glenn adams elizabeth u. delgado-torres jessica nelson university of kansas psychological...
TRANSCRIPT
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Glenn Adams Elizabeth U. Delgado-Torres Jessica Nelson
University of Kansas
Psychological Perspectives on Construction of Identity and
Community
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Conceptual Model
IDENTITY
Identity = experience of self in terms of community
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Conceptual Model
Perception of Events
Well Being
IDENTITY
Identity = experience of self in terms of community
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Conceptual Model
HISTORY
Perception of Events
Well Being
IDENTITY
Identity = experience of self in terms of community
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Conceptual Model
HISTORY
Perception of Events
Well Being
IDENTITY
Identity = experience of self in terms of community
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Glenn Adams, Elizabeth U. Delgado-Torres and Donna Garcia
University of Kansas
Stephanie Fryberg
University of Arizona
Variation in Engagement with First Nations Identity:
Implications for Community and Social Action
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Acknowledgements
Venida Chenault Ray Farve
Melissa Holder John Howland
Claude Laird Dawn Tato
Michael Tosee
ContributorsBeverly Dennis and Fredina Drye-Romero, Haskell Indian Nations University
Antonie Dvorakova, University of Chicago
Julio Vasquez, University of Kansas
Special Acknowledgement, Haskell Indian Nations University
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Variations in Ethnic Identification
Quantitative Variation
Psychologists typically consider variation in degree of identification (good feeling or sense of belonging) with a given community.
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Variations in Ethnic Identification
Quantitative Variation
Psychologists typically consider variation in degree of identification (good feeling or sense of belonging) with a given community.
Qualitative Variation
However, people have several categories or communities with which to identify (e.g., Pan-ethnic category vs. Tribal Nation).
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Variations in Ethnic Identification
Quantitative Variation
Psychologists typically consider variation in degree of identification (good feeling or sense of belonging) with a given community.
Qualitative Variation
However, people have several categories or communities with which to identify (e.g., Pan-ethnic category vs. Tribal Nation).
Contextual Variation
In addition, psychology of engagement with First Nations identities is likely to depend upon the context (e.g., reservation community or mainstream American society).
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Research Questions and Hypotheses
Degree of Identification
Are higher levels of identification with First Nations communities associated with community efficacy and perceptions of racism?
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Research Questions and Hypotheses
Degree of Identification
Are higher levels of identification with First Nations communities associated with community efficacy and perceptions of racism?
Content of Identification
Are some kinds of identification (e.g. Tribal Nation community vs. Pan-ethnic community) associated with better outcomes than others?
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Research Questions and Hypotheses
Degree of Identification
Are higher levels of identification with First Nations communities associated with community efficacy and perceptions of racism?
Content of Identification
Are some kinds of identification (e.g. Tribal Nation community vs. Pan-ethnic community) associated with better outcomes than others?
Context of Identification
Does engagement with First Nations identity mean different things in reservation and non-reservation settings?
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Method
Participants
126 students at Haskell Indian Nations University in April, 2002
Procedure
We approached students in class and invited them to complete a questionnaire about ethnic identity
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Measures of Engagement
Content of IdentificationPlease select the appropriate phrase that describes how you experience your identity right now (and then 6 additional situations).
1. American 3. American Indian 5. Tribal Nation
2. Native American 4. Indian 6. Other
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Measures of Engagement
Content of Identification Please select the appropriate phrase that describes how you experience your identity right now (and then 6 additional situations).
1. American 3. American Indian 5. Tribal Nation
2. Native American 4. Indian 6. Other
Degree of Identification It is important to me to think of myself as an American Indian.
I feel that I am part of the American Indian community.
I have a lot of pride in what members of the American Indian community have done and achieved.
I feel close to others in the American Indian community.
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Outcome Measures
Self-Esteem (Heatherton & Polivy, 1991)Performance (I feel as smart as others.)
Social (I feel concerned about the impression I am making. [Rev])
Appearance (I feel satisfied with the way my body looks right now).
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Outcome Measures
Self-Esteem (Heatherton & Polivy, 1991)Performance (I feel as smart as others.)
Social (I feel concerned about the impression I am making. [Rev])
Appearance (I feel satisfied with the way my body looks right now).
