Responsiveness in interracial interactions.

Perceived responsiveness-feeling understood, validated, and cared for-is critical for wellbeing and successful relationships, yet these feelings are experienced less frequently in interracial interactions than in same race-interactions. In this article, we synthesize recent research on responsiveness in interracial interactions and relationships. We first highlight how responsiveness differs in interracial versus same-race contexts. We next discuss the role of cross-race partners' goals and motivations in responsiveness, with particular attention to the ways in which self-presentation goals undermine responsiveness as well as emerging research on goals and motivations that may facilitate responsiveness in interracial interactions. Finally, we discuss how a contextual factor, the salience of race, influences responsiveness in interracial interactions.

Beyond students: how teacher psychology shapes educational inequality.

Although researchers investigating psychological contributors to educational inequality have traditionally focused on students, a growing literature highlights the importance of teachers' psychology in shaping disparities in students' educational achievement and attainment. In this review, we discuss recent advances linking teachers' attitudes, perceptions, and beliefs to inequality in students' outcomes. First, we identify specific aspects of teacher psychology that contribute to educational disparities, including teachers' biases, perceptions and expectations of students, beliefs about the nature of ability, and beliefs about group differences. Second, we synthesize mechanisms underlying the effects of teacher psychology on educational inequality, including teachers' disparate assessment of students' work and abilities, interpersonal interaction with students, and psychological impact on students. Implications for future research and interventions are discussed.

How university diversity rationales inform student preferences and outcomes.

It is currently commonplace for institutions of higher education to proclaim to embrace diversity and inclusion. Though there are numerous rationales available for doing so, US Supreme Court decisions have consistently favored rationales which assert that diversity provides compelling educational benefits and is thus instrumentally useful. Our research is a quantitative/experimental effort to examine how such instrumental rationales comport with the preferences of White and Black Americans, specifically contrasting them with previously dominant moral rationales that embrace diversity as a matter of intrinsic values (e.g., justice). Furthermore, we investigate the prevalence of instrumental diversity rationales in the American higher education landscape and the degree to which they correspond with educational outcomes. Across six experiments, we showed that instrumental rationales correspond to the preferences of White (but not Black) Americans, and both parents and admissions staff expect Black students to fare worse at universities that endorse them. We coded university websites and surveyed admissions staff to determine that, nevertheless, instrumental diversity rationales are more prevalent than moral ones are and that they are indeed associated with increasing White-Black graduation disparities, particularly among universities with low levels of moral rationale use. These findings indicate that the most common rationale for supporting diversity in American higher education accords with the preferences of, and better relative outcomes for, White Americans over low-status racial minorities. The rationales behind universities' embrace of diversity have nonlegal consequences that should be considered in institutional decision making.

"A threat on the ground": The consequences of witnessing stereotype-confirming ingroup members in interracial interactions.

OBJECTIVES: Three studies explored interpersonal consequences of engaging in interracial interactions after witnessing racial ingroup members' stereotypical behavior. METHOD: Study 1 used experience-sampling methodology to assess ethnic minority students' (n = 119) intergroup anxiety, metastereotypes, and anticipatory behaviors following one of three types of interpersonal interactions: (a) a White person and a racial ingroup member who had behaved stereotypically, (b) a White person and a nonstereotypical ingroup member, or (c) neither. Studies 2 (n = 273) and 3 (n = 379) experimentally examined whether witnessing an ingroup member's stereotypically negative behavior in interracial interactions, compared to stereotypically positive (Study 2) or nonstereotypically negative behavior (Study 3) differentially affected anxiety, metastereotypes, and anticipatory behaviors in interracial versus intraracial interactions among Black Americans. RESULTS: In Study 1, minorities reported greater anxiety, metastereotypes, and motivation to disprove stereotypes, but less interest in future interracial contact, following interracial interactions involving stereotype-confirming ingroup members compared to other interactions. In Studies 2 and 3, adverse interaction consequences were most severe when ingroup behavior was both negative and stereotypical compared to neutral, stereotypically positive, and nonstereotypically negative ingroup behavior. Additionally, metastereotypes (and, to a lesser degree, anxiety) mediated individuals' motivation to disprove stereotypes and desire future interactions with White witnesses following stereotypically negative ingroup behavior in interracial (vs. intraracial) interactions. CONCLUSIONS: This research highlights the emotional, metaperceptual, and motivational outcomes following ingroup members' stereotypical behavior in intergroup contexts that extend beyond dyadic encounters. (PsycINFO Database Record

"I thought you were Japanese": Ethnic miscategorization and identity assertion.

