Understanding Bias toward Latinos: Discrimination, Dimensions of Difference, and Experience of Exclusion

Dovidio, John F.; Gluszek, Agata; John, Melissa-Sue; Ditlmann, Ruth; Lagunes, Paul

doi:10.1111/j.1540-4560.2009.01633.x

Cited by 135 publications

(120 citation statements)

References 40 publications

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“…Like ethnocentric immigration legislation, these policies reproduce White cultural privilege via an assimilation model that requires cultural others to conform to Anglocentric and Eurocentric standards (see Dovidio et al, 2010;Zarate & Shaw, 2010;Zarate & Quezada, 2011). The present research resonates with work on the construction of Whiteness and "possessive investment in Whiteness" (Lipsitz, 2006) and illuminates how public policy can reproduce systems of power that protect the privileges of Anglo-or Eurocentric groups.…”

Section: Theoretical Implications: Varieties Of Threatsupporting

confidence: 66%

“Reasonable suspicion” about tough immigration legislation: Enforcing laws or ethnocentric exclusion?

Mukherjee¹,

Molina²,

Adams³

2013

Cultural Diversity & Ethnic Minority Psychology

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We examined whether support for tough immigration legislation reflects identity-neutral enforcement of law or identity-relevant defense of privilege. Participants read a fabricated news story in which law-enforcement personnel detained a person due to "reasonable suspicion" that he was an undocumented immigrant. We manipulated descriptions of the detainee so that he was either (a) an undocumented immigrant (both studies), (b) a documented immigrant (Study 1), or (c) a U.S. citizen (Study 2) of either Mexican or Canadian origin. Participants in both studies endorsed tougher punishment of an undocumented detainee and rated tough treatment as more fair when the detainee was of Mexican than Canadian origin (regardless of documentation status). Across both studies, the patterns of ethnocentric exclusion-harsher treatment toward Mexican immigrants than Canadian immigrants-were particularly pronounced among participants who defined American identity in terms of assimilation to Anglocentric cultural values (e.g., being able to speak English). Overall, results suggest that people may support tough measures to restrict immigration to defend against symbolic threats-especially threats that cultural "others" pose to Anglocentric understandings of American identity.

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Section: Theoretical Implications: Varieties Of Threatsupporting

confidence: 66%

“Reasonable suspicion” about tough immigration legislation: Enforcing laws or ethnocentric exclusion?

Mukherjee¹,

Molina²,

Adams³

2013

Cultural Diversity & Ethnic Minority Psychology

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“…Furthermore, although the present research focuses on attitudes and behavioral intentions toward Hispanic Americans in particular, future work should examine whether sitnilar results are obtained for other ethnic minority groups in the U.S. Because Hispanic Americans and Asian Americans are often consciously perceived as less American than White or Black Americans (e.g., Cheryan & Monin, 2005;Devos & Banaji, 2005;Dovidio et al, 2010;Yogeeswaran & Dasgupta, 2010;Yogeeswaran et al, 2012), an interesting question is raised; Would the same pattem of results be observed if Asian Americans were used as the target group of interest, but would a different pattem of results be obtained if Black Americans were the target? Future work should explore this question.…”

Section: Limitations and Future Directionsmentioning

confidence: 94%

The devil is in the details: Abstract versus concrete construals of multiculturalism differentially impact intergroup relations.

Yogeeswaran¹,

Dasgupta²

2014

Journal of Personality and Social Psychology

128

142

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Three experiments integrated several theories in psychology and sociology to identify the conditions under which multiculturalism has positive versus negative effects on majority group members' attitudes and behavioral intentions toward ethnic minorities. On the basis of social cognitive construal theories, we predicted and found that construing multiculturalism in abstract terms by highlighting its broad goals reduced White Americans' prejudice toward ethnic minorities relative to a control condition, whereas construing multiculturalism in concrete terms by highlighting specific ways in which its goals can be achieved increased White Americans' prejudice relative to the same control (Experiments 1 and 2). Using social identity threat research, we found that construing multiculturalism in abstract terms decreased the extent to which diversity was seen as threatening national identity, whereas construing it in concrete terms increased the extent to which diversity was seen as threatening national identity; threat in turn fueled prejudice (Experiments 2 and 3). Perceivers' political orientation moderated the effects of multiculturalism construals on prejudicial attitudes and social distancing behavioral intentions (Experiment 3). Symbolic threat to national identity but not realistic threat to national resources mediated these effects. Collectively, these experiments demonstrate when multiculturalism leads to positive versus negative intergroup outcomes, why, and how political orientation shapes prejudice and behavioral intentions toward ethnic minorities.

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“…Other research indicates that Whites' attitudes toward Latinos are principally influenced by assumptions regarding language and culture (Dovidio et al, 2010). If so, then the positive bias to Latinos may reflect White teachers' downward shift of evaluative standards (as per Biemat, 2009) to more modest expectations of Latino students' English mastery.…”

Section: Positive Feedback To Latino Studentsmentioning

confidence: 98%

Students' race and teachers' social support affect the positive feedback bias in public schools.

Harber¹,

Gorman²,

Gengaro³

et al. 2012

Journal of Educational Psychology

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This research tested whether public school teachers display the positive feedback bias, wherein -Whites give more praise and less criticism to minorities than to fellow Whites for equivalent work. It also tested whether teachers lacking in school-based social support (i.e., support from fellow teachers and school administrators) are more likely to display the positive bias and whether the positive feedback bias applies to Latinos as well as to Blacks. White middle school and high school teachers from 2 demographically distinct public school districts gave feedback on a poorly written essay supposedly authored by a Black, Latino, or White student. Teachers in the Black student condition showed the positive bias, but only if they lacked school-based social support. Teachers in the Latino student condition showed the positive bias regardless of school-based support. These results indicate that the positive feedback bias may contribute to the insufficient challenge that undermines minority students' academic achievement.

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Understanding Bias toward Latinos: Discrimination, Dimensions of Difference, and Experience of Exclusion

Cited by 135 publications

References 40 publications

“Reasonable suspicion” about tough immigration legislation: Enforcing laws or ethnocentric exclusion?

“Reasonable suspicion” about tough immigration legislation: Enforcing laws or ethnocentric exclusion?

The devil is in the details: Abstract versus concrete construals of multiculturalism differentially impact intergroup relations.

Students' race and teachers' social support affect the positive feedback bias in public schools.

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