Shades of White: Identity Status, Stereotypes, Prejudice, and Xenophobia.
Saved in:
| Title: | Shades of White: Identity Status, Stereotypes, Prejudice, and Xenophobia. |
|---|---|
| Authors: | Kumar, Revathy1 (AUTHOR) revathy.kumar@utoledo.edu, Seay, Nancy1 (AUTHOR), Karabenick, Stuart2 (AUTHOR) |
| Source: | Educational Studies. Jul/Aug2011, Vol. 47 Issue 4, p347-378. 32p. 2 Charts. |
| Subject Terms: | *Middle school students, *Intergroup relations, *Education, White people, Xenophobia, Chaldean Catholics, Identity (Psychology) in adolescence, Racial identity of white people, Middle Eastern students, Emigration & immigration, Race relations, Ingroups (Social groups) |
| Geographic Terms: | United States |
| Abstract: | Social identity, cultural socialization, intergroup contact hypothesis and group threat theories were used to examine White middle school adolescents' beliefs and attitudes toward Middle Eastern peers (Chaldeans). Ten focus group interviews in each of five Midwestern schools supported the hypothesized relationships between White majority/minority status in school and the saliency and centrality of White identity, awareness of their disadvantaged position in school, feelings of exclusion and dissonance, exhibition of in-group favoritism and out-group bias. Group threat factors predicating xenophobia for adolescents differ from those identified for adults. Group threat that precipitated White adolescents' xenophobic reactions toward Chaldean adolescents, including the rigidity of boundaries between the two groups, concerns about aggression and being outnumbered by Chaldeans, fear of loneliness and loss of friends, and differential treatment by teachers. Numerical minority status and the subjective perceptions of numerical minority status in the absence of factual numerical minority status were important predictors of xenophobia. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Social identity, cultural socialization, intergroup contact hypothesis and group threat theories were used to examine White middle school adolescents' beliefs and attitudes toward Middle Eastern peers (Chaldeans). Ten focus group interviews in each of five Midwestern schools supported the hypothesized relationships between White majority/minority status in school and the saliency and centrality of White identity, awareness of their disadvantaged position in school, feelings of exclusion and dissonance, exhibition of in-group favoritism and out-group bias. Group threat factors predicating xenophobia for adolescents differ from those identified for adults. Group threat that precipitated White adolescents' xenophobic reactions toward Chaldean adolescents, including the rigidity of boundaries between the two groups, concerns about aggression and being outnumbered by Chaldeans, fear of loneliness and loss of friends, and differential treatment by teachers. Numerical minority status and the subjective perceptions of numerical minority status in the absence of factual numerical minority status were important predictors of xenophobia. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00131946 |
| DOI: | 10.1080/00131946.2011.587922 |
