past racism is associated with beliefs about the colorblind fairness of American society. In turn, faith about the colorblind neutrality of American society promotes the sense that policies designed to counteract racist injustice are no longer necessary. These studies also suggest how forms of knowledge in marginalized communities admit greater recognition for the defining role of racist violence in American history, promote greater awareness of the potential for racism in the present, and thereby lead people to express stronger support for policies designed to promote racial justice.
Dismantling Structures of Domination Another important idea that promotes beliefs about the colorblind fairness of American society concerns the definition of racism.
This portrayal not only resonates with White American experience i. With respect to perception, the prejudice problematic leads people to understand racism as a relatively limited problem of individual bias rather than a broad problem of enduring systemic injustice. With respect to action, the prejudice problematic channels anti-racism efforts into changing individual hearts and minds while leaving intact the systemic oppression through which a privileged few benefit at the expense of an impoverished majority of humanity.
In contrast to the prejudice problematic, a cultural psychology approach locates the foundations of racism beyond individual bias in the structure of everyday worlds.
This perspective suggests that the important place to look for racism in education is not the prejudices of people who operate the education system, but instead in the practices and ideas that define mainstream educational institutions regardless of individual prejudices. To illuminate the implications of this perspective, consider a teacher who uses readily available mainstream artifacts i.
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The teacher may genuinely intend for this display to promote antiracist action and social justice. However, to the extent that the products she deposits into the classroom resonate with the prejudice problematic and remain silent about the enduring history of racist violence that characterizes U.
Specifically, a cultural psychology perspective suggests that these products are likely to arise and persist because they are compatible with dominant beliefs and desires, afford ignorance about the extent of racism in U. Rather than changing hearts and minds to make people more tolerant or less prejudiced, a cultural psychology perspective suggests that a more effective strategy for antiracism education is to draw on marginalized forms of knowledge  both to dismantle the epistemologies of ignorance that afford inaction about racism and to develop conceptual tools that better afford antiracist action.
Indeed, a cultural psychology analysis suggests that this strategy may be especially appropriate among people, like the teacher in this example, who genuinely strive to promote social justice, but who unwitting draw upon conceptual tools that are suboptimal or even counterproductive for that purpose. Context in person, person in context: A cultural psychology approach to social-personality psychology.4 attitudes to reduce prejudice through education
Toward a sociocultural psychology of racism and oppression. The social psychology of racism and discrimination pp. Pernicious implications of the standard portrayal. Basic and Applied Social Psychology, 30, The effect of self-affirmation on perceptions of racism. A study published in Social Problems takes on the issue of intelligence and racism.
He analyzed data collected from to through the General Social Survey GSS — a repeated, cross-sectional survey of the attitudes and demographic characteristics of U. The GSS regularly includes an abbreviated version of the Gallup-Thorndike Verbal Intelligence Test, a short vocabulary test designed for use in survey research.
Because the GSS had not collected data from sufficiently large samples of racial minorities, this study examines the responses given by a total of 44, white survey participants. The key findings include: Respondents with higher test scores were less likely to oppose black-white intermarriage and having black neighbors. White survey participants generally were more likely to support opportunity-enhancing policies such as open housing laws and tax incentives for businesses in black communities than redistributive policies such as racial preferences in employment and government aid for black people.
Are smart people less racist? New research - Journalist's Resource
A small portion of all respondents said they support racial preferences in employment. But those with the highest verbal test scores were less likely to support racial preferences than those with the lowest scores. Differences in attitude by ability level are less pronounced among respondents who grew up before the American civil rights movement.
But the author notes that the question of whether smart people are less racist does not have a simple answer.