Community EfficacyI feel like I can make a difference in my community
People in my community can take action to make things better
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Outcome Measures
Self-Esteem (Heatherton & Polivy, 1991)Performance (I feel as smart as others.)
Social (I feel concerned about the impression I am making. [Rev])
Appearance (I feel satisfied with the way my body looks right now).
Community EfficacyI feel like I can make a difference in my community
People in my community can take action to make things better
Perception of RacismHow much does prejudice, discrimination, or racism play a role in each event?
The use of American Indians as mascots by sports teams.
A woman attending a University orientation introduced herself as an American Indian. After the orientation, another student asked her if she lived in a teepee.
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Reservation Experience and
Selected Outcomes
2
3
4
5
6
Ethnic ID Perceptionof Racism
CommunityEfficacy
Perf SE Social SE Appear SE
Perc
enta
ge
No ReservationSome Reservation
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Multiple Regression Results
OUTCOME
ID SCALE
REZ
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Multiple Regression Results
OUTCOME
ID SCALE
REZ
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Multiple Regression Results
OUTCOME
ID SCALE
REZ
Degree of ethnic Identification mediates the effect of reservation status on community efficacy and perception of racism.
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Multiple Regression Results
Reservation status moderates the relationship between degree of ethnic identification and (social) self-esteem.
No Reservation Background:
Reservation Background:
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Multiple Regression Results
Reservation status moderates the relationship between degree of ethnic identification and (social) self-esteem.
ID SCALE SOCIAL SENo Reservation Background:
Reservation Background:
(r = .04)
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Multiple Regression Results
Reservation status moderates the relationship between degree of ethnic identification and (social) self-esteem.
ID SCALE SOCIAL SE
ID SCALE SOCIAL SE
No Reservation Background:
Reservation Background:
(r = .04)
r = -.26
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Cultural Grounding of Scientific Research
At first, results appear to contradict "identity as resource".
People whom one would anticipate would be most identified (high scorers on the ethnic identification scale among people from reservation background) report lowest self-esteem.
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Cultural Grounding of Scientific Research
At first, results appear to contradict "identity as resource".
People whom one would anticipate would be most identified (high scorers on the ethnic identification scale among people from reservation background) report lowest self-esteem.
Alternative Account: Cultural Grounding of Self-esteem
The measure of social self-esteem includes items like the following:
I feel self-conscious.
I am worried about what other people think of me.
I feel concerned about the impression I am making.
I am worried about looking foolish.
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What about variation in content?
The tendency to use tribal nation identity appears to be stronger among students who reported reservation experience than students who did not report reservation experience.
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Identity Category Preferences
0
20
40
60
NativeAmerican
(American)Indian
TribalNation
Other
Perc
enta
ge
No Reservation
Some Reservation
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What about variation in content?
The tendency to use tribal nation identity appears to be stronger among students who reported reservation experience than students who did not report reservation experience.
Among students who did not report reservation experience, tendency to use tribal nation identity increased from first to second year at Haskell.
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Use of Tribal Nation Identity
0
20
40
60
80
Year 1 Year 2
Year in School at Haskell
Perc
enta
ge o
f Stu
dent
s No Reservation
Some Reservation
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What about variation in content?
The tendency to use tribal nation identity appears to be stronger among students who reported reservation experience than students who did not report reservation experience.
Among students who did not report reservation experience, tendency to use tribal nation identity increased from first to second year at Haskell.
The tendency to use tribal nation identity mattered for one outcome: appearance self-esteem among women.
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Benefits of Tribal Nation Identity
2
3
4
Men Women
App
eara
nce
Self-
Este
em Pan-ethnicTribal Nation
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Implications and Conclusions
Ethnic Identity as a Resource for Community BuildingEthnic identification—both degree and content—provides a resource for self-esteem and community efficacy.
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Implications and Conclusions
Ethnic Identity as a Resource for Community BuildingEthnic identification—both degree and content—provides a resource for self-esteem and community efficacy.
Ethnic Identity as a Basis for Collective ActionEthnic identification helps sensitize people to perceive racism.
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Elizabeth U. Delgado-Torres and Glenn Adams
University of Kansas
First Nations Identity as a
Resource for Well Being
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Conceptions of Ethnic Identity in Psychological Science
Deficit Perspective: Identity as a Liability
Ethnic minority identity is a "risk factor“ (i.e., associated with) stress, anxiety, school failure, substance abuse, etc.