Across 2 studies we examined how ethnic minorities respond to ethnic miscategorization. Using a 21-day experience sampling procedure (Study 1), we found that ethnic minorities exhibited greater ethnic identity assertion when they had reported being ethnically miscategorized the previous day. Similarly, we found that ethnic minorities who were ethnically miscategorized (vs. not) by a White partner in the laboratory exhibited greater ethnic identity assertion and expressed greater dislike of their partner (Study 2). In both studies, these effects were stronger for individuals whose ethnic identity was central to their self-concept. The implications of these findings for ethnic identity development and intergroup relations are discussed. (PsycINFO Database Record

Do you really understand? Achieving accuracy in interracial relationships.

Accurately perceiving whether interaction partners feel understood is important for developing intimate relationships and maintaining smooth interpersonal exchanges. During interracial interactions, when are Whites and racial minorities likely to accurately perceive how understood cross-race partners feel? We propose that participant race, desire to affiliate, and racial salience moderate accuracy in interracial interactions. Examination of cross-race roommates (Study 1) and interracial interactions with strangers (Study 2) revealed that when race is salient, Whites higher in desire to affiliate with racial minorities failed to accurately perceive the extent to which racial minority partners felt understood. Thus, although the desire to affiliate may appear beneficial, it may interfere with Whites' ability to accurately perceive how understood racial minorities feel. By contrast, racial minorities higher in desire to affiliate with Whites accurately perceived how understood White partners felt. Furthermore, participants' overestimation of how well they understood partners correlated negatively with partners' reports of relationship quality. Collectively, these findings indicate that racial salience and desire to affiliate moderate accurate perceptions of cross-race partners-even in the context of sustained interracial relationships-yielding divergent outcomes for Whites and racial minorities. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Intragroup contact and anxiety among ethnic minority adolescents: considering ethnic identity and school diversity transitions.

Everyday interactions with same-racial/ethnic others may confer positive benefits for adolescents, but the meaning of these interactions are likely influenced by individual differences and larger structural contexts. This study examined the situation-level association between contact with same-ethnic others and anxiety symptoms among a diverse sample of 306 racial/ethnic minority adolescents (Mage = 14 years; 66% female), based on (1) individual differences in ethnic identity centrality and (2) developmental histories of transitions in diversity between elementary, middle, and high school. The results indicated that at the level of the situation, when adolescents interacted with more same-ethnic others, they reported fewer anxiety symptoms. Further, for adolescents who had experienced a transition in school diversity, the positive benefits of contact with same-ethnic others was only conferred for those who felt that their ethnicity was very important to them. The importance of examining individual differences within larger developmental histories to understand the everyday experiences of ethnic minority adolescents are discussed.

Daily intragroup contact in diverse settings: implications for asian adolescents' ethnic identity.

This study examined the daily-level association between contact with same-ethnic others and ethnic private regard among 132 Asian adolescents (mean age = 14 years) attending four high schools ranging in ethnic composition diversity. The data suggest a positive daily-level association between contact with same-ethnic others and ethnic private regard for adolescents, who were highly identified with their ethnic group and who attended predominantly White or ethnically heterogeneous schools. In addition, using time lag analyses, contact with same-ethnic others yesterday was positively related to ethnic private regard today, but ethnic private regard yesterday was unrelated to contact with same-ethnic others today, suggesting that adolescents' identity is responsive to their environments. The implications of these findings for the development of ethnic identity are discussed.

Inequality is a relationship.

A view of inequality as a relationship between the advantaged and the disadvantaged has gained considerable currency in psychological research. However, the implications of this view for theories and interventions designed to reduce inequality remain largely unexplored. Drawing on the literature on close relationships, we identify several key features that a relational theory of social change should include.

