Color-blind racial attitudes, social dominance orientation, racial-ethnic group membership and college students' perceptions of campus climate.

Abstract

Racial-ethnic group membership, color-blind racial attitudes (i.e., unawareness of racial privilege, institutional discrimination, and blatant racial issues), and social dominance orientation were used to predict perceptions of campus climate in general and specifically for people of color among a sample of 144 undergraduate, graduate, and professional students at a predominately White university. Results indicate that after controlling for racial-ethnic minority status, perceptions of "general campus climate" (GCC) and "racial-ethnic campus climate" (RECC) are predicted by color-blind racial attitudes. Post hoc analyses indicated that unawareness of racial privilege partially mediated the relationship between race and RECC and fully mediated the relationship between race and GCC. Individuals with higher levels of color-blind racial attitudes tend to perceive the campus climate more positively. Implications for research, training and practice are discussed.

Sociology by Any Other Name

“…They have reported feeling left out of diversity initiatives or unsure where they can enter the conversation, and rather than engaging, they tend to opt out (Quaye, 2008). Researchers have worked hard to document the benefits of diversity and have found that white students' participation in diversity-related activities leads to greater openness to and appreciation of diversity and increased awareness of racial privilege (Hurtado 2005;Lopez 2004;Spanierman et al 2008;Worthington et al 2008). Taken together, this research underlines the importance of finding ways to intentionally engage white students in campus diversity efforts, as white students play a critical role in shaping campus climate.…”

“Dan blijf ik gewoon stil”: ervaringen van allochtone studenten met interculturalisatie tijdens de opleiding Geneeskunde

“…Tjitra et al Amerikaans onderzoek bevestigt dat allochtone studenten die zich minder welkom of gesteund voelen op de universiteit, daardoor slechtere academische prestaties leveren en een verhoogde kans op stress en psychologische problemen hebben 17 (iets wat omgekeerd in principe ook voor autochtone studenten zou gelden). Op veel medische faculteiten in Nederland lijken AMS'en ook moeilijker door te stromen naar medische specialismen.…”

Color-blind racial attitudes: Microaggressions in the context of racism and White privilege

“…Additionally, Poteat and Spanierman (2012) found that color-blind racial ideology predicted higher levels of racist ideology and interacted with other predictors of racial bias. Worthington et al (2008) demonstrated that higher levels of color-blindness predicted a more positive rating of general campus climate, suggesting that those who endorse CoBRAs at a higher level will be less likely to recognize hostile environments when they exist. Specifically, Neville et al (2011) found that lower levels of CoBRAs predicted more support for discontinuing the use of a racialized (American Indian) university mascot while higher CoBRA scores predicted a negative reaction to the decision and general support for the use of a stereotyped college mascot.…”

“…The effects of CoBRAs held by counselors (Burkard & Knox, 2004;Neville et al, 2001;Sue et al, 2007;Sue & Sue, 2013), teachers (Atwater, 2008;Wang, Castro, & Cunningham, 2014), college students (Neville et al, 2014;Neville et al, 2011;Poteat & Spanierman, 2012;Worthington et al, 2008), and managers (Offerman et al, 2014) have been explored. Burkard and Knox (2004) found that therapists who demonstrated high levels of CoBRAs were lower on empathy for all clients, had a lower awareness of cultural challenges, and were more likely to assign responsibility for solutions to problems to African American clients than to European American clients.…”