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Conceptions of Ethnic Identity in Psychological Science
Deficit Perspective: Identity as a Liability
Ethnic minority identity is a "risk factor“ (i.e., associated with) stress, anxiety, school failure, substance abuse, etc.
Present Perspective: Identity as Benefit
Ethnic minority identity can be a resource to buffer people from the negative consequences of mainstream oppression.
That is, a strong sense of ethnic minority identity may be promote such positive outcomes as better health and school persistence.
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Extends beyond a unidimensional model of identification to consider a 3-dimensional model of identification (Phinney, 1992):
Ethnic Belongingness (I am happy that I am a member of the group I belong to.)
Ethnic Identity Achievement(I have spent time trying to find out more about my own ethnic group, such as its history, traditions, and customs.)
Ethnic Behaviors(I participate in cultural practices of my own group such as special food, music, or customs.)
Extensions of Previous Study
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• Extends beyond measures of identification to include a measure of Knowledge about History and Social Issues
• Extends measures of well-being beyond self-esteem to consider mental and physical health
Extensions of Previous Study
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Knowledge About History and Social Issues
1. How many American Indians are there in the United States today?
(a) 780,000 (b) 2.4 million (c) 7.8 million (d) 24 million
2. In the U.S., citizenship was granted to American Indians in what year
(a) 1776 (b) 1863 (c) 1924 (d) 1964
3. The BIA was originally part of what US government cabinet department
(a) Education (b) State (c) Interior (d) War
4. Currently what are the two tribal nations with the largest population?
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Health Measures
Center for Epidemiological Studies-Depression Scale (Radloff, 1977)(In the last week I was bothered by things that usually don’t bother me)
Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983) (In the last month, how often have you felt nervous and “stressed”?)
Health Problems Inventory (Boaz, 1982)
(Headaches, Upset stomach, Sore throat, Poor appetite)
Persistence/Voluntary Dropout Decisions (Pascarella & Terenzini, 1980)
(My academic experience has had a positive influence on my intellectual growth and interest in ideas.)
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Study 2Method
Participants
33 students at Haskell Indian Nations University in April, 2004
Procedure
We approached students in various campus settings and invited them to complete a questionnaire about ethnic identity.
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Results
OUTCOME ETHNIC ID HISTORY Symptoms Stress Depression Self-Esteem Persistence Racism, Personal Racism, Society
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Results
OUTCOME ETHNIC ID HISTORY Symptoms -.16 Stress -.41* Depression -.21 Self-Esteem .31+ Persistence .41* Racism, Personal .07 Racism, Society .18
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Results
OUTCOME ETHNIC ID HISTORY Symptoms -.16 .07 Stress -.41* .06 Depression -.21 .13 Self-Esteem .31+ -.24 Persistence .41* .25 Racism, Personal .07 .14 Racism, Society .18 .04
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Results
OUTCOME ETHNIC BELONGING
ETHNIC ID ACHIEVEMENT
ETHNIC BEHAVIOR
Symptoms Stress Depression Self-Esteem Persistence Racism, Personal Racism, Society
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Results
OUTCOME ETHNIC BELONGING
ETHNIC ID ACHIEVEMENT
ETHNIC BEHAVIOR
Symptoms .32 -.72* .32 Stress .40 -.71* -.14 Depression .39 -.48 -.15 Self-Esteem -.51 .73* .12 Persistence .09 .29 .07 Racism, Personal .39 .17 -.43 Racism, Society .53+ -.23 -.13
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Results
Ethnic Belonging I feel good about my cultural or ethnic background I am happy that I am a member of the group I belong to I have a strong sense of belonging to my own ethnic group
Ethnic Identity Achievement I have spent time trying to find out more about my own ethnic group, such as its
history, traditions, and customs. In order to learn more about my ethnic background, I have often talked to other
people about my ethnic group I have a clear sense of my ethnic background and what it means for me. .
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Conclusions
First Nations identities as a resource High identification scores were related to better health and school persistence.
Not just a sense of belonging to a community that serves as a resource.
