Race and Ethnicity
The Chronicle of Higher Education, Almanac Issue, 2006-7. Vol. 53, no. 12006.
Notes: Statistical data on students and faculty at U.S. universities.
Abstract: Presents a wide array of data on students and faculty at U.S. universities. Data includes a variety of demographic measures, attitudes, graduation rates, tenure rates, funding sources, research expenditures, etc.
"What Research Says About Race-Linked Barriers to Achievement." The Chronicle of Higher Education 53, no. 39 (June 2007): A26.
Notes: Reports on some research findings regarding overcoming barriers to academic achievement for minority students.
Abstract: This report briefly reports on some research findings about barriers to academic achievement for minority students and how to successfully overcome them. It discusses Claude Steele's work on "stereotype threat" and the work of Carol Dweck and Joshua Aronson showing that when students believe intelligence in not fixed and can be increased with effort they are less subject to stereotype threat. It also cites research showing how interactions with faculty, involvement in campus organizations, an participation in study groups can influence performance.
"Women, Minorities Rare on Science, Engineering Faculties." Black Issues in Higher Education (Feb. 2004): 19.
Available online
Notes: Donna Nelson's report on faculty demographics in STEM departments that rank among the top 50 in the nation.
Abstract: This is a summary of Donna Nelson's report on faculty demographics in STEM departments that rank among the top 50 in the nation. Nelson shows that in these top-ranked departments there are few minority or women faculty and those that do exist are typically found at the lowest professorial ranking.
Abdul-Majid, Khairul-Bariah. "Postdoc Talk: Unlock the Box." The Scientist 7, no. 61 (Apr. 2003).
Available online
Notes: Gendered assumption about names
Abstract: Author's account of her experience hosting a poster session. Despite the fact that the author stood right beside her poster, conference attendees failed to associate her with her work because they assumed the name listed as author of the poster belonged to a Middle Eastern male. The author expresses a sense of pride in her name and diversity, and acknowledges that she will continue to face this lack of recognition.
Aguirre, Adalberto. "Women and Minority Faculty in the Academic Workplace: Recruitment, Retention, and Academic Culture." ASHE-ERIC Higher Education Reports 27, no. 6 (2000): 1-110.
Available online
Notes: Report provides a comprehensive review of existing research on climate/academic culture and the reruitment and retention of women and minorities in academia.
Abstract: "The recruitment, retention, and academic culture of women and minority faculty in the academic workplace is discussed. The status of women and minority faculty in academia, the organizational features of the academic workplace, the treatment of women and minority faculty in the academic workplace, barriers to professional socialization experienced by women and minority faculty, and why there is a need to study the academic workplace for women and minority faculty are considered. Summary observations and suggestions are provided."
Aguirre, Adalberto Jr. "The Status of Minority Faculty in Academe." Equity and Excellence in Education 28, no. 1 (1995): 63-68.
Notes: Examines the statistical presence of minority faculty in academia, and changes made in the population between 1980 and 1990.
Abstract: "The faculty population in U.S. institutions of higher education increased 14.2% between 1980 and 1990. Proportionally, the representation of minorities (Black, Hispanic, Asian) in the faculty population increased 2% between 1980 and 1990 - from 9% in 1980 to 11% in 1990. Comparatively speaking, women increased their representation in the faculty population more than men between 1980 and 1990, 34.5% and 7.2% respectively." The article continues to briefly discuss possible explanations for these increases. It does not examine proportions of women/minorities by field or by faculty rank.
________. Women and Minority Faculty in the Academic Workplace: Recruitment, Retention, and Academic Culture. ASHE-ERIC Higher Education Report, Volume 27, Number 6. Jossey-Bass Higher and Adult Education SeriesSan Francisco, CA: Jossey-Bass , 2000.
Available online
Abstract: In an attempt to address the need for substantive comparisons in the minority university faculty population, this monograph examines the relative differences in minority groups in the faculty population when the data permit comparisons. The report also examines research on the status of women faculty members. The discussion assembles a large volume of empirical research organized under the main thesis that academia for women and minority faculty is often experienced as a chilling and alienating environment. Women and minority faculty are expected to perform institutional roles that allow higher education institutions to pursue diversity on campus, but these roles are ignored in the faculty reward system, especially in the awarding of tenure. The chapters are: (1) "The Status of Women and Minority Faculty: Changing or Unchanging?"; (2) "The Academic Workplace"; (3) "The Academic Workplace for Women and Minority Faculty"; (4) "Issues Facing Women and Minority Faculty"; and (5) "Summary Observations and Suggestions." (Contains 314 references.) (SLD)
________. "Women and Minority Faculty in the Academic Workplace: Recruitment, Retention, and Academic Culture. ERIC Digest.".
Available online
Abstract: Institutions of higher education have attempted to diversity their faculty by recruiting women and minorities. However, recruitment has taken place without an understanding of the social forces that shape the professional socialization and workplace satisfaction of women and minority faculty. Conclusions drawn by the author about the plight of women and minority faculty in the academic workplace include: (1) The number of women and minority faculty in higher education has been increasing though they remain underrepresented in higher education relative to their numbers in the U.S. population; (2) The academic workplace has been described as chilly and alienating for women and minority faculty because they are ascribed a peripheral role in the academic workplace and are expected to perform roles that are in conflict with expectations; (3) Women and minority faculty are less satisfied than White male faculty with the workplace because they perceive themselves to be victims of salary inequities and a biased reward system; and (4) Women and minority faculty are also perceived as less competent than White male faculty. As a result, White male faculty often discredit feminist and minority research. (Contains 15 references.) (PW)
Aguirre, Adalberto Jr., Anthony Hernandez, and Ruben Martinez. "Perceptions of the Workplace: Focus on Minority Women Faculty." Initiatives 56, no. 3 (1994): 41-50.
Notes: Discusses the findings of a survey from 1987-1988, indicating that women faculty, particularly minority women faculty, perceive that they are treated unfairly and are under more constraints in their working environment in comparison with men and non-minority faculty. Additionally, non-minority women were likely to agree that minorities were excluded from decision-making processes.
Aguirre, Adalberto Jr. and Melinda Messineo. "Racially Motivated Incidents in Higher Education: What Do They Say About the Campus Climate for Minority Students?" Equity and Excellence in Education 30, no. 2 (1997): 26-30.
Notes: Impact of white privilege and racial bigotry on minority students
Abstract: Studied racially motivated incidents on U.S. campuses that were published in the New York Times and the Los Angeles Times between 1987 and 1993, the same period during which the U.S. Commission on Civil Rights investigated bigotry on U.S. college campuses and concluded that "bigotry on college campuses was present and growing." Of 106 incidents covered by these newspapers, none resulted in "severe sanctions, such as dismissal." In most incidents, "recommendations were made that the perpetrators enroll in multicultural awareness classes." In some instances, "perpetrators' first amendment rights were protected by the institutional environment." The authors argue that "racial bigotry is nested within an institutional environment that provides it with expressive outlets, while shielding it from criticism by not imposing sanctions that penalize its expression."
Alfred, Mary V. "Reconceptualizing Marginality From the Margins: Perspectives of African American Tenured Female Faculty at a White Research University." The Western Journal of Black Studies 25, no. 1 (2001): 1-11.
Available online
Abstract: This article challenges the traditional social science definition of the marginal individual "as subordinate, outsider, deficient . . . a victim of her society." It presents "a more positive conceptualization of marginality; one drawn from the perspective of five African-American female faculty members at a predominantly white research university and from the writings of other African American scholars. Findings from the research reveal that the women positively defined their marginal status in White dominated institutions. This reconceptualization was manifested through positive self-definition, Black cultural identity, having a safe space to escape oppressive forces, and by rejecting externally constructed definitions of their Black womanhood."
Alger, Jonathan R. "Coloring Between the (Legal) Lines: Faculty Diversity and the Law."Keeping Our Faculties: Addressing the Recruitment and Retention of Faculty of Color.
Available online
Notes: Advice on diversifying faculty
Abstract: This paper provides advice on ways to diversify faculty. It offers recommendations and procedures for hiring committees and argues that "faculty diversity should not be equated with mere racial and/or gender balancing."
Allen, Walter R. et al. "Outsiders Within: Race, Gender, and Faculty Status in U.S. Higher Education." In The Racial Crises in American Higher Education: Continuing Challenges for the Twenty-First Century. Revised edition. Ed., William A. Smith, Philip G. Altbach, and Kofi Lomotey, 189-220. Albany, NY: State University of New York Press, 2002.
American Association for the Advancement of Science (AAAS), ed. Making Strides. Vol. 2, no. 4. Washington, D.C.: American Association for the Advancement of Science (AAAS), 2000.
Available online
Notes: Research news on Alliances for Graduate Education and the Professoriate (AGEP)
Abstract: Newsletter summarizes research findings and outlines program initiatives of/for the AGEP community. This issue's articles include: Tang, Joyce, "Making It in Engineering: The Career Attainment and Mobility of Caucasian, Black, and Asian-American Engineers;" Castillo-Garsow, Melissa, "The David Blackwell and Richard Tapia Distinguished Lecture Series in the Mathematical and Statistical Sciences;" Van Horne, Virginia, "An Interview with Dr. Harold Deutschman;" and Winston, Cynthia E., "A Profile of an AGEP Institution: Howard University."
________. Making Strides. Vol. 3, no. 1. Washington, D.C.: American Association for the Advancement of Science (AAAS), 2001.
