The Enemy Is White Supremacy

Stohry, Hannah R.; Tan, Jianguo; Aronson, Brittany

doi:10.1163/9789004389502_013

Cited by 6 publications

(10 citation statements)

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“…Vice versa, common gender stereotypes may not apply to men and women of relatively low-status racial groups. Since Asians are believed to possess relatively lower status than White people in both the United States (Gaither et al, 2014) and China (Chen et al, 2018; Qian et al, 2016, 2019; Stohry et al, 2021), Asian men may be rendered as less representative of men relative to White men. As a result, gender stereotypes of prototypical men may not extend to Asian men.…”

Section: Discussionmentioning

confidence: 99%

“…The present results suggest that Chinese children do not extend the “brilliance = men” stereotype to Asian targets; instead, they associated brilliance with Asian women more than with Asian men. Although Asians are the racial majority in China, children may view Asian men as less prototypical of men than White men, presumably because Asians have disadvantaged social status relative to White people in Chinese culture (e.g., Qian et al, 2016, 2019; Stohry et al, 2021). This study constitutes the first piece of evidence demonstrating that children in racially homogeneous cultures consider rich social identities including race and gender in forming stereotypes.…”

Section: Discussionmentioning

confidence: 99%

“…Comparing Chinese children’s gender brilliance stereotype about Asians to that of White people presents a compelling context to tease apart the two social factors. Asians are the racial majority in China, and yet they are associated with lower social status relative to White people with relation to historical reasons (Chen et al, 2018; Goon & Craven, 2003; Lan, 2016; Qian et al, 2016, 2019; Stohry et al, 2021). For example, Chinese adults perceived White people as obtaining higher education and more prestigious jobs than Asians (Qian et al, 2016), and Chinese children became more likely to match expensive possessions with Whites than Asians with age (Qian et al, 2019).…”

Section: The Early Emergence Of the Gender Brilliance Stereotypementioning

confidence: 99%

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Gender stereotypes are racialized: A cross-cultural investigation of gender stereotypes about intellectual talents.

Shu¹,

Hu²,

Xu³

et al. 2022

Developmental Psychology

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In the United States, there is a common stereotype associating brilliance with men. This gender brilliance stereotype emerges early and may undermine women's engagement in many prestigious careers. However, past research on its acquisition has focused almost exclusively on American children's beliefs of White people's intellectual talents. Therefore, less is known about how this stereotype develops in non-Western cultures and whether children consider other social identities such as race in forming this stereotype. To address these issues, the present research (a) provided the first cross-cultural test examining its development in 5-to 7-year-old Chinese and American children and (b) compared children's gender brilliance stereotype of White people with that of Asian people. Studies 1 (N = 96; Chinese children) and 2 (N = 96; Chinese children) revealed that, similar to American children, Chinese children associated brilliance with White men (vs. White women) around the age of 6. In contrast, Studies 3 (N = 96; Chinese children) and 4 (N = 96; American children; 76.9% White) showed that 5-to 7-year-old children from both cultures associated brilliance with Asian women (vs. Asian men). The results suggest that the gender stereotype about brilliance has a racial component and may be culturally consistent. Overall, these findings add to our knowledge of children's acquisition of the gender stereotype about brilliance in non-Western cultural contexts and highlight the importance of considering multiple social identities to understand the acquisition of stereotypes.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: The Early Emergence Of the Gender Brilliance Stereotypementioning

confidence: 99%

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Gender stereotypes are racialized: A cross-cultural investigation of gender stereotypes about intellectual talents.

