The racial sterotypes of Negro college students.

Bayton, James A.

doi:10.1037/h0057833

Cited by 46 publications

(25 citation statements)

References 2 publications

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“…This conclusion concurs with other existing research on integration and attitude change (e.g. Amir, 1969Amir, , 1976Bayton, 1941;Schofield, 1979). Clearly, this conclusion has major ramifications for the continued pursuance of integration efforts.…”

Section: Carry-over Of Integrational Effectssupporting

confidence: 88%

“…Review of the literature suggests that the effects of contact scarcely generalise to others beyond those participating in the encounter. For example, in an early work by Bayton (1941), black college students were found to assign their black classmates many positive qualities, while picturing blacks in general with much the same negative racial stereotype as that held by Whites of the period. A more telling finding on the limits of contact is Schofield's (1979) observation that the positive influence of one year of desegregated schooling under beneficial circumstances was dissipated when the same students were transferred to separate and unequal arrangements the following year.…”

mentioning

confidence: 93%

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Carry‐over of contact effects from acquainted to unacquainted targets

Schwarzwald

Fridel

Hoffman

1985

Journal of Multilingual and Multicultural Development

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This study assesses the degree to which changes in interethnic acceptance, due to contact under integration, generalize to one's views of unknown or stereotypic group members. Subjects consisted of 2,530 seventh-, eighth-, and ninth-grade Western and Middle-Eastern students in integrated Israeli junior high schools. A unidimensional scale was employed to measure willingness to engage in activities of varying degrees of intimacy with acquainted classmates from both Western and Middle-Eastern origins, as well as with unacquainted potential classmates depicted in stereotypic ethnic photographs. Facilitating effects hypothesised for contact were reflected in the finding that prior acquaintance significantly elevated the degree of social acceptance that subjects reported for target persons of both groups, even though this effect of acquaintance did not alter with duration of contact. Changes in the pattern of inter-ethnic acceptance from acquainted targets did not carry over in acceptance patterns for unacquainted targets. Analysis suggested that respondents used educational status as the determinant of acceptance for acquainted targets, but continued to employ ethnicity in regard to unacquainted targets. These findings were discussed in regard to the theoretical meaning of contact and possible options to boosting successful integration.The 'contact hypothesis' maintains that in order to reduce prejudice against invididuals one has to come to meet and to know them (Amir, 1976;Stephan, 1978). Though the contact hypothesis is based on common sense, several underlying processes are considered to be involved: (a) similarity recognition -individuals from different groups realise that they share more attitudes and beliefs than they had previously assumed; (b) disconfirmation of stereotypical beliefs -individuals realise that their beliefs have no basis in reality, and the resulting cognitive inconsistencies drive relearning processes of attitudinal change; (c) exposure effect -repeated exposure is believed to

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Section: Carry-over Of Integrational Effectssupporting

confidence: 88%

mentioning

confidence: 93%

Carry‐over of contact effects from acquainted to unacquainted targets

Schwarzwald

Fridel

Hoffman

1985

Journal of Multilingual and Multicultural Development

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“…The Princeton undergraduates they surveyed checked off “superstitious,” “lazy,” “happy go lucky,” “ignorant,” and “musical” as traits typical of Negroes. When Bayton () finally administered the same checklist to black college students he found evidence consistent with Schuyler's conjecture that the stereotype had been internalized but he cited neither Schuyler nor Lippmann. Nor did Gunnar Myrdal, the Swedish economist, commissioned by the Carnegie Foundation to analyze race relations in the postwar era.…”

Section: Resultsmentioning

confidence: 95%

“The Casual Cruelty of Our Prejudices”: On Walter Lippmann's Theory of Stereotype and Its “Obliteration” in Psychology and Social Science

Bottom¹,

Kong²

2012

J History Behavioral Science

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Reflecting on his wartime government service, Walter Lippmann (1922) developed a theory of policy formulation and error. Introducing the constructs of stereotype, mental model, blind spots, and the process of manufacturing consent, his theory prescribed interdisciplinary social science as a tool for enhancing policy making in business and government. Lippmann used his influence with the Rockefeller foundations, business leaders, Harvard and the University of Chicago to gain support for this program. Citation analysis of references to "stereotype" and Lippmann reveals the rapid spread of the concept across the social sciences and in public discourse paralleled by obliteration by incorporation of the wider theory in behavioral science. "Stereotype" is increasingly invoked in anthropology, economics, and sociology though Lippmann and his wider theory ceased being cited decades ago. In psychology, citations are increasing but content analysis revealed blind spots and misconceptions about the theory and prescription. Studies of heuristics, biases, and organizational decision substantiate Lippmann's theory of judgment and choice. But his model for social science failed to consider the bounded rationality and blind spots of its practitioners. Policy formulation today is supported by research from narrow disciplinary silos not interdisciplinary science that reflects an awareness of history.

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“…Since it was not possible to include all traits of potential apphcabihty for mterracial compansons, 50 "stereotype-relevant" traits were utilized. These were traits which previous research (Blake & Dennis, 1943, Karlms, Coffman & Walters, 1969, Bngham, 1971) has identified as often used by white Amencans m the attnbution of traits to white and black Americans Earher research (eg, Bayton, 1941;Bayton, McAlister & Hamer, 1956) has suggested that many of these same traits are of central importance m trait attributions made by blacks. However, it should be recogmzed that additional traits which might be of considerable miportance m attributions of black subjects may not be included in the necessanly limited trait sample employed.…”

mentioning

confidence: 93%

Views of black and white children concerning the distribution of personality characteristics1

Brigham

1974

J Personality

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The racial sterotypes of Negro college students.

Cited by 46 publications

References 2 publications

Carry‐over of contact effects from acquainted to unacquainted targets

Carry‐over of contact effects from acquainted to unacquainted targets

“The Casual Cruelty of Our Prejudices”: On Walter Lippmann's Theory of Stereotype and Its “Obliteration” in Psychology and Social Science

Views of black and white children concerning the distribution of personality characteristics1

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