Effects of a brief video intervention on White university students' racial attitudes.

Soble, Jason R.; Spanierman, Lisa B.; Liao, Hsin Ya

doi:10.1037/a0021158

Cited by 80 publications

(75 citation statements)

References 44 publications

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“…Perhaps the exposure to racial diversity during the first year provided a critical incident that infiuenced levels of White guilt. This upward trend in guilt following exposure is consistent with research that documented how hrief exposure to a video about institutional racism and White privilege significantly increased White guilt immediately following the video (Soble, Spanierman, & Liao, 2011). Thus, our results extend those noted above to suggest that attending college may have a prolonged effect on White guilt over a longer period of time.…”

Section: White Guiltsupporting

confidence: 92%

Longitudinal examination of the psychosocial costs of racism to Whites across the college experience.

Todd

Spanierman

Poteat

2011

Journal of Counseling Psychology

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This longitudinal investigation adds to the growing body of scholarship on the psychosocial costs of racism to Whites, which refer to the consequences of being in the dominant position in an unjust, hierarchical system of societal racism. We examined how White students' affective costs of racism (i.e., White empathy, guilt, and fear) changed across the college experience and how gender, colorblind racial ideology, and diversity experiences were associated with those costs. Findings indicated that White empathy, guilt, and fear each had a distinct trajectory of change across the college experience. Moreover, patterns of change for each cost were moderated by colorblind racial attitude scores at college entrance. We also found that participation in college diversity experiences (e.g., diversity courses) was associated with the costs; moreover, different types of diversity experiences were linked to particular costs. These findings provide insight into the affective experiences of White students across college and thus may be useful to counseling psychologists and educators who design and implement programs and policies to enhance diversity education.

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Section: White Guiltsupporting

confidence: 92%

Longitudinal examination of the psychosocial costs of racism to Whites across the college experience.

Todd

Spanierman

Poteat

2011

Journal of Counseling Psychology

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“…However, there were no significant changes in explicit racial attitudes or motivations to respond without bias. Similarly, Soble et al (2011) found among a sample of White college students that providing a brief video intervention on institutional racism and White privilege produced significant increases in racial awareness and empathy. However, no significant changes were found in regard to attitudes related to personal closeness and comfort with racial diversity in one’s own life or racial prejudice.…”

Section: Discussionmentioning

confidence: 94%

“…However, no significant changes were found in regard to attitudes related to personal closeness and comfort with racial diversity in one’s own life or racial prejudice. As posited by Soble et al (2011), the lack of change in closeness and response to biases may be enhanced through inclusion of interracial contact which provides opportunities to interact and dialogue with individuals of different racial backgrounds and motivate change in behavior.…”

Section: Discussionmentioning

confidence: 99%

The Experience of Racism on Behavioral Health Outcomes: the Moderating Impact of Mindfulness

2018

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Research shows that racial discrimination results in adverse behavioral health outcomes for African American young adults, including risk for depression, anxiety, and substance use. Although high levels of mindfulness have been shown to reduce risk for such health outcomes, it is unknown whether mindfulness can reduce risk as a consequence of racial discrimination, particularly among African Americans. Three-hundred and eighty-eight African American young adults between the ages of 18–24 (M=20.6, 62% female) completed measures assessing past year experiences of racial discrimination, depressive symptoms, anxiety symptoms, alcohol use, and trait mindfulness. A positive correlation was found between racial discrimination and the behavioral health outcomes, as well as a negative correlation between mindfulness and the behavioral health outcomes. Moreover, mindfulness was found to significantly moderate the effect of racial discrimination on mood symptoms. Although mindfulness was found to lessen the effect of racial discrimination on alcohol use, this difference was not statistically significant. In line with previous literature, racial discrimination was shown to have a negative impact on behavioral health outcomes among African Americans. Moreover, our findings provide support for the buffering effect of mindfulness on mood symptoms as a consequence discrimination. This suggests that increasing mindfulness may be an effective strategy to include in interventions targeting improvement in mood symptoms for African American young adults. However, alternative strategies may be more appropriate to address outcomes, such as alcohol use, as a consequence of racial discrimination.

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“…the transgender concept, what is often a lifelong pattern of gender atypicality among persons who may identify as transgender, how an organic progression of transgenderism affects family systems) in a medium that would not be perceived as threatening, hyperbolic, or politically biased. Prior studies have included audio or visual media materials as experimental stimuli because they meet these criteria (Chaiken and Eagly 1983;Christie and Collyer 2008;Furnham, De-Siena, and Gunter 2002;Soble, Spanierman, and Liao 2011;Walters 1994). A television news show filmed and distributed in the USA dedicated a one-hour news programme to transgenderism.…”

Section: Methodsmentioning

confidence: 99%

Avenue T: using film asentréein teaching about transgender

Walters

Rehma

2013

Sex Education

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Educators from a variety of disciplines include the concept of transgender and multiple gender identities in course curricula. The 'T' (denoting the specific inclusion of transgender) in the popular acronym LGBT (lesbian, gay, bisexual, transgender) often is given less pedagogical attention than is sexual orientation, and the transgender concept often is taught in the context of sexual orientation. An experimental study was conducted to determine if a brief film intervention would yield differences in knowledge of the transgender concept. Individuals were randomly assigned to one of three conditions. Conditions varied to include no exposure to the concept of being transgender, a 14-minute news documentary about the transgender concept, or a 28-minute news documentary about the transgender concept. Results supported hypotheses that a brief film intervention would produce higher accuracy of transgender knowledge. In addition, and supporting the contact hypothesis, participants with a transgender friend reported less transphobia and more empathy for transgender individuals.

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Effects of a brief video intervention on White university students' racial attitudes.

Cited by 80 publications

References 44 publications

Longitudinal examination of the psychosocial costs of racism to Whites across the college experience.

Longitudinal examination of the psychosocial costs of racism to Whites across the college experience.

The Experience of Racism on Behavioral Health Outcomes: the Moderating Impact of Mindfulness

Avenue T: using film asentréein teaching about transgender

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