Available online
Notes: Research news on Alliances for Graduate Education and the Professoriate (AGEP)
Abstract: Newsletter summarizes research findings and outlines program initiatives of/for the AGEP community. This issue's articles include: Tsapogas, John, "Retention of the Best Underrepresented Minority Graduates in Science and Engineering;" Davis, Geoff and Peter Fiske, "Results of the 1999 PhDs.org Graduate School Survey;" Jesse, Jolene, "An Interview with Dr. William E. Spicer;" and Dale, Louis, "A Profile of an AGEP Institution: Alabama Alliance for Graduate Education and the Professoriate Program."
________. Making Strides. Vol. 3, no. 2. Washington, D.C.: American Association for the Advancement of Science (AAAS), 2001.
Available online
Notes: Research news on Alliances for Graduate Education and the Professoriate (AGEP)
Abstract: Newsletter summarizes research findings and outlines program initiatives of/for the AGEP community. This issue's articles include: Kuh, Charlotte, "Reflecting America?: Immigrants, Minorities and Women in the S&T Workforce;" George, Yolanda S., et al., "Making Strides?: Graduate Enrollment of Underrepresented Minorities in Science and Engineering;" Jesse, Jolene, "An Interview with Dr. Evelyn Hu;" and Allen, Lenell, "A Profile of an AGEP Institution: Missouri's Alliance for Graduate Education and the Professoriate (MAGEP)."
________. Making Strides. Vol. 3, no. 3. Washington, D.C.: American Association for the Advancement of Science (AAAS), 2001.
Available online
Notes: Research news on Alliances for Graduate Education and the Professoriate (AGEP)
Abstract: Newsletter summarizes research findings and outlines program initiatives of/for the AGEP community. This issue's articles include: MacLachlan, Anne J., "Careers of Minority Women Scientists from the University of California, Berkeley;" Leggon, Cheryl B., "African American and Hispanic Women in Science and Engineering;" "An Interview with Dr. Raymond Johnson;" and Kraus, Barbara E. and Christine Macdonald, "A Profile of an AGEP Institution: The Colorado PEAKS Alliance."
American Association for the Advancement of Science (AAAS). "Making Strides Newsletter Archives by Volume, Number, and Date." [http://ehrweb.aaas.org/mge/Archives/archindex.html].
Abstract: Lists past issues of the AAAS "Making Strides" newsletter and the articles published in each.
American Association for the Advancement of Science (AAAS). "Making Strides Special Reports." [http://ehrweb.aaas.org/mge/Reports/Report1/Menu.html].
Abstract: Lists special reports produced in conjunction with the AAAS AGEP program, which address topics relevant to diversity in science and engineering.
American Council on Education. Making the Case for Affirmative Action in Higher Education: What You Can Do to Safeguard Affirmative Action on Campus and in Your Community 1999.
Available online
Notes: Presents arguments and resources for supporting affirmative action
Abstract: This report begins by reviewing actions taken by Congress and various states that threaten affirmative action. It presents research results showing that diversity and affirmative action are beneficial to students, society, and the economy and includes statements about diversity and affirmative action from various educational, political, and business leaders. The report also presents various "myths" and arguments used to discredit or oppose affirmative actions and provides suggestions and data for countering these arguments. It also includes some legal opinions about affirmative action and a review of the legal history of this topic. It concludes by offering a menu of actions individuals can take to support affirmative action.
________. Reflections on 20 Years of Minorities in Higher Education and the ACE Annual Status Report. Washington, D.C.: American Council on Education, 2004.
Notes: Reflections by those involved in producing ACE's Status Reports on Minorities in Higher Education
Abstract: "Regina Wilson, Sara Melendez, and Robert Atwell . . . offer their perspectives on the evolution and influence of the [Minorities in Higher Education Annual Status Report]." All three celebrate the progress made but recognize that continued and significant challenges remain.
American Council on Education, American Association of University Professors, and United Educators Insurance. Good Practice in Tenure Evaluation: Advice for Tenured Faculty, Department Chairs, and Academic AdministratorsWashington, D.C.: American Council on Education, 2000.
Available online
Notes: Advice on conducting "thoughtful and just" tenure evaluations
Abstract: This report organizes practical suggestions for conducting tenure evaluations into four themes: providing clarity in standards and procedures for tenure evaluation; ensuring consistency in tenure decisions; providing candor in the evaluation of tenure-track faculty; and caring for unsuccessful candidates.
American Council on Education (ACE). Investing in People: Developing All of America's Talent on Campus and in the WorkplaceWashington, D.C.: American Council on Education, Business-Higher Education Forum, 2002.
Available online
Notes: Advocates diversity, discusses evidence of its benefits, and highlights "best practices." Focuses primarily on the need for a diverse student body.
Abstract: This report "details diversity's benefits to a democratic society, learning, and business and the economy. Providing evidence of diversity's far-reaching impact, the report showcases innovative best practices that institutions and businesses can replicate. According to the report's findings, diversity promotes stronger social and interpersonal development skills. And when students who have been exposed to diversity enter the workforce . . . they carry with them stronger critical thinking abilities, and will more likely weigh the value of differing viewpoints and collaborate with coworkers from diverse backgrounds.
American Council on Education (ACE) and American Association of University Professors (AAUP). Does Diversity Make a Difference: Three Research Studies on Diversity in College Classrooms R. Gudeman. Washington, D.C.: ACE and AAUP, 2000.
Available online
Notes: Educational benefits of diversity
Abstract: Studies of college teachers' and students' attitudes toward and experiences with racial and ethnic diversity present empirical evidence that campus diversity provides educational benefits for all students - minority and majority.
American Council on Education, Office of Women in Higher Education. Breaking the Barriers: A guidebook of strategies
Notes: Discusses strategies for developing campus leaders
Abstract: This report "provides campus leaders with strategies for reviewing campus practices in leadership development, fostering career advancement, improving the workplace and campus climate, and establishing mentoring programs." Examples of successful programs submitted by university presidents are included as is advice about collecting evidence that demonstrates success of campus programs.
American Psychological Association, Women in Academe: Two Steps Forward, One Step Back, (unpublished).2000.
Available online
Notes: Recognizes that women in academe have made considerable progress, discusses continuing challenges, and makes recommendations for further improvement.
Abstract: Despite considerable progress evidenced by the fact that women earned approximately two-thirds of the 1997 doctorates in psychology and make up about 4 out of 10 of the full-time psychology faculty in 4-year institutions, significant challenges remain. Women are substantially less likely to have tenure, and more likely to confront nonsupportive institutional climates, face subtle sexism including stereotyping that influences evaluation of women as leaders, researchers, and teachers, receive inequitable start-up packages, and carry heavier service burdens such as advising and committee assignments.
Ancheta, Angelo N., Christopher F. Edley, and Council of Record. Brief of the American Educational Research Association, the Association of American Colleges and Universities, and the American Association for Higher Education as Amici Curiae in Support of Respondents. In the Supreme Court of the United States, Barbara Grutter, Petitioner, v. Lee Bollinger, et al., Respondents on Writ of Certiorari to the United States Court of Appeals for the Sixth Circuit.United States Supreme Court, Washington, DC: 2003.
Available online
Notes: Support of Gurin Report
Abstract: This legal document asserts that the judgment of the Court of Appeals upholding the constitutionality of the University of Michigan Law School's race-conscious admissions policy should be affirmed. It argues that research evidence in the record supports the Law School's compelling interest in promoting educational diversity and that the 'strong basis in evidence' requirement is not mandated for non-remedial university admissions. Finally, it asserts that the Law School's admissions policy is narrowly tailored to promote educational diversity . The report argues that the Law School's admissions policy employs race modestly and flexibly, that `critical mass` is a flexible concept designed to prevent tokenism and stereotyping, that race-neutral policies are less efficacious than race-conscious policies in promoting educational diversity, and that a `percent plan` is not a viable alternative to the Law School's race-conscious policy.
Anonymous. "Does Diversity Make a Difference? A Research Report." Academe 86, no. 5 (Sept. 2000-Oct. 2000): 54-57.
Available online
Notes: Study finds most faculty and staff support diversity.
Abstract: The AAUP joined the American Council on Education in sponsoring a research project on the impact of diversity in higher education. The summary of the project's results is presented.
Antonio, Anthony. "Diverse Student Bodies, Diverse Faculties." Academe 89, no. 6 (2003): 14-17.
Available online
Notes: Article focuses on diversity among faculty.
Abstract: Deals with the impact of student's ethnicity on faculty diversity representation in the U. S. higher education. Factors which decrease faculty representation; Role of faculty in broadening the concept of scholarship; Propositions on the relationship between student diversity and the experiences of the faculty.
Antonio, Anthony Lising. "Faculty of Color Reconsidered: Reassessing Contributions to Scholarship." The Journal of Higher Education 73, no. 5 (Sept. 2002-Oct. 2002): 582-602.
Available online
Notes: Faculty of color make strong contributions to the scholarship of teaching
Abstract: An adaptation of a presentation to a 1998 conference at the University of Minneapolis. A study examined the contributions of faculty members of color to scholarship. Data were obtained from 21,467 full-time undergraduate teaching faculty members at 313 four-year institutions. Results showed that faculty members of color seemed to be among the stronger advocates for expanding their teaching roles and supporting more holistic educational goals and exhibited greater support than white faculty members for the scholarship of discovery in institutions without doctoral programs. Results revealed that, in most cases, the value orientation of faculty members of color distinguished their greater involvement in and support of activities that reflected the scholarship of teaching, integration, and application; that their somewhat unique combination of values and philosophies offered benefits to higher education; and that those in comprehensive and baccalaureate institutions had a commitment to the scholarship of teaching and of application in conjunction with a commitment to the scholarship of discovery.
