Analogies As a Teaching Strategy to Transform White Students' Racial Attitudes

Measuring Racial Attitudes in a Situational Context

Psychological Reports ◽

10.2466/pr0.1970.27.3.971 ◽

1970 ◽

Vol 27 (3) ◽

pp. 971-980 ◽

Cited By ~ 23

Author(s):

William E. Sedlacek ◽

Glenwood C. Brooks

Keyword(s):

White Students ◽

Strong Evidence ◽

Racial Attitudes ◽

Attitude Scale ◽

Situational Context ◽

University Of Maryland ◽

The Mean ◽

The University

The Situational Attitude Scale (SAS) was developed to measure the attitudes of whites toward blacks. Each of two forms contained the same situations, bipolar scales and instructions, except that the word “black” was inserted into each situation in Form B and Form A made no reference to race. The SAS was administered to 405 white students at the University of Maryland. Forms were distributed randomly and Ss were unaware that two forms were administered. The validity of the SAS was determined by the mean response difference between Form A and Form B, using t tests. Fifty-five of the 100 items were significant beyond the .05 level. Thus, there was strong evidence that the insertion of the word “black” into each situation caused Ss to respond differently.

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Understanding the Impact of Racial Attitudes on Preservice Teachers’ Perceptions of Children’s Mathematical Thinking

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc-2020-0207 ◽

2021 ◽

Vol 52 (1) ◽

pp. 62-93

Author(s):

Dan Battey ◽

Tonya Bartell ◽

Corey Webel ◽

Amanda Lowry

Keyword(s):

Preservice Teachers ◽

Black Students ◽

White Students ◽

Racial Attitudes ◽

Online Survey ◽

Mathematical Thinking ◽

Student Thinking ◽

International Studies ◽

Teachers Perceptions ◽

The Impact

Recent international studies have found that teachers’ attitudes, biased against historically marginalized groups, predict lower student achievement in mathematics (e.g., van den Bergh et al., 2010). It is not clear, however, if or how teachers’ racial attitudes affect their evaluation of students’ mathematical thinking to produce these effects. Using an experimental design, we conducted an online survey to examine the relationship between preservice teachers’ (PSTs) racial attitudes and their perceptions of students’ mathematical thinking. The survey used comparable videos, with similar mathematics content and student thinking, one including Black students and the other, White students. Findings show that PSTs evaluated Black students’ thinking less favorably compared with White students. Explicit, but not implicit, attitudes, as well as reported time spent in African American communities, were factors in how PSTs rated the quality of students’ mathematical thinking by race.

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Social Acceptability in the Measurement of Racial Attitudes

Psychological Reports ◽

10.2466/pr0.1971.29.1.17 ◽

1971 ◽

Vol 29 (1) ◽

pp. 17-18 ◽

Cited By ~ 9

Author(s):

William E. Sedlacek ◽

Glenwood C. Brooks

Keyword(s):

College Students ◽

White Students ◽

Racial Attitudes ◽

Social Acceptance ◽

Attitude Scale ◽

Social Acceptability ◽

Perceived Social Acceptance

204 white Ss were asked to indicate how most college students felt about people with certain values. Results indicated there was less perceived social acceptance of negative racial attitudes among college students than of other values. However, when similar groups of white students were administered the Situational Attitude Scale (SAS) they responded relatively negatively to blacks. Thus, there is evidence for a difference between what white students feel are socially acceptable attitudes toward blacks and what they actually feel.

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Service-Learning Design Course: Examining White Students' Racial Attitudes

PsycEXTRA Dataset ◽

10.1037/e520442007-001 ◽

2006 ◽

Author(s):

Lisa B. Spanierman ◽

Amanda M. Beer ◽

V. Paul Poteat ◽

Vetisha L. McClair

Keyword(s):

Service Learning ◽

White Students ◽

Racial Attitudes ◽

Learning Design

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RACISM ON A SOUTH AFRICAN CAMPUS: A SURVEY OF STUDENTS' EXPERIENCES AND ATTITUDES

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2004.32.7.607 ◽

2004 ◽

Vol 32 (7) ◽

pp. 607-617 ◽

Cited By ~ 11

Author(s):

Neeshi Singh Pillay ◽

Steven J. Collings

Keyword(s):

University Students ◽

South African ◽

White Students ◽

Racial Attitudes ◽

University Staff ◽

Modern Racism ◽

Racial Experiences ◽

Racial Incidents ◽

The University

Racial experiences and attitudes were examined in a sample of 433 South African university students. Two hundred and forty-two respondents (55.9%) reported that they had experienced a total of 926 racial incidents on campus in the 12-month period reviewed. The majority of these experiences (71%) involved discriminatory behaviors, with members of the university staff being the modal perpetrators (56% of all incidents). Although racial experiences elicited a range of negative reactions (becoming upset, fearful, or angry) none of the incidents had been reported to campus authorities. Respondents' racial attitudes were found to vary as a function of both gender (males being more likely to endorse racist statements) and race (white students scoring highest on a measure of old-fashioned racism, and Indian and white students scoring highest on a measure of modern racism).

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