Instead, it was the aspects of identity measured by the Ethnic Identity Achievement subscale that were related to well being.
Little effect of knowledge about history and current events.
Little effect of knowledge about history and current events
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Conclusions
First Nations identities as a resource High identification scores were related to better health and school persistence.
Not just a sense of belonging to a community that serves as a resource.
Instead, it was the aspects of identity measured by the Ethnic Identity Achievement subscale that were related to well being.
Little effect of knowledge about history and current events.
Little effect of knowledge about history and current events
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Conclusions
First Nations identities as a resource High identification scores were related to better health and school persistence.
Not just a sense of belonging to a community that serves as a resource.
Instead, it was the aspects of identity measured by the Ethnic Identity Achievement subscale that were related to well being.
Little effect of knowledge about history and current events
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Conclusions
First Nations identities as a resource High identification scores were related to better health and school persistence.
Not just a sense of belonging to a community that serves as a resource.
Instead, it was the aspects of identity measured by the Ethnic Identity Achievement subscale that were related to well being.
Little effect of knowledge about history and current events.
Little effect of knowledge about history and current events
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Knowledge of Racist History and Perceptions of Racism
Jessica Nelson and Nyla BranscombeUniversity of Kansas
Michael SchmittPurdue University
Glenn AdamsUniversity of Kansas
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Please use the scale below to indicate your agreement with the following statement:
Some people say that the virus that causes AIDS was deliberately created in a laboratory by the US government to infect Black people.
1 2 3 4 5 6 7Almost Certainly Definitely Not True True
RESULTS
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Please use the scale below to indicate your agreement with the following statement:
Some people say that the virus that causes AIDS was deliberately created in a laboratory by the US government to infect Black people.
X
1 2 3 4 5 6 7Almost Certainly Definitely Not True True
RESULTS European Americans: M = 1.5, SD = 1.5
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Please use the scale below to indicate your agreement with the following statement:
Some people say that the virus that causes AIDS was deliberately created in a laboratory by the US government to infect Black people.
X X
1 2 3 4 5 6 7Almost Certainly Definitely Not True True
RESULTS European Americans: M = 1.5, SD = 1.5African Americans: M = 3.9, SD = 2.1
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Interpretations
Crocker et al. (1999)African Americans may be motivated to believe "conspiracy theories" because this offers an explanation for negative group standing that deflects blame from something about African Americans, instead locates it in mainstream oppression.
Cultural CritiqueWhich is the pattern that requires explanation: African American belief inpotential or European American denial of possibility?
Nelson et al. (2004)African Americans may show greater endorsement because they know more about actual cases of wrongdoing by the U.S. Government.
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Tuskegee Study
From 1932 to 1972, the U.S. Government (specifically, the U.S. Public Health Service) denied over 600 Black Americans treatment for syphilis, so that the timing of various symptoms emerging and the natural (untreated) course of the disease could be assessed. They withheld the diagnostic information from them, and instead told all of the Blacks in the study that they were actually being treated for “bad blood.”
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Study 1 Method
Participants: 36 African American students and 42 European American first year students at the University of Kansas
Design: 2 (Participant Race: African American or European American) x 2 (Race of Conspirators: Black Americans or White Americans)
Participants read fictional account of a present-day conspiracy, in the format of a newspaper article. The account concerned an underground separatist group (White or Black) that plotted to undermine elected officials (Black or White). Participants answered questions regarding the plausibility of the conspiracy.
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Informant Credibility
I believe the informant is telling the truth about the existence of a White [Black] conspiracy against Blacks [Whites].
This informant is likely to be exaggerating the extent to which Whites [Blacks] have conspired against Blacks [Whites].
I think that this informant is lying about White [Black] conspiracies against Blacks [Whites].
This reporter is likely to have overstated the extent to which a conspiracy existed.