To be liked versus respected: Divergent goals in interracial interactions.

Pervasive representations of Blacks and Latinos as unintelligent and of Whites as racist may give rise to divergent impression management goals in interracial interactions. We present studies showing that in interracial interactions racial minorities seek to be respected and seen as competent more than Whites do, whereas Whites seek to be liked and seen as moral more than racial minorities do. These divergent impression management goals are reflected in Whites' and racial minorities' self-report responses (Studies 1a, 1b, 2, and 4) and behaviors (Studies 3a and 3b). Divergent goals are observed in pre-existing relationships (Study 2), as well as in live interactions (Studies 3a, 3b, and 4), and are associated with higher levels of negative other-directed affect (Study 4). Implications of these goals for interracial communication and misunderstandings are discussed.

Predicting behavior during interracial interactions: a stress and coping approach.

The social psychological literature maintains unequivocally that interracial contact is stressful. Yet research and theory have rarely considered how stress may shape behavior during interracial interactions. To address this empirical and theoretical gap, the authors propose a framework for understanding and predicting behavior during interracial interactions rooted in the stress and coping literature. Specifically, they propose that individuals often appraise interracial interactions as a threat, experience stress, and therefore cope-they antagonize, avoid, freeze, or engage. In other words, the behavioral dynamics of interracial interactions can be understood as initial stress reactions and subsequent coping responses. After articulating the framework and its predictions for behavior during interracial interactions, the authors examine its ability to organize the extant literature on behavioral dynamics during interracial compared with same-race contact. They conclude with a discussion of the implications of the stress and coping framework for improving research and fostering more positive interracial contact.

Interracial roommate relationships: negotiating daily interactions.

Jobs, social group memberships, or living arrangements lead many people to interact every day with another person from a different racial background. Given that research has shown that interracial interactions are often stressful, it is important to know how these daily interactions unfold across time and what factors contribute to the success or failure of these interactions. Both members of same-race and mixed-race college roommate pairs completed daily questionnaires measuring their emotional experiences and their perceptions of their roommate. Results revealed that roommates in mixed-race dyads experienced less positive emotions and intimacy toward their roommates than did roommates in same-race dyads and that the experience of positive emotions declined over time for ethnic minority students with White roommates. Mediation analyses showed that the negative effects of roommate race were mediated by the level of intimacy-building behaviors performed by the roommate. Implications for future research and university policies are discussed.

Relational anxiety in interracial interactions.

Most of the research on intergroup anxiety has examined the impact of people's own anxiety on their own outcomes. In contrast, we show that in intergroup interactions, one's partner's anxiety is just as important as one's own anxiety (if not more important). Using a diary study among college roommates, we show that partners' anxiety predicts respondents' anxiety across time on a daily basis, as well as respondents' interest in living together again the next year. We discuss the importance of taking a relational approach to understanding intergroup interactions.

Disparities and distrust: the implications of psychological processes for understanding racial disparities in health and health care.

This paper explores the role of racial bias toward Blacks in interracial relations, and in racial disparities in health care in the United States. Our analyses of these issues focuses primarily on studies of prejudice published in the past 10 years and on health disparity research published since the report of the US Institute of Medicine (IOM) Panel on Racial and Ethnic Disparities in Health Care in 2003. Recent social psychological research reveals that racial biases occur implicitly, without intention or awareness, as well as explicitly, and these implicit biases have implications for understanding how interracial interactions frequently produce mistrust. We further illustrate how this perspective can illuminate and integrate findings from research on disparities and biases in health care, addressing the orientations of both providers and patients. We conclude by considering future directions for research and intervention.

Cognitive costs of exposure to racial prejudice.

This study examined how encountering racial prejudice affects cognitive functioning. We assessed performance on the Stroop task after subjects reviewed job files that suggested an evaluator had made nonprejudiced, ambiguously prejudiced, or blatantly prejudiced hiring recommendations. The cognitive impact of exposure to ambiguous versus blatant cues to prejudice depended on subjects' racial group. Black subjects experienced the greatest impairment when they saw ambiguous evidence of prejudice, whereas White subjects experienced the greatest impairment when they saw blatant evidence of prejudice. Given the often ambiguous nature of contemporary expressions of prejudice, these results have important implications for the performance of ethnic minorities across many domains.