Antonio, Anthony Lising et al. "Effects of Racial Diversity on Complex Thinking in College Students." Psychological Science 15, no. 8 (Aug. 2004): 507-10.
Available online
Notes: Presents evidence that interaction with racially diverse populations is associated with improved complex thinking outcomes in white college students.
Abstract: "An experiment varying the racial (Black, White) and opinion composition in small-group discussions was conducted with college students (N=357) at three universities to test for effects on the perceived novelty of group members' contributions to discussion and on participants' integrative complexity. Results showed that racial and opinion minorities were both perceived as contributing to novelty. Generally positive effects on integrative complexity were found when the groups had racial- and opinion-minority members and when members reported having racially diverse friends and classmates. The findings are discussed in the context of social psychological theories of minority influence and social policy implications for affirmative action. The research supports claims about the educational significance of race in higher education, as well as the complexity of the interaction of racial diversity with contextual and individual factors."
APA Committee on Women in Psychology and APA Commission on Ethnic Minority Recruitment, Retention and Training in Psychology. Surviving and Thriving in Academia: A Guide for Women and Ethnic Minorities 1998.
Available online
Notes: Guide to hiring and tenure for women and minorities
Abstract: This guide has three major goals. One goal is to assist new PhDs who are women and/or ethnic minorities in seeking and selecting jobs that effectively complement their personal mix of skills and career goals. The second goal is to help women and ethnic minority faculty members maximize their chances of gaining promotion and tenure. A final goal is to identify strategies to support members of underrepresented groups as they encounter emotional and strategic challenges that may occur if they are denied tenure or promotion. Though some parts of the guide are specific to the interests of women in psychology, other parts are of general interest to women in academia.
Aronson, Joshua, Carrie B. Fried, and Catherine Good. "Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence." Journal of Experimental Social Psychology 38, no. 2 (Mar. 2002): 113-25.
Available online
Notes: Stereotype threat and grades of African American college students
Abstract: African American college students tend to obtain lower grades than their White counterparts, even when they enter college with equivalent test scores. Past research suggests that negative stereotypes impugning Black students' intellectual abilities play a role in this underperformance. An experiment was performed to test a method of helping students resist these responses to stereotype threat.
Ashburn Nardo, Leslie, Corrine I. Voils, and Margo J. Monteith. "Implicit Associations As the Seeds of Intergroup Bias : How Easily Do They Take Root?" Journal of Personality and Social Psychology 81, no. 5 (Nov. 2001): 789-99.
Available online
Abstract: Three experiments provided evidence that intergroup bias occurs automatically under minimal conditions, using the Implicit Association Test (IAT; A. G. Greenwald, D. E. McGhee, & J. L. K. Schwartz, 1998). In Experiment 1, participants more readily paired in-group names with pleasant words and out-group names with unpleasant words, even when they were experienced only with the in-group and had no preconceptions about the out-group. Participants in Experiment 2 likewise showed an automatic bias favoring the in-group, even when in-group/out-group exemplars were completely unfamiliar and identifiable only with the use of a heuristic. In Experiment 3, participants displayed a pro-in-group IAT bias following a minimal group manipulation. Taken together, the results demonstrate the ease with which intergroup bias emerges even in unlikely conditions.
Astin, Alexander W. "How Are Students Affected?" Change 25, no. 2 (Mar. 1993-Apr. 1993): 44-49.
Available online
Notes: Benefits of diversity for all students
Abstract: Presents an argument that diverse institutions are better institutions: affirmative action benefits everyone. Examines the following: effects of diversity and multiculturalism on students' values and beliefs; difference diversity issues make in students' attitudes and behavior; effect of direct involvement in diversity on academic progress and values;
Astin, Alexander W. and Leticia Oseguera. Degree Attainment Rates at American Colleges and UniversitiesLos Angeles: Higher Education Research Institute, UCLA, 2002.
Notes: Report analyzes degree attainment rates by student characteristics (including race, gender, and academic achievement) and type of institution.
Abstract: "Provides latest information on four and six-year degree attainment rates collected longitudinally from 298 baccalaureate-granting institutions. Differences by race, gender, and institutional type are examined. The study highlights main predictors of degree completion and provides several formulas for calculating expected institutional completion rates. The study also provides a section on trends in degree attainment in the last decade." These trends show that "four-year completion rates have been declining during the past decade for virtually all types of students -- men, women, and students from various racial/ethnic groups -- and the declines have been especially large in the public colleges and universities . . . more than two-thirds of the variation among institutions in their degree completion rates is attributable to differences in their entering classes rather than to differences in the effectiveness of their retention programs. . . . comparisons between institutions . . . can be very misleading if the academic preparation and other characteristics of their students at the time of entry are not taken into account."
Attiyeh, Gregory and Richard Attiyeh. "Testing for Bias in Graduate School Admissions." The Journal of Human Resources 32, no. 3 (Summer 1997): 524-48.
Available online
Notes: Empirical study based largely on GRE scores and grade point averages claims that preference in graduate admissions is shown for U.S. citizens and for underrepresented minorities.
Abstract: This paper provides an empirical examination of the factors that influence graduate admissions decisions. It exploits a unique, large data set on applications and admissions to 48 leading graduate schools in five disciplines, including economics. The analysis shows that these graduate schools in the aggregate gave substantial preference in four out of five fields to U.S. citizens over foreign applicants, modest preference in three fields to women over men, and substantial preference in all fields to underrepresented minorities over other U.S. citizens. The findings suggest that higher standards are applied to overrepresented groups to achieve more diverse enrollments.
Bachrach, David J. "How Can You Increase Racial Diversity Among Faculty at Your Institution?" Academic Physician & Scientist (May 2002-June 2002).
Available online
Notes: Provides recommendations for recruiting and retaining diversity faculty
Abstract: Provides specific recommendations for increasing faculty diversity in academic medical centers that include encouraging underrepresented students to enter medicine, mentoring and fostering relationships with underrepresented students and faculty colleagues at other institutions,
Baez, Benjamin. "Compelling Interest: Examining the Evidence on Racial Dynamics in Colleges and Universities." The Review of Higher Education 27, no. 2 (Winter 2004): 259-97.
Available online
Notes: Book Review - critical
Abstract: Baez reviews Chang, et al.'s edited literature review volume Compelling Interest: Examining the Evidence on Racial Dynamics in Colleges and Universities.
________. Keeping Our Faculties: Addressing the Recruitment and Retention of Faculty of Color.
Available online
Notes: Discusses importance and ramifications of engagine in "race work"
Abstract: Based on formal and informal interviews with faculty of color, this articles discusses the "race work" that many faculty of color engage in. The author defines "race work" as work -- both in research, teaching, and service -- that furthers racial and social justice. The author argues that this work is necessary and important but that it can put faculty of color at risk because prevailing definitions of objectivity and merit often devalue such work. Argues that race work encourages not just social justice but also a wider understanding of faculty work that poses challenges to the academies traditions of merit and value.
Banaji, Mahzarin R., Max H. Bazerman, and Dolly Chugh. "How (Un)Ethical Are You?" Harvard Business Review 81, no. 12 (Dec. 2003): 56-64.
Available online
Abstract: Most people believe that they are ethical, unbiased decision makers, but the truth can be somewhat different. Psychological research routinely demonstrates that people hold "counterintentional, unconscious biases. The prevalence of these biases suggests that even the most well-intentioned person unwittingly allows unconscious thoughts and feelings to influence apparently objective decisions. These flawed judgments are ethically problematic and undermine managers' fundamental role - to recruit and retain superior talent, boost the performance of individuals and teams, and collaborate effectively with partners." These writers explore the sources of unintentional unethical decision making and suggest strategies that can help managers recognize unconscious biases and reduce their negative effects.
Barres, Ben. "Does Gender Matter?" Nature 442 (July 2006): 133-36.
Available online
Abstract: Ben Barres, a transgendered scientist, disputes the notion,propounded by Lawrence Summers, Steven Pinker, and Peter Lawrence, that innate gender differences explain gender inequities in the sciences.
Barton, Allen H. "A Note on the Rothman, Lipset, and Nevitte Paper." International Journal of Public Opinion 15, no. 4 (Winter 2003): 381-88.
Available online
Notes: One of two responses to Rothman, Lipset, and Nevitte article which concluded that "the widely accepted benefits of campus diversity do not stand up to empirical testing." Barton questions whether their study may be overly subjective and posits a need for data relating to educational achievement and quality, as well as claiming that the alternatives to diversity have too high a cost.
Bayer. "Bayer Facts of Science Education Survey." May 2005. [http://www.bayerus.com/msms/news/facts.cfm?mode=detail&id=survey05].
Notes: A survey of parents reveals most believe STEM careers are desirable for both their sons and daughters but also reveals parental gender biases. The survey also reveals that parents believe their children need to be educated about STEM opportunities.
Abstract: "Despite the fact that women, African-Americans, Native Americans and Hispanic Americans have long been under-represented in science and engineering (S&E) in the United States, a new survey shows parents of these students are overwhelmingly confident that their children - both boys and girls - have what it takes to succeed in these subjects in school and afterward in the workplace. Yet the survey also reveals parental gender biases that favor science careers for boys.
Beck, M. M. and J. C. Swanson. "Value-Added Animal Agriculture: Inclusion of Race and Gender in the Professional Formula1." Journal of Animal Science 81, no. 11 (2003): 2895-903.
