Measuring the impact of higher education on student development regarding racial attitudes and support for race-based policy

Radloff, Timothy D

doi:10.31274/rtd-180813-13143

Cited by 4 publications

(4 citation statements)

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“…Likewise, our results differ from previous studies that showed a negative correlation between education and stereotype/prejudice (Guthrie, King & Palmer 2000;Ostapczuk, Musch & Moshagen 2009;Wagner 1995). For example, Radloff (2004) has provided evidence of the impact of higher education on racial prejudice. Formal education, by providing knowledge on minorities while teaching people to recognize and understand prejudice, increases individual's capacity to reject stereotyping and prejudice.…”

Section: Discussioncontrasting

confidence: 99%

Colombians’ Sociocultural Representations of French and U.S. Citizens Delving into Intercultural Perceptions

Valencia,

Gal

2019

J. inc. comm

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This study analyzes sociocultural representations about French and U.S. citizens. Drawing on a word association methodology, a thematic and semantic analysis was conducted on a corpus of 4000 words, obtained from surveys completed by 200 Colombians. Findings indicate that representations of U.S. citizens relate to white-Americans’ physical traits, consumerism, economic, and political power whereas the French -save for their personal hygiene- draw a much more positive image in relation with gastronomy, fashion and clothes. Implications of these findings point at the role of mass media in the construction of stereotypes and attitudes and the need to foreground intercultural education in curricular programs.

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Section: Discussioncontrasting

confidence: 99%

Colombians’ Sociocultural Representations of French and U.S. Citizens Delving into Intercultural Perceptions

Valencia,

Gal

2019

J. inc. comm

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“…to new policies: Petty & Wegener, 1998), which could explain differences in the consistency of policy learning (young women adapting their policy preferences towards the liberalization process more than older men). In general, educated people benefited from the access to more diverse perspectives in their scholastic life, which can explain the positive correlation between education and tolerance or its negative correlation with racism and authoritarianism (Radloff, 2007). Similarly, education could foster adaptation of policy beliefs/preferences and, in turn, influence the consistency of policy learning.…”

Section: Independent Variablesmentioning

confidence: 99%

Cognition and policy change: the consistency of policy learning in the advocacy coalition framework

Moyson

2017

Policy and Society

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Policy actors involved in decision-making processes interact and gradually accumulate evidence about policy problems and solutions. As a result, they update their policy beliefs and preferences over time. This process of policy learning is consistent if policy preferences are aligned with any adaptations in beliefs about policy outcomes-a crucial condition of learning-induced policy changes. This article examines whether and when policy learning is consistent based on regression analyses conducted on data from a 2012 survey of 293 Belgian actors involved in the European liberalization policy process for the rail and electricity sectors. In line with the advocacy coalition framework, existing research has suggested that motivated modes of reasoning, such as selective exposure and biased assimilation, influence policy actors' attitudes and behaviours. This study isolates the effect of biased assimilation on policy learning by demonstrating that when policy actors adapt their beliefs about policy outcomes, they do not necessarily align their policy preferences with those adaptations. Furthermore, biased assimilation is higher among politically curious actors, but their degree of commitment to the policy process does not appear to play a role. The theoretical and practical implications of these findings are discussed.

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“…We were only able to identify one investigation that attempted to measure laissez-faire racism. Radloff (2007) constructed four items to assess the "zero-sum" aspect of the construct (e.g., "More good jobs for Blacks means fewer good jobs for members of other groups"). Findings indicated no significant differences between mean levels of symbolic and laissez-faire racism among college students.…”

Section: Expressionsmentioning

confidence: 99%

The expanded psychosocial model of racism: A new model for understanding and disrupting racism and white privilege.

Neville¹,

Spanierman²,

Lewis³

2012

APA Handbook of Counseling Psychology, Vol. 2: Practice, Interventions, and Applications.

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Measuring the impact of higher education on student development regarding racial attitudes and support for race-based policy

Cited by 4 publications

References 50 publications

Colombians’ Sociocultural Representations of French and U.S. Citizens Delving into Intercultural Perceptions

Colombians’ Sociocultural Representations of French and U.S. Citizens Delving into Intercultural Perceptions

Cognition and policy change: the consistency of policy learning in the advocacy coalition framework

The expanded psychosocial model of racism: A new model for understanding and disrupting racism and white privilege.

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