How caring is “nullified”: Strong racial identity eliminates White participant empathy effects when police shoot an unarmed Black male.

2020 ◽  
Vol 10 (1) ◽  
pp. 58-67 ◽  
Author(s):  
James Johnson ◽  
Len Lecci
Keyword(s):  
Racial Identity ◽  
Black Male ◽  
White Participant

Black Intragroup Empathic Responding to Police Interracial Violence: Effects of Victim Stereotypicality and Blacks’ Racial Identification

2019 ◽  
Vol 11 (5) ◽  
pp. 579-587 ◽  
Author(s):  
James D. Johnson ◽  
Len Lecci ◽  
John Dovidio
Keyword(s):  
Racial Identity ◽  
Black Male ◽  
Amazon Mechanical Turk ◽  
Racial Identification ◽  
Psychological Processes ◽  
Police Violence ◽  
Male Victim ◽  
The Public ◽  
Black Participant ◽  
Interracial Violence

Despite the public outrage in response to police violence against unarmed Black men, work on the psychological dynamics of reactions to these incidents is relatively rare. The present research examined whether empathy for a Black male victim of White police interracial violence would vary as a function of victim stereotypicality (stereotypic/counterstereotypic) and Black participant racial identity. In Study 1, 140 Black participants were recruited from Amazon Mechanical Turk (MTurk). As hypothesized, Black participants low in racial identification reported less empathy for the stereotypical relative to the counterstereotypical victim. Those high in racial identification showed relatively high levels of empathy regardless of the characteristics of the Black victim. Study 2 replicated these effects with 263 Black MTurk participants. This research highlights the value of considering individual differences in the Black observers (racial identification) and the characteristics of Black victims to better understand the psychological processes involved in intragroup responses to police violence.

From Alienation to Efficacy: An Examination of Racial Identity and Racial Academic Stereotypes Among Black Male Adolescents

2015 ◽  
Vol 53 (7) ◽  
pp. 899-928 ◽  
Author(s):  
James M. Ellis ◽  
Larry Lee Rowley ◽  
Christopher J. Nellum ◽  
Chauncey D. Smith
Keyword(s):  
Academic Success ◽  
Racial Identity ◽  
Black Male ◽  
Social Cognitive ◽  
Academically Successful ◽  
Mentoring Programs ◽  
Male Adolescents ◽  
Racial Centrality ◽  
School Efficacy ◽  
Academic Stereotypes

Black male adolescents face unique barriers in schools that may contribute to racial disparities in educational outcomes. Their social-cognitive strengths, however, influence their confidence to be academically successful despite these barriers. This study explored whether racial academic stereotypes and racial centrality were associated with and predicted school efficacy among 103 urban Black male adolescents. Findings indicated that racial centrality had the strongest relationship with and was the strongest predictor of school efficacy. Youth mentoring programs and educators who work with urban Black male adolescents play a key role in promoting and shaping their efficacious beliefs toward their academic success.

Multicultural Assessment of Personality and Psychopathology in the United States: Still Art, Not Yet Science, and Controversial

1998 ◽  
Vol 14 (1) ◽  
pp. 62-70 ◽  
Author(s):  
Richard H. Dana
Keyword(s):  
United States ◽  
Racial Identity ◽  
The United States ◽  
Therapeutic Assessment ◽  
Culturally Competent ◽  
Research Attention ◽  
The Status ◽  
Training Research ◽  
Multicultural Assessment ◽  
Personality Description

This paper describes the status of multicultural assessment training, research, and practice in the United States. Racism, politicization of issues, and demands for equity in assessment of psychopathology and personality description have created a climate of controversy. Some sources of bias provide an introduction to major assessment issues including service delivery, moderator variables, modifications of standard tests, development of culture-specific tests, personality theory and cultural/racial identity description, cultural formulations for psychiatric diagnosis, and use of findings, particularly in therapeutic assessment. An assessment-intervention model summarizes this paper and suggests dimensions that compel practitioners to ask questions meriting research attention and providing avenues for developments of culturally competent practice.

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