Available online
Abstract: The Morrill Act establishing the land grant university system created public higher education institutions and paved the way for women and racial minorities to access them. Today women are ~50% of the undergraduate population in animal science (AS) departments at the original land grant state universities, but racial minorities lag far behind, in part because the schools created under the 1890 legislation provided a diversion away from the state universities. Demographic trends from the U.S. Census and the Bureau of Labor Statistics indicate increasing positive growth in nonwhite workforce participation, with concurrent decreases in non-Hispanic male participation; men and women will be nearly equally represented by early in the 21st Century. In the faculties of AS departments, both women and minorities are seriously underrepresented; causative factors underlying this phenomenon are similar. Although, historically, adherence to role stereotypes and divisions of labor explain some of the under-representation, these assumptions do not hold across all economic classes. Other factors contributing to the scarcity of women and faculty of color in AS include assumptions and mechanisms of scientific research itself; the very neutrality and disinterestedness of researchers, inherent in the scientific method, prevent recognition that values and personal biases affect decisions of hiring selections and mentoring effectiveness. We explore the cultural factors that underlie these values and biases that are common not only to agriculture but also to science more broadly.
Bennett, Pamela R. and Yu Xie. "Revising Racial Differences in College Attendance: The Role of Historically Black Colleges and Universities." American Sociological Review 68 (Aug. 2003).
Available online
Notes: Authors examine the phenomenon of "net black advantage;" they conclude by suggesting that only improvements in African-Americans' socioeconomic status will help to reduce the total black gap in higher education.
Abstract: "It is well known that the college enrollment rates of blacks have historically trailed those of whites, although in recent decades the actual size of the racial gap has fluctuated. Prior research has shown that blacks are more likely than whites to attend college after high school graduation, net of socioeconomic background and academic performance. It has been suggested that this 'net black advantage' may be spurious-due to blacks' relatively high enrollment rates in historically black colleges and universities. With data from the National Education Longitudinal Study of 1988-1994, this hypothesis is tested by examining black-white differences in enrollment in different types of colleges: any college, four-year colleges, non-black four-year colleges, and academically selective four-year colleges. Overall, results confirm the existence of a net black advantage at low levels of family socioeconomic background. The implications of these findings for racial equality in access to higher education are explored."
Bensimon, Estela, Kelly Ward, and Karla Sanders. The Department Chair's Role in Developing New Faculty into Teachers and Scholars. Boston: Ankar Publishing Co., Inc., 2000.
Bensimon, Estela Mara. "The Diversity Scorecard: A Learning Approach to Institutional Change." Change 36, no. 1 (Jan. 2004-Feb. 2004): 45-52.
Available online
Abstract: Discusses the Diversity Scorecard initiative developed by the Center for Urban Education in the Rossier School of Education at the University of Southern California in Los Angeles. Significance of the scorecard in determining the state of equity in educational outcomes for students of color; Role of the scorecard in implementing institutional change in higher education; Details of the development of the Diversity Scorecard.
Bensimon, Estela Mara, Kelly Ward, and Karla Sanders. "Creating Mentoring Relationships and Fostering Collegiality."The Department Chair's Role in Developing New Faculty into Teachers and Scholars Estela Mara Bensimon, Kelly Ward, and Karla Sanders, 113-37. Bolton, MA: Anker, 2000.
Notes: Practical approach to department chairs' role in fostering mentoring and collegiality to enable the development and retention of young faculty.
Abstract: Mentoring is an important aspect of the development of new facutly members. Ensuring that new faculty recieve effective mentoring may be more or less the responsibility of the department chair. Effective mentoring should be structured around annual plans which chart out goals for new faculty's progress. Department collegiality is also important for the development and retention of junior faculty. The chair's role in maintaining and improving collegiality is discussed. Strategies for coping with uncollegial faculty and issues specific to women and minority junior faculty are discussed. The chapter concludes with checklists of actions that department chairs can implement.
Beoku-Betts, Josephine. "African Women Pursuing Graduate Studies in the Sciences: Racism, Gender Bias, and Third World Marginality." NWSA Journal 16, no. 1 (Spring 2004): 116-35.
Available online
Notes: Experiences of women scientists marginalized by race, gender, and third world origin.
Abstract: "This paper illuminates some of the factors that shape the educational goals and outcomes of African women who pursued graduate studies in scientific disciplines at western universities between the 1960s and 1990s. Based on a qualitative study of 15 African women scientists, almost all of whom are employed in academic institutions in their respective countries, I examine how racism, Third World location, and gender bias affected their graduate education experiences in scientific disciplines. The study also addresses the extent to which the women were aware of how these factors affected how they were perceived and mentored by professors, interacted with peer groups, as well as managed the demands of graduate school along with marriage and family relations. The study demonstrates why issues of diversity are salient to the discourse on ways to address the recruitment and retention of women in science.
Bernard, Pamela J. "When Seeking a Diverse Faculty, Watch Out for Legal Minefields." The Chronicle of Higher Education 53, no. 6 (Sept. 2006): B28.
Notes: Advice on how to avoid legal problems with hiring and recruiting efforts
Abstract: Address the following questions: "What lessons can we learn from the Michigan cases to support faculty hiring programs intended to increase diversity? Can a higher-education institution demonstrate that a diverse faculty is as essential to the ability of faculty members to challenge convention, discover, create, and educate students for a complex world as a diverse student body is to student learning and preparation? What legal minefields should institutions avoid as they seek to attract a diverse faculty?"
Bertrand, Marianne and Sendhil Mullainathan, Are Emily and Brendan More Employable than Lakisha and Jamal?: A Field Experiment on Labor Market Discrimination, (unpublished).2002.
Notes: Job applicants with "white names" were more likely to receive callbacks for interviews than job applicants with African American names.
Abstract: We perform a field experiment to measure racial discrimination in the labor market. We answer help-wanted ads in Boston and Chicago newspapers by sending resumes. To manipulate perception of race, each resume is randomly assigned either a very African American sounding name or a very White sounding name. This manipulation produces a significant gap in the rate of callbacks for interviews. White names elicit about 50% more callbacks than African American names. We also investigate how improvements in credentials affect discrimination. For each employment ad, we send resumes of higher and lower quality. For Whites, the higher quality resumes elicit 30 percent more callbacks. For African Americans, however, the higher quality resumes do not elicit significantly more callbacks. The extent of discrimination is also remarkably uniform across occupations and industries. Similarly, Federal contractors (for whom affirmative action is better enforced) and employers who list "Equal Opportunity Employer" in their ad discriminate as much as other employers. In Chicago, we find that employers located in more African American neighborhoods discriminate less.
Bertrand, Marianne and Mullainathan Sendhil. "Are Emily and Greg More Employable Than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination." American Economic Review 94, no. 4 (2004): 991-1013.
Available online
Notes: Provides evidence of discrimination on the basis of assumed race identified with the name of job applicants.
Abstract: "We study race in the labor market by sending fictitious resumes to help-wanted ads in Boston and Chicago newspapers. To manipulate perceived race, resumes are randomly assigned African-American- or White-sounding names. White names receive 50 percent more callbacks for interviews. Callbacks are also more responsive to resume quality for White names than for African-American ones. The racial gap is uniform across occupation, industry, and employer size. We also find little evidence that employers are inferring social class from the names. Differential treatment by race still appears to be prominent in the U. S. labor market."
Bielby, William T. "Minimizing Workplace Gender and Racial Bias." Contemporary Sociology 29, no. 1 (Jan. 2000): 120-129.
Available online
Notes: Article argues that bias must be reduced not by eliminating stereotypical thinking, but by lessening its impact. EEO accountability is proposed as a solution.
Abstract: Article summarizes finding from social science research about "factors that typically generate and sustain gender and racial bias in modern organizations" and discusses "the policy implications of this research for minimizing bias." Addresses sources of resistance to interventions for reducing bias and discusses "prospects for meaningful change."
Biernat, Monica. "Toward a Broader View of Social Stereotyping." American Psychologist 58, no. 12 (Dec. 2003): 1019-27.
Available online
Notes: Influence of stereotypes on judgement and interaction with individuals
Abstract: Stereotyping effects are typically considered to be assimilative in nature: A member of a group stereotyped as having some attribute is judged to have more of that attribute than a member of some comparison group. This article highlights the fact that stereotyping effects can also occur in the direction of contrast - or even null effects - depending on the nature and form of the outcome being assessed (from the researcher's persepective, the dependent variable of interest). Relying on theory and research from the shifting standards model (M. Biernat, M. Manis, & T.F. Nelson, 1991), this review highlights the different ways in which and the factors that determine how stereotypes influence judgment and behavior toward individual group members.
Biernat, Monica and Diane Kobrynowicz. "Gender- and Race-Based Standards of Competence: Lower Minimum Standards but Higher Ability Standards for Devalued Groups." Journal of Personality and Social Psychology 72, no. 3 (1997): 544-57.
Available online
Notes: Studies showed stereotypes can lead to setting lower minimum standards for competence allowing for the inclusion of women and minorities AND then subjecting them to higher ability standards with regard to selection or evaluation.
Abstract: Stereotypes may influence judgment via assimilation, such that individual group members are evaluated consistently with stereotypes, or via contrast, such that targets are displaced from the overall group expectation. Two models of judgment - the shifting standards model and status characteristics theory - provide some insight into predicting and interpreting these apparently contradictory efforts. In 2 studies involving a simulated applicant-evaluation setting, we predicted and found that participants set lower minimum-competency standards, but higher ability standards, for female than for male and for Black than for White applicants. Thus, although it may be easier for low- than high-status group members to meet (low) standards, these same people must work harder to prove that their performance is ability-based.
Biernat, Monica and Jennifer E. Ma. "Stereotypes and the Confirmability of Trait Concepts." Personality and Social Psychology Bulletin 31, no. 4 (2005): 483-95.