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Study 1 Results DV: Informant Credibility
Informant Credibility
4.33
3.993.74
5.20
2
2.5
3
3.5
4
4.5
5
5.5
6
WHITE (anti-Black) CONSPIRACY BLACK (anti-White) CONSPIRACY
Race of Conspirator
Per
ciev
ed c
red
ibili
ty
EUROPEAN AMERICAN
AFRICAN AMERICAN
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Study 1 Results DV: Informant Credibility
Mediational Analysis of White Conspiracy Condition
p < .05
Informant Credibility
.37* .20.37* .20
.45.45**
.47*.47*
HistorialKowledge
Race of Participan
t
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Study 1 Results DV: Informant Credibility
Mediational Analysis of White Conspiracy Condition
p < .05
Informant Credibility
.37* .20.37* .20
.45.45**
.47*.47*
HistoricalKnowledg
e
Race of Participan
t
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Study 1 Results DV: Informant Credibility
Mediational Analysis of White Conspiracy Condition
p < .05
Informant Credibility
.37* .20.37* .20
.45.45**
.47*.47*
HistoricalKnowledg
e
Race of Participan
t
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Study 2 Method
Participants: 114 White American first year students at KU participated in exchange for course credit.
Design: Participants were randomly assigned to one of 3 conditionsRace-relevant historical article:
Participants read about the Tuskegee syphilis study and the FBI’s illegal intimidation of Black American leaders.
Race-irrelevant historical article:Participants read an account of the Watergate scandal, and the Iran-Contra affair.
No historical article
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Participants: 114 White American first year students at KU participated in exchange for course credit.
Design: Participants were randomly assigned to one of 3 conditions Race-relevant historical article:
Participants read about the Tuskegee syphilis study and the FBI’s illegal intimidation of Black American leaders.
Race-irrelevant historical article:Participants read an account of the Watergate scandal, and the Iran-Contra affair.
No historical article
Study 2 Method
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Crocker Items
The government deliberately singles out and investigates Black elected officials to discredit them in a way it doesn't do with White officials.
The government deliberately makes sure that drugs are available in poor Black neighborhoods to harm Black people.
The virus that causes AIDS was deliberately created in a laboratory to infect Black people.
The high rate of unemployment among Black people deliberately was created by the government to maintain an inexpensive pool of workers.
Black people are encouraged to use birth control as a way to keep the number of Black people small.
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Study 2 ResultsDV: The Crocker Conspiracy Measure
The Crocker Conspiracy Measure
1.65
1.81
2.00
1
1.2
1.4
1.6
1.8
2
2.2
2.4
RACE RELEVANT RACE IRRELEVANT NO ARTICLE
Condition
Per
ceiv
ed P
lau
sib
ilit
y
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Plausibility
I believe that conspiracies like this against Blacks [Whites] have happened frequently.
White [Black] conspiracies against Blacks [Whites] have happened in the past.
I was surprised to find that conspiracies against Blacks [Whites] still occur.
A conspiracy against Blacks [Whites] by Whites [Blacks] could happen in my community.
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Study 2 ResultsDV: Conspiracy Plausibility
Conspiracy Plausibility
5.39
4.88
5.14
4.6
4.7
4.8
4.9
5
5.1
5.2
5.3
5.4
5.5
RACE RELEVANT RACE IRRELEVANT NO ARTICLE
Condition
Per
ceiv
ed P
lau
sib
ilit
y
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Summary of Results
Study 2 After learning about actual U.S. conspiracies against Blacks, European
American participants perceived a new conspiracy against Blacks as more plausible than European American participants who did not.
Study 1 African American participants found more credibility in the anti-Black
conspiracy story than did European American participants. Differential knowledge about historically accurate and well-documented
U.S. government conspiracies against Blacks can account for the racial difference in beliefs about a new conspiracy plot.
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Conclusions
African American pattern of racism perception:Not a pathological distortion of reality; instead, greater contact with reality (in the form of accurate historical knowledge about incidents of racism).
European American pattern of racism denial:Not an eminently accurate reading of social reality; instead, a distortion of U.S. history that maintains flattering portrayals of American identity
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Implications
In our ongoing research, we examine the relationship between different constructions of history and experience of identity.
We anticipate that constructions of history prevalent in African American communities will be associated with higher scores on ethnic identification scales for African American participants (but lower scores on ethnic identification scales among European American participants) than constructions of history prevalent in broader US discourse.
In addition, we explore the power of different constructions of history for building community and promoting social action.
By challenging mainstream constructions of history, activists might promote new forms of community and social identification that are less invested in contemporary identity categories and provide more ready bases for collective action—not only within African American, Indigenous Nations, and other communities, but between these communities and broader American society.