Shu¹,

Hu²,

Xu³

et al. 2022

Developmental Psychology

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“…Given the highly developed globalized market and a history of White dominance in many parts of the world in (post-)colonial times, similar patterns might be present in children's books in other parts of the world where the majority of the population is not White. Considering the (semi)colonial history of China, its current globalized economy, and its Westernized beauty standards (Stohry et al 2021;Yu 2021), the study of the ethnicity of authors, illustrators, and characters in children's books in contemporary China is important for our understanding of ethnic normativity messages children receive through books in a different context. The present study aims to examine (1) ethnic representation of authors, illustrators, and characters in books for young children (6 years or younger) in China and (2) the physical features of human East Asian characters in these books.…”

Section: Introductionmentioning

confidence: 99%

“…However, books for young children play an increasingly important role in many children's lives in East Asian countries. Studies show that 18 to 20% Chinese parents read books to their children every day, and 54-58% Chinese families with children 0-6 years have shared reading time 3-4 times per week (Ji 2012;Li et al 2018) Many researchers have indicated that White (Western) product popularity and White-normative messages about beauty ideals are prevalent in China and other postcolonial countries due to globalization and postcolonial mechanisms (Goon and Craven 2003;Stohry et al 2021). Globalization involves growing cross-border trade in products, books and information, and the development of a globalized market.…”

Section: Introductionmentioning

confidence: 99%

White prevalence and White preference in children’s books in China

et al. 2022

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The study of the ethnicity of authors, illustrators, and characters in children’s literature is important for understanding the ethnic normativity messages that children receive through books. However, ethnic representation in children’s books has rarely been studied in Asian countries. The present study examined the ethnic representation of authors, illustrators, and characters of books for young children that (1) won awards, or (2) were in the annual sales ranks in one of the most popular online book stores in China from 2011 to 2018. In total, 75 books and 1858 human characters were coded. Results suggest a dominant representation of East Asian authors, East Asian illustrators, and White characters. Male characters were overrepresented (especially East Asian males). East Asian characters (especially females) were more prominent according to some indicators, whereas White characters (especially males) were more prominent according to the other indicators. Gender differences in physical features in East Asian characters were found in terms of eye shapes and straight hair. Light skin color was overrepresented in East Asian characters (especially females). The results indicate overrepresentation of White authors, illustrators, and characters as compared to population statistics, as well as the preference for White skin color in East Asian characters in illustrations. The results suggest a form of current postcolonial globalization influencing Chinese children’s literature, and can help to explain potential early origins of preference for people and culture mostly identified as White (or Western) in China.

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Unraveling the EFL expat: challenging privilege through borderlands and Asia as Method

Sherman

2022

Asia Pacific Educ. Rev.

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Each year, multitudes respond to the demand for native English speakers to teach English as a Foreign Language (EFL) in Asian countries, particularly China, Japan, and South Korea. These EFL transnationals are often young, new to living abroad, and inexperienced as educators. When they arrive, they often find a community, and an identity waiting for them: that of the expatriate.In this paper, I draw on research on EFL expatriates to produce a figuration, a way of engaging with and highlighting contradiction and disjuncture in the narrative identity of EFL expat taken up by some transnational EFL teachers. This figuration serves as a nexus to which I bring two bodies of theory with which to think. These are the Borderlands Thought of Gloria Anzaldúa and Chen Kwan-Hsing's articulation of Asia as Method. Separately, I bring these into conversation with the figuration of the EFL expat, then consider what emerges when all three are brought together. In doing so, I highlight how the figuration of the EFL expat is outlined by privileged and constrictive colonial, racial, professional, and linguistic dichotomies. The theories of Anzaldúa and Chen help to unravel these binaries, suggesting ways in which transnational English teachers can move on from such constraints to become something more than in-but-notof their local world. I also consider what it means for Western scholars to work respectfully in theoretical spaces that were not developed by and for them, proposing that such researchers can think of themselves as theoretical expatriates.

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The Enemy Is White Supremacy

Cited by 6 publications

References 0 publications

Gender stereotypes are racialized: A cross-cultural investigation of gender stereotypes about intellectual talents.

Gender stereotypes are racialized: A cross-cultural investigation of gender stereotypes about intellectual talents.

White prevalence and White preference in children’s books in China

Unraveling the EFL expat: challenging privilege through borderlands and Asia as Method

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