Available online
Notes: Evaluators require less evidence is required to confirm traits that are stereotypical of a group and more evidence to disconfirm such traits when they are judging members of that group -- but only if the evaluators are not also members of the same group.
Abstract: This study examines the process of how we assign traits or dispositions to individuals. The authors argue that "perceivers require that certain standards of evidence must be met before they decide that a target individual posseses a given trait." They hypothesize "that evidentiary standards differ depending on the stereotypicality of the attributes in question and on the social group membership(s) of the target person being evaluated." Specifically, traits that are stereotypic of a group were expected to require lower evidentiary standards when assessing members of that group. Similarly the authors hypotheses that more evidence will be required to disconform stereotypical traits. Two studies one focussing on race and one on sex were conducted to test these hypotheses. Both showed that "trait stereotypicality was associated with fewer behaviors required to confirm and more to disconfirm" but only when judgements were made on outgroup targets (ie. when Black evaluators judged White behaviors/traits or when White evaluators judged Black behaviors/traits).
Biernat, Monica and Melvin Manis. "Shifting Standards and Stereotype-Based Judgements." Journal of Personality and Social Psychology 66, no. 1 (1994): 5-20.
Available online
Notes: Shows the role stereotypes can play in evaluating others.
Abstract: "Four studies tested a model of stereotype-based shifts in judgment standards developed by M. Biernat, M. Manis, and T. E. Nelson (1991). The model suggests that subjective judgments of target persons from different social groups may fail to reveal the stereotyped expectations of judges, because they invite the use of different evaluative standards; more "objective" or common rule indicators reduce such standard shifts. The stereotypes that men are more competent than women, women are more verbally able than men, Whites are more verbally able than Blacks, and Blacks are more athletic than Whites were successfully used to demonstrate the shifting standards phenomenon. Several individual-difference measures were also effective in predicting differential susceptibility to standard shifts, and direct evidence was provided that differing comparison standards account for substantial differences in target ratings."
Blair, Irene V. "The Malleability of Automatic Stereotypes and Prejudice." Personality and Social Psychology Review 6, no. 3 (2002): 242-61.
Available online
Notes: Automatic stereotypes and prejudices can be moderated by a variety of factors.
Abstract: "The present article reviews evidence for the malleability of automatic stereotypes and prejudice. In contrast to assumptions that such responses are fixed and inescapable, it is shown that automatic stereotypes and prejudice are influenced by, (a) self- and social motives, (b) specific strategies, (c) the perceiver's focus of attention, and (d) the configuration of stimulus cues. In addition, group members' individual characteristics are shown to influence the extent to which (global) stereotypes and prejudice are automatically activated. This evidence has significant implications for conceptions of automaticity, models of stereotyping and prejudice, and attitude representation. The review concludes with the description of an initial model of early social information processing."
Blair, Irene V., Jennifer E. Ma, and Alison P. Lenton. "Imagining Stereotypes Away: The Moderation of Implicit Stereotypes Through Mental Imagery." Journal of Personality and Social Psychology 81, no. 5 (2001): 828-41.
Available online
Notes: Using the IAT, authors show that implicit stereotypes can be controlled by mental imagery
Abstract: Research on implicit stereotypes has raised important questions about an individual's ability to moderate and control stereotypic responses. With few strategies shown to be effective in moderating implicit effects, the present research investigates a new strategy based on focused mental imagery. Across 5 experiments, participants who engaged in counterstereotypic mental imagery produced substantially weaker implicit stereotypes compared with participants who engaged in neutral, stereotypic, or no mental imagery. This reduction was demonstrated with a variety of measures, eliminating explanations based on response suppression or shifts in response criterion. Instead, the results suggest that implicit stereotypes are malleable, and that controlled processes, such as mental imagery, may influence the stereotyping process at its early as well as later stages.
________. "Imagining Stereotypes Away : The Moderation of Implicit Stereotypes Through Mental Imagery." Journal of Personality and Social Psychology: 828-41.
Available online
Abstract: Research on implicit stereotypes has raised important questions about an individual's ability to moderate and control stereotypic responses. With few strategies shown to be effective in moderating implicit effects, the present research investigates a new strategy based on focused mental imagery. Across 5 experiments, participants who engaged in counterstereotypic mental imagery produced substantially weaker implicit stereotypes compared with participants who engaged in neutral, stereotypic, or no mental imagery. This reduction was demonstrated with a variety of measures, eliminating explanations based on response suppression or shifts in response criterion. Instead, the results suggest that implicit stereotypes are malleable, and that controlled processes, such as mental imagery, may influence the stereotyping process at its early as well as later stages.
Bollinger, Lee C. "Why Diversity Matters." The Chronical of Higher Education 53, no. 39 (June 2007): B20.
Notes: Diversity essential to enable students and future leaders to "imagine, understand, and collaborate" with diverse people in an increasingly global society.
Abstract: Responds to recent attacks on affirmative action by focussing on the positive educational aspects of interacting with a diverse group of people in order to function and excel in an increasingly global world.
Bonner, Florence B. and Veronica G. Thomas. "New and Continuing Challenges and Opportunities for Black Women in the Academy." The Journal of Negro Education 70, no. 3 (2001): 121.
Available online
Notes: Introduction to a special issue on black women in the academy
Abstract: "The idea for this special issue of the Journal of Negro Education came from [the editors'] own personal recognition of the struggles and triumphs of Black women in the academy and from the many similar victories and setbacks that were brought to light during the Black Women in the Academy II: Service and Leadership Conference held in Washington, D.C., in June 1999. This special issue serves not only to highlight some of the issues discussed at that international gathering but to document the continued oppressive experiences of Black women in the academy while accentuating the lessons of survival, strength, and resilience gained from adversity. . . . Unifying themes among the articles are their attention to institutional climate, support systems and networks (or the lack thereof), role amibiguity and role overload, the connections between racism and sexism, and other systemic barriers facing Black women faculty in the academy."
Bonner II, Fred A. "Black Professors: On the Track but Out of the Loop." The Chronicle of Higher Education 50, no. 40 (June 2004).
Available online
Abstract: Fred A. Bonner II, an associate professor of adult and higher education at the University of Texas at San Antonio, asks why it is so hard for African-Americans to be successful in academe while staying comfortable with their ethnic background.
Bowen, William G., Derek Bok, and Glenda Burkhart. "A Report Card on Diversity: Lessons for Business From Higher Education." Harvard Business Review 77, no. 1 (Jan. 1999-Feb. 1999): 138-49.
Available online
Notes: The effectiveness of race sensitive admissions policies in increasing diversity in institutions of higher education has implications for business and professional organizations.
Abstract: For the past 30 years, race-sensitive admissions policies have been used to increase the number of black, Hispanic, and Native American students that attend colleges and universities in the United States. To test the effects of such policies on the students involved, William G. Bowen and Derek Bok, two of the nation's foremost leaders of higher education, conducted a more careful, quantitative analysis than any done before. Bowen and Bok used a massive new database called college-and-beyond (C&B) to gather statistics and found the majority of the evidence indicated race sensitive admissions policies were working. While Bowen and Bok designed their study to inform the debate on race in higher education, their data offers many implications for people who lead all sorts of organizations. In business, diversity affects competitiveness and is an increasingly critical part of recruiting, managing, and motivating the workforce. Glenda Burkhart, former senior vice president of the Reader's Digest Association, has joined Bok and Bowen to encourage business and professional leaders to think about the study's implications that have been outlined in Bowen and Bok's book 'The Shape of the River.'
Brendl, C. Miguel, Arthur B. Markman, and Claude Messner. "How Do Indirect Measures of Evaluation Work? Evaluating the Inference of Prejudice in the Implicit Association Test." Journal of Personality and Social Psychology 81, no. 5 (Nov. 2001): 760-773.
Available online
Abstract: There has been significant interest in indirect measures of attitudes like the Implicit Association Test (IAT), presumably because of the possibility of uncovering implicit prejudices. The authors derived a set of qualitative predictions for people's performance in the IAT on the basis of random walk models. These were supported in 3 experiments comparing clearly positive or negative categories to nonwords. They also provided evidence that participants shift their response criterion when doing the IAT. Because of these criterion shifts, a response pattern in the IAT can have multiple causes. Thus, it is not possible to infer a single cause (such as prejudice) from IAT results. A surprising additional result was that nonwords were treated as though they were evaluated more negatively than obviously negative items like insects, suggesting that low familiarity items may generate the pattern of data previously interpreted as evidence for implicit prejudice.
Brunner, C. Cryss, W. Nick G. Hitchon, and Rachel Brown. "Advancing Social Justice As a Part of Educational Leadership Development: the Potential of Imaging Technologies." On the Horizon 10, no. 3 (2002): 12-15.
Available online
Notes: Suggests the use of virtual imaging technologies to promote diversity in science by providing a means for learning about biases/assumptions.
Abstract: "We discuss beneficial uses of imaging technologies in higher education that advance social justice. Misuse and ineffectiveness of shared decision making, specifically as related to power relationships and the redistribution of descion making authority, are addressed through the development of technologically delivered experimental simulations (ES). We outline ways in which ES can change higher education preparation programs to meet and adapt to the challenges of the future. ES entails using computer technology to modify a person's appearance and thereby evoking an atypical response from an audience. The key to our proposal, however, is having the person with the modified persona learn lessons pertinent to democratic cultures and social justice from their experience of immersion in that response."
Burack, Cynthia and Suzanne E. Franks. "Telling Stories About Engineering: Group Dynamics and Resistance to Diversity." NWSA Journal 16, no. 1 (2004): 79-95.