Ethnic minorities' racial attitudes and contact experiences with white people.

In this article, the authors examine the relationship between ethnic minorities' racial attitudes and their intergroup contact experiences with White people. In Studies 1 and 2, the authors demonstrate that the more negative the racial attitudes held by ethnic minorities, the less positive their interactions are with White friends and roommates. With a daily report methodology, Study 2 revealed that ethnic minorities' racial attitudes predicted the decline in the quality of their intergroup contact experiences over a 3-week period. In Study 3, the authors examined a possible mechanism underlying the relationship between racial attitudes and intergroup contact, as well as the influence of ethnic minorities' racial attitudes on White participants' experiences in intergroup contact settings. The authors discuss the findings in terms of the importance of examining ethnic minorities' attitudes in research on intergroup relations.

Expecting to be the target of prejudice: implications for interethnic interactions.

Two studies investigated the implications of ethnic minorities' prejudice expectations for their affective and behavioral outcomes during interethnic interactions. In both studies, the more ethnic minorities expected Whites to be prejudiced, the more negative experiences they had during interethnic interactions. This finding held true for chronic prejudice expectations in a diary study of college roommates (Study 1) and for situationally induced prejudice expectations in a laboratory interaction (Study 2). In Study 2, the authors extended this work to examine the relationship between ethnic minorities' prejudice expectancies and their White partners' psychological experience during interethnic interactions. Consistent with predictions, the more ethnic minorities expected Whites to be prejudiced, the more their White partners had positive experiences during interethnic interactions. These divergent experiences of ethnic minorities and Whites have important implications for the psychological success of interactions between members of these groups.

Ironic effects of racial bias during interracial interactions.

Previous research has suggested that Blacks like White interaction partners who make an effort to appear unbiased more than those who do not. We tested the hypothesis that, ironically, Blacks perceive White interaction partners who are more racially biased more positively than less biased White partners, primarily because the former group must make more of an effort to control racial bias than the latter. White participants in this study completed the Implicit Association Test (IAT) as a measure of racial bias and then discussed race relations with either a White or a Black partner. Whites' IAT scores predicted how positively they were perceived by Black (but not White) interaction partners, and this relationship was mediated by Blacks' perceptions of how engaged the White participants were during the interaction. We discuss implications of the finding that Blacks may, ironically, prefer to interact with highly racially biased Whites, at least in short interactions.

Intergroup contact and pluralistic ignorance.

The present work examined the relationship between people's own interpretations of why they avoid intergroup contact and their interpretations of why out-groups avoid intergroup contact. Studies 1 and 2 demonstrate that Whites and Blacks would like to have more contact with the out-group but believe the out-group does not want to have contact with them. Studies 3-5 show that Whites and Blacks make divergent explanations about their own and their potential out-group partner's failure to initiate contact. Specifically, individuals explained their own inaction in terms of their fear of being rejected because of their race but attributed the out-group members' inaction to their lack of interest. Study 6 examined the behavioral consequences of this self-other bias. Finally, Study 7 applied theoretical work on the extended contact hypothesis to explore a means to reduce this self- other bias. The implications of these studies for improving intergroup interactions are discussed.

An fMRI investigation of the impact of interracial contact on executive function.

We investigated whether individual differences in racial bias among white participants predict the recruitment, and potential depletion, of executive attentional resources during contact with black individuals. White individuals completed an unobtrusive measure of racial bias, then interacted with a black individual, and finally completed an ostensibly unrelated Stroop color-naming test. In a separate functional magnetic resonance imaging (fMRI) session, subjects were presented with unfamiliar black male faces, and the activity of brain regions thought to be critical to executive control was assessed. We found that racial bias predicted activity in right dorsolateral prefrontal cortex (DLPFC) in response to black faces. Furthermore, activity in this region predicted Stroop