Available online
Notes: Provides practical suggestions for fostering diversity in engineering and for countering resistance to such efforts.
Abstract: "Feminists and other proponents of engineering diversity often encounter resistance to initiatives and programs intended to increase diversity in engineering. Supporters of diversity often suggest both strategies for attracting underrepresented group members and changes to engineering itself. It is less common for proponents of diversity to directly address the stubborn resistance to diversity that frequently prevails in the discipline. This paper addresses resistance to diversity in engineering education using a psychodynamic approach to group social identity. From a group-psychodynamic perspective, resistance to diversity as threatening to the group and to its identity is predictable, although the particular circumstances and culture of the group remain to be analyzed. We give particular attention to the role of engineering "leaders" in influencing group responses to the perceived diversity threat, suggesting a number of practical changes in engineering culture that are likely to mitigate the sense of threat associated with increasing diversification.
Burger, Carol J., ed. Journal of Women and Minorities in Science and Engineering. Vol. 9; 10, no. 1-4; 1-3. New York: Begell House, 2004.
Busch-Vishniac, Ilene J. and Jeffrey P. Jarosz. "DEEP -- Deconstructing Engineering Education Programs to Foster Diversity (Session #3592)."ASEE.
Notes: Presentation adapted by Sarah Pfaffenteicher for use by the UW COE.
Abstract: Argues that transforming engineering education by improving cohesion between courses, reducing path lengths in course sequence, incorporating team approaches into learning, and creating an atmosphere of inclusion can strengthen diversity in engineering without compromising the quality of education.
Cabrera, Alberto F. et al. "Collaborative Learning: Its Impact on College Students' Development and Diversity." Journal of College Student Development 43, no. 1 (Jan. 2002-Feb. 2002): 20-34.
Abstract: Using a sample of 2,050 second-year students at 23 institutions, researchers examined three issues: (a) gender and ethnic differences in terms of preferences towards collaborative learning, (b) effects of collaborative learning on student outcomes, and (c) determinants of opennness to diversity. Results showed that exposure to collaborative learning practices positively influenced each of the outcomes under study.
Cabrera, Alberto F. and Amaury Nora. "College Students' Perceptions of Prejudice and Discrimination and Their Feelings of Alienation: A Construct Validation Approach." The Review of Education 16, no. 3-4 (1994): 387-409.
Notes: In-class discriminatory experiences directly influence feelings of alientation, while campus racial/ethnic climate and perceptions of prejudice exert an indirect influence.
Abstract: The purpose of this study was to establish the dimensionality of perceptions of prejudice and discrimination among different ethnic groups (Whites, Hispanics, African-Americans, Asian-Americans) and also to test the interrelationship between the different factor structures associated with each group and students' sense of alienation from their institution. The measurement model viewed perceptions of prejudice and discrimination (PPD) as comprised of three interrelated components: (1) Campus Racial/Ethnic Climate, (2) Prejudiced Attitudes Held by Faculty and Staff, and (3) In-Class Discriminatory Experiences. The study population was drawn from the fall 1990 entering freshman class at a major public, commuter, and predominantly white doctoral granting Midwestern institution. Using structural equation modeling, of the three sources, only In-class Discriminatory Experiences was found to exert a significant effect on feelings of Alienation. It was likely that Campus Racial/Ethnic Climate and perceptions of Prejudiced Attitudes of Faculty/Staff exerted an indirect impact on Alienation given the high intercorrelation they maintained with In-Class Discriminatory Experiences.
Cabrera, Alberto F. et al. "Campus Racial Climate and the Adjustment of Students to College: A Comparison Between White Students and African-American Students." The Journal of Higher Education 70, no. 2 (Mar. 1999-Apr. 1999): 134-60.
Available online
Abstract: A study investigated the influence perceptions of prejudice and discrimination have on African-American and white students' adjustment to college processes. Data were collected from 1,454 students attending four-year institutions. It was found that even though African-American students reported having less previous preparation for college than white students, academic unpreparedness exerted at most an indirect effect on the decisions of African-American students to persist. Support and encouragement from parents facilitated the transition into the social and academic realms of the college or university, enhanced commitments to the goal of college completion and to the institution, and increased the likelihood to persist for both African-American and white students. African-American and white students were equally likely to perceive a campus climate of prejudice and discrimination, and predictors of cognitive outcomes and persistence decisions were basically the same for both groups. The implications of the findings are discussed.
Cain, Joanna M. et al. "Effects of Perceptions and Mentorship on Pursuing a Career in Academic Medicine in Obstetrics and Gynecology." Academic Medicine 76, no. 6 (June 2001): 628-34.
Notes: Perceptions of bias in mentoring (not actual differences) decreased the interest of women, especially minority women, in academic medicine
Abstract: Purpose. To understand the perceptions of residents and Fellows in obstetrics and gynecology about the impacts of race or ethnicity, gender, and mentorship experiences on pursuing careers in academic medicine.
Method. Two surveys were administered: one to a sample of 2,000 Fellows of the American College of Obstetricians and Gynecologists, and one to the 4,814 obstetrics and gynecology residents taking the 1998 in-training examination. The questionnaires asked about demographics, perceptions about careers in academic medicine, and residents' experiences with mentorship.
Results. Response rates were 96.8% for residents and 40.6% for Fellows. Of the residents, 26.1% indicated they would not consider a career in academic medicine. First-year women residents were more inclined to pursue careers in academic medicine than were first-year men (p =.042), but their interest declined during residency. Women residents (43%)-especially minorities-felt that men were mentored and recruited more for faculty positions, while men (38%) felt that women were mentored and recruited more. Fellows' reports of recruitment did not differ by gender. Most white residents did not perceive racial or ethnic bias in mentoring or recruiting, while most non-white residents did. Almost one third of non-white women residents felt that supervisors were more likely to condescend to women and minority individuals.
Conclusions. It is likely that neither men nor women residents in obstetrics and gynecology receive adequate mentorship for careers in academic medicine. Perceptions of bias are a serious barrier to developing racial, ethnic, and gender diversity in leadership positions.
Caplan, Paula J. "Appendix 2: The Maleness of the Environment."Lifting a Ton of Feathers: A Woman's Guide For Surviving in the Academic World Paula J. Caplan, 186-219. Toronto: University of Toronto Press, 1993.
Notes: The 'maleness' of academic climates systematically discriminates against women.
Abstract: Academic climates are defined as 'male' and are systematically biased against women. There are a number of modes through which this 'maleness' expresses itself, including: lack of incentives for women, sexist language, jokes, and comments, sexual harrasment, devaluation of women's work, exclusion/isolation of women, double standards, and sterotyped expections of gender and race. Examples of how each of these modes operates and the effects they have on women academics is discussed. The special challanges faced by women of color is also emphasized.
Carnes, Molly, Jo Handelsman, and Jennifer Sheridan. "Diversity in Academic Medicine: The Stages of Change Model." Journal of Women's Health 14, no. 6 (2005): 471-75.
Available online
Notes: Applies stages of change model to institutional diversity.
Abstract: Argues that the "stages of change" model of behaviorial change that has been applied to describe intentional change in health risk behaviors, particularly smoking, can also be applied to diversifying academic science and medicine. The fives stages are: pre-contemplation, contemplation, preparation, action, and maintenance.
Carr, Phyllis, Janet Bickel, and Thomas S. Inui. Taking Root in a Forest Clearing: A Resource Guide for Medical Faculty. Boston, MA: Boston University School of Medicine, 2003.
Notes: Advice for new faculty members, with special attention to challenges facing women and minorities.
Abstract: This guidebook for new faculty members in academic medicine focuses on the importance of mentoring and negotiation and gives specific advice to women and minorities about how gender and minority status can influence their careers and experiences, what they can do to address discrimination, and what their institutions and institutional leaders can do to combat discrimination.
Caver, Keith A. and Ancella B. Livers. "Dear White Boss: What It's Really Like to Be a Black Manager." Harvard Buisness Review 80, no. 11 (Nov. 2002): 76-28.
Available online
Notes: Fictional letter from a black manager to a white boss explores the racial issues and discriminatory barriers black managers face in the workplace.
Abstract: "Written in the form of a fictional letter from a black manager to a white boss, this article contains a portrayal of what it's like to be different in the workplace. The letter draws on the authors' research from interviews and surveys with hundreds of mid- to senior-level African-American managers, as well as long years of personal experience. The letter portrays the nature of corporate life once black managers are established--the feeling that they leave some part of their identities at home and the sometimes subtle and often systemic racial biases that inhibit and alienate African-Americans. On one level, white managers face the same challenges as their colleagues of color do--motivating employees, hiring and firing, and planning for the future. But on another level, African-American and other nonwhite managers frequently contend with an atmosphere of tension, instability, and distrust that can be so frustrating they lose the desire to contribute fully or do their best work; they may even quit for no apparent reason. While this letter may not apply to every leader, black or white, or to every organization, the issues are more widespread than corporate America cares to acknowledge and should be read by all white executives who don't want talent to slip through their fingers."
Celious, Aaron and Daphna Oyserman. "Race From the Inside: An Emerging Heterogeneous Race Model." Journal of Social Issues 57, no. 1 (Spring 2001): 149-65.
Available online
Notes: Articles recommends recognizing that African Americans are not homogenous and highlights diversity within race - gender, socioeconomic status, and physical attributes including skin tone.
Abstract: "Race is not a simple concept, and it is not a single category. Racial identity theories, however, typically handle race as a simple Black-White dichotomy that overlooks within-group heterogeneity, substituting a subgroup-young, low socioeconomic status, darker skinned men-for all African Americans. The centrality of this subgroup image reifies what it means to be Black but excludes African Americans who are women, middle class, and so on. We provide an overview of the situation of African Americans, high-lighting within-group diversity in everyday experiences related to gender, socioeconomic status, and physical attributes, including skin tone. Understanding the implications of race from an insider's perspective requires that we view it as a heterogeneous category."
Chang, Mitchell et al., Editors. Compelling Interest: Examining the Evidence on Racial Dynamics in Higher Education - A Report of the AERA Panel on Racial Dynamics in Colleges and UniversitiesAmerican Educational Research Association ,
Notes: Presents research finding on benefits of diversity for/in colleges and universities.
Abstract: This report results from the work of a panel of experts on race relations and diversity who examine "the knowledge base on race and inter-group relations in colleges and universities." Their reports presents "substantial and consistent" research documenting both the continued existence of racial inequities in educational opportunity, the influence of race on "American consciousness and social behaviors," and the benefits of diversity for educational outcomes of students, for educational institutions and for society in general. Chapters include: Justice, Equality of Educational Opportunity and Affirmative Action in Higher Education, which presents evidence that "opportunity to learn is inequitably distributed, and is shaped, in part, by student's race and economic circumstances"; Social Psychological Evidence on Race and Racism, Standardized Testing and Equal Access: A Tutorial; The Educational Benefits of Diversity: Evidence from Multiple Sectors.
________, Editors. Compelling Interest: Examining the Evidence on Racial Dynamics in Higher Education AERA Panel on Racial Dynamics in Colleges and Universities. Stanford, CA: Stanford University Press, 2003.
Abstract: By addressing, through empirical research, the many facets of racial dynamics in higher education, this timely book offers not only strong arguments for the necessity of affirmative action policies, but also ways of building a research agenda that tests notions of fairness, merit, and the benefits of diversity.
Chang, Mitchell J. "Reconsidering the Diversity Rationale." Liberal Education 91, no. 1 (Winter 2005): 6-13.
Available online
Notes: Article reevaluates diversity-conscious admissions policies in light of recent Supreeme Court decisions and asserts that diversty is as critical and valuable a goal as ever.
Abstract: "The concept of diversity has come a long way in U.S. higher education, and its impact has been far reaching. Over the last three and a half decades, diversity and its related interventions have evolved to encompass a broad set of purposes, issues, and initiatives on college campuses. The earliest initiatives to increase minority access on predominantly white campuses, and later to enhance gender equity, were prompted by desegregation mandates as well as social justice concerns grounded in the democratic principles of equal opportunity and equality. Although the issue of equitable access remains of paramount interest, since the mid-1980s concerns about the persistence and academic success of underrepresented students of color have become another important thrust of diversity efforts in higher education. Additionally, addressing ongoing incidents of racial and ethnic hostility directed toward students of color and the evolution of what historian Lawrence Levine (1996, 171) termed "a more eclectic, open, culturally diverse, and relevant curriculum" have also become important concerns of a rapidly expanding diversity agenda. These trends do not center only on race and ethnicity; they also encompass other high-stakes categories, such as gender, class, sexual orientation, and disability."
Chew, Cassie M. "Howard University Engineers Success." Black Issues in Higher Education 21, no. 2 (Mar. 2004): 30-32.
Available online
Notes: Discusses undergraduate and graduate engineering programs at Howard University
Abstract: Deals with the engineering program at Howard University in Washington, D.C., the only historically Black college and university Research Institution. Information on the annual report of the Engineering Workforce Commission; Reason the Howard University Science, Engineering and Mathematics program was designed; Statement from Doctor James H. Johnson Jr., dean of Howard University's college of engineering, architecture and computer sciences.
Chinn, Pauline W. U. "Asian and Pacific Islander Women Scientists and Engineers: A Narrative Exploration of Model Minority, Gender, and Racial Stereotypes." Journal of Research in Science Teaching 39, no. 4 (2002): 302-23.
Available online
Notes: Gender expectations for Asian and Pacific Islander Women Scientists and Engineers.
Abstract: "This qualitative study uses narrative methodology to understand what becoming a scientist or engineer entails for women stereotyped as "model minorities." Interviews with four Chinese and Japanese women focused on the social contexts in which science is encountered in classrooms, families, and community. Interpretation was guided by theories that individuals construct personal narratives mediated by cultural symbolic systems to make meaning of experiences. Narratives revealed that Confucian cultural scripts shaped gender expectations even in families several generations in America. Regardless of parents' level of education, country of birth, and number of children, educational expectations, and resources were lower for daughters. Parents expected daughters to be compliant, feminine, and educated enough to be marriageable. Findings suggest K-12 gender equity science practices encouraged development of the women's interests and abilities but did not affect parental beliefs. The author's 1999 study of Hawaiians/Pacific Islander and Filipina female engineers is included in implications for teacher education programs sensitive to gender, culture, ethnicity, and language."
Chugh, Dolly. "Societal and Managerial Implications of Implicit Social Cognition: Why Milliseconds Matter." Social Justice Research 17, no. 2 (2004): 203-22.
Available online
Notes: Uses IAT results to argue that implicit bias can influence managers efforts to process information, interact with other, and make decisions.
Abstract: "This article argues for the vulnerability of managerial work to unintended forms of racial and other bias. Recent insights into'implicit social cognition' are summarized, highlighting the prevalence of those mental processes that are relatively unconscious and automatic, and employed in understanding the self and others. Evidence from a response-time measure of implicit bias, the Implicit Association Test, ('IAT'; Greenwald, McGhee, and Schwartz, 1998) illustrates this phenomenon. Recent work on the predictive validity of the IAT demonstrates that social cognitive pitfalls threaten a) managers' explicit commitments to egalitarianism and meritocracy and b) managers' performance in their three primary roles of processing information, interacting with others, and making decisions (Mintzberg, 1973). Implicit bias influences managerial behavior in unexpected ways, and this influence is heightened in the messy, pressured, and distracting environments in which managers operate.
Clegg, Roger. "When Faculty Hiring Is Blatantly Illegal." The Chronicle of Higher Education 29, no. 10 (Nov. 2002): B.20.
Available online
Notes: Relying on racial preferences in hiring is illegal
Abstract: Clegg discusses when affirmative action in hiring professors is illegal. Colleges may assume that racial and ethnic preferences in faculty hiring will stand or fall within the legality of such preferences in student admissions, but that is not true.
Clewell, Beatriz Chu and Carol J. Burger. "At the Crossroads: Women, Science, and Engineering." Journal of Women and Minorities in Science and Engineering 8 , no. 3/4 (2002): 249.
Abstract: Introduces the articles featured in the August 2002 issue of the Journal of Women and Minorities in Science and Engineering. Discusses the gap between boys' and girls' achievement in mathematics and the sciences; efforts to increase the representation of women in science, engineering and technology; and the progress of academic female scientists and engineers in the U.S. and Great Britain.
Clewell, Beatriz Chu and Patricia B. Campbell. "Taking Stock: Where We'Ve Been, Where We Are, Where We'Re Going." Journal of Women & Minorities in Science & Engineering 8, no. 3/4 (2002): 255-84.
Notes: Overview of women' progress in STEM fields
Abstract: Examines minority women's and White women's progress in science, mathematics, engineering and technology (SMET) in the 1990s. "Starting from an eploration of participation and achievement data, the authors move on to cover the theories behind SMET gender differences, including those based on testing, biology, social-psychology, and cognitive sciences. Looking at practice as well as theory, the authors explore the impacts that interventions and contextual influences, such as social change and education reform, have had on efforts to achieve gender parity in SMET. The article concludes with the recommendation of logical next steps to preserve and expand the gains made by women in these fields." The authors concentrate on pre-college participation and achievements.
Clewell, Beatriz Chu et al. Revitalizing the Nation's Talent Pool in STEMWashington, DC: The Urban Institute, 2006.
Available online
Notes: Evaluation report on the Louis Stokes Alliances for Minority Participation Program (LSAMP)
Abstract: The report represents a multiyear evaluation of the Louis Stokes Alliances for Minority Participation Program (LSAMP) that aims "to increase the quality and quantity of minority students who successfully complete baccalaureate degrees in science, technology, engineering, and mathematics (STEM), and who continue on to graduate studies in these fields. The evaluation included both process and summative components. "The analyses indicate that, at the instiutional level, a supportive environment that includes adequate provision of resources and support of faculty and high-level admininstrators facilitated the achievement of program goals; at the Alliance level, collaborative activities among partner institutions that result in the leveraging and sharing of both tangible and intangible resources were similarly important. Lack of financial resources and an adverse national, state, or institutional political climate were the most common challenges to program success. The process evaluation also revealed that, despite expected variation in practices among Alliances, a recognizable LSAMP model does emerge. That model can be understood as a merging of two prominent streams of research and theory: a model of student retention (the Tinto model), which emphasizes integration of students into the academic institution, and the notion of 'disciplinary socialization,' which is the process through which students become socialized into science as a profession." Interviews with project staff at participating institutions of higher education indicate that they believe participation in the LSAMP foster the retention and graduation of "more STEM students by substantially expanding these institutions capacity to develop and support STEM student talent." Project staff also "believe that LSAMP had an impact on participating institutions by changing the institutional culture, policies, and practices to encourage the recruitment, retention, and graduation of underrepresented minorities in STEM majors." Survey data showed the "the vast majority of program graduates sought additional education [and that] the majority of LSAMP graduates reported that the program had been helpful as they pursued bachelor's degrees in STEM and had influenced their decisions to attend graduate schools." The report concludes that LSAMP is meeting its goal of increasing the quality and quantity of STEM graduates, exceeding its goals of increasing the enrollment of minority STEM baccalaureate student in graduate school, and has developed a "discrete and identifiable program model, grounded in research and theory, that can be tested and replicated." The report also includes several recommendations for extending the LSAMP.
Cockrell, Cathy. "Faculty 'Climate Survey' -- the Results Are in." Berkeleyan (Berkeley, CA), 8 Oct. 2004.
Available online
Notes: Campus news article reviews the findings of Berekely's climate survey and reports that women and minority faculty believe mentoring URMs is undervalued.
Cohen, Geoffrey L. et al. "Reducing the Racial Achievement Gap: A Social-Psychological Intervention." Science 313, no. 5791 (2006): 1307-10.
Available online
Notes: Experiment showed that stereotype threat can be successfuly negated and can improve test scores of African American stduents and reduce racial achivevement gaps.
Abstract: "Two randomized field experiments tested a social-psychological intervention designed to improve minority student performance and increase our understanding of how psychological threat mediates performance in chronically evaluative real-world environments. We expected that the risk of confirming a negative stereotype aimed at one's group could undermine academic performance in minority students by elevating their level of psychological threat. We tested whether such psychological threat could be lessened by having students reaffirm their sense of personal adequacy or 'self-integrity.' The intervention, a brief in-class writing assignment, significantly improved the grades of African American students and reduced the racial achievement gap by 40°%. These results suggest that the racial achievement gap, a major social concern in the United States, could be ameliorated by the use of timely and targeted social-psychological interventions."
Cox, Taylor H. and Stacy Blake. "Managing Cultural Diversity: Implications for Organizational Competitiveness." Academy of Management Executive 5, no. 3 (Aug. 1991): 45-56.
Available online
Abstract: Globalization and increasing ethnic and gender diversity, two current business trends, are turning managers' attention to the management of cultural differences. Organizations' ability to attract, retain, and motivate people from diverse cultural backgrounds may lead to competitive advantages in cost structures. Furthermore, by capitalizing on the potential benefits of cultural diversity in work groups, organizations may gain a competitive advantage in creativity, problem solving, and flexible adaptation to change. Steps that organizations can take toward accomplishing this include: 1. enlisting top management's support and genuine commitment, 2. managing and valuing diversity training, 3. collecting information pertaining to diversity-related issues, and 4. conducting analyses of change of culture and human resource management systems.
Cox, Taylor H., Sharon A. Lobel, and Poppy Lauretta McLeod. "Effects of Ethnic Group Cultural Differences on Cooperative and Competitive Behavior on a Group Task." Academy of Management Journal 34, no. 4 (Dec. 1991): 827-47.
Available online
Abstract: Empirical evidence is found that ethnic group differences affect at least some aspects of behavior in task groups. In the study, student subjects were assigned to ethnically diverse or all-Anglo groups, and a Prisoner's Dilemma task was used in which participants could choose to compete or cooperate with another party. It is found that at an individual level, Asian, black, and Hispanic individuals have a more collectivist-cooperative orientation to a task than do Anglo individuals. The analysis also finds that the knowledge of this individual-level difference can be drawn on to predict differences in group behavior on a group decision-making task. Behavioral differences tend to increase when the situational cues favor cooperation. Since the workforce will increasingly be composed of members of non-Anglo groups in the future, the behavioral differences that were found may have a significant impact on how work is done in organizations.
Crocker, J. and B. Major. "Social Stigma and Self-Esteem: The Self-Protective Properties of Stigma." Psychological Review 96 (1989): 608-30.
Notes: Social stigmas applied to a group may protect an individuals self-concept
Abstract: Argues that membership in a stigmatized group may preserve an individuals self-esteem because the individual may attribute negative feedback to prejudice against the group, may compare themselves to the members of the ingroup, rather than to more advantaged outgroup, may devalue measures on which their group performs poorly and value characteristics on which their group performs well.
Crombie, Gail et al. "Students' Perceptions of Their Classroom Participation and Instructor As a Function of Gender and Context." The Journal of Higher Education 74, no. 1 (Jan. 2003-Feb. 2003): 51-76.
Available online
Abstract: Students' perceptions of their participation and instructor behaviors were examined in the university classroom. Some support for the chilly climate construct was observed; however, gender effects were mediated by general activity level. Differences favoring males were found among students categorized as active participators. Female students' views of their instructors were influenced by instructor gender.
Cunningham, William A., John B. Nezlek, and Mahzarin R. Banaji. "Implicit and Explicit Ethnocentrism: Revisiting the Ideologies of Prejudice." Personality and Social Psychology Bulletin 30, no. 10 (2004): 1332-46.
Available online
Notes: Examines relationships between explicit and implicit attitudes; between prejudice to one group and prejudice to others; and between prejudice and ideology or rigid thinking.
Abstract: "Two studies investigated relationships among individual differences in implicit and explicit prejudice, right-wing ideology, and rigidity in thinking. The first study examined these relationships focusing on White Americans' prejudice toward Black Americans. The second study provided the first test of implicit ethnocentrism and its relationship to explicit ethnocentrism by studying the relationship between attitudes toward five social groups." Findings replicates previous work showing that "those who hold [explicit] negative attitudes towards one disadvantaged group also tend to hold negative attitudes toward other disadvantaged groups" and show that such "ethnocentrism" also applies to implicit attitudes. Results also suggest, contrary to much previous work, that there may be correlations between explicit and implicit attitudes and that these correlations "can be highly variable depending on the particular attitude being measured, the degree to which the attitude is elaborated, motivation to control prejudiced reactions, and the degree to which societal norms allow for the expression of prejudice toward the group. The authors conclude by suggesting that developing explicit egalitarian attitudes may, over time, influence the valence and intensity of implicit ones or, conversely, that implicit associations may help shape the content of more conscious, explicit attitudes.
Dasgupta, Nilanjana and Anthony G. Greenwald. "On the Malleability of Automatic Attitudes: Combating Automatic Prejudice With Images of Admired and Disliked Individuals." Journal of Personality and Social Psychology 81, no. 5 (2001): 800-815.
Available online
Abstract: Two experiments examined whether exposure to pictures of admired and disliked exemplars can reduce automatic preference for White over Black Americans and younger over older people. In Experiment 1, participants were exposed to either admired Black and disliked White individuals, disliked Black and admired White individuals, or nonracial exemplars.
Denton, Margaret and Isik Urla Zeytinoglu. "Perceived Participation in Decision-Making in a University Setting: The Impact of Gender." Industrial and Labor Relations Review 46, no. 2 (Jan. 1993): 320-331.
Available online
Notes: Women faculty members are less likely to feel they are participants in university decision-making.
Abstract: "This analysis of responses to a 1988 survey of full-time faculty at a medium-sized university in central Canada indicates that women were less likely than men to perceive themselves as participating in university decision-making, even with controls for other relevant variables. Academic rank, visible or ethnic minority status, and membership in networks were also influential. No significant effect was found for the possession of a Ph.D., the amount of teaching experience, the possession of tenure, having a mentor, or the proportion of women in the division's faculty."
Dervarics, Charles. "Virginia Tech to Reward Faculty for Promoting Diversity." Diverse Issues in Higher Education(Diverse Online) (Sept. 2006).
Available online
Notes: Virginia Tech's annual performance evaluations for faculty will include faculty engagement in diversity-related activities as one of the criteria for merit pay increases.
Devine, Patricia, E. Ashby Plant, and et.al. "The Regulation of Explicit and Implicit Race Bias: The Role of Motivations to Respond Without Prejudice." Journal of Personality and Social Psychology 82 (2002): 835-48.
Available online
Notes: Though external motivation reduced explicit race bias, internal motivation reduced implicit race bias. Authors suggest that external motivation may be an important first step, but that creating internal motivation is essential for sustaining efforts to respond without prejudice.
Abstract: "Three studies examined the moderating role of motivations to respond without prejudice (e.g., internal and external) in expressions of explicit and implicit race bias. In all studies, participants reported their explicit attitudes toward Blacks. Implicit measures consisted of a sequential priming task (Study 1) and the Implicit Association Test (Studies 2 and 3). Study 3 used a cognitive busyness manipulation to preclude effects of controlled processing on implicit responses. In each study, explicit race bias was moderated by internal motivation to respond without prejudice, whereas implicit race bias was moderated by the interaction of internal and external motivation to respond without prejudice. Specifically, high internal, low external participants exhibited lower levels of implicit race bias than did all other participants. Implications for the development of effective self-regulation of race bias are discussed."
Devine, Patricia G. "Implicit Prejudice and Stereotyping : How Automatic Are They? Introduction to the Special Section." Journal of Personality and Social Psychology 81, no. 5 (Nov. 2001): 757-59.
Available online
Abstract: This special issue of the Journal of Personality and Social Psychology: Attitudes and Social Cognition addresses issues of the measurement and the malleability of implicit prejudice and stereotypes. The findings raise fundamental questions about the assumptions underlying the assessment of implicit prejudice, particularly with regard to the widely used Implicit Association Test (A. Greenwald, D. McGhee, & J. Schwartz, 1998) and the assumption of extant models of prejudice and stereotyping that implicit biases are automatically and invariantly activated when perceivers come in contact with members of stigmatized groups. Several of the articles show that contextual manipulations produce reductions in implicit manifestations of prejudice and stereotyping. The articles in this issue, in challenging conventional wisdom, are thought provoking and should be generative in the field's ongoing efforts to understand the role of implicit (and explicit) processes involved in prejudice and stereotyping.
Devine, Patricia G. et al. "Prejudice With and Without Compunction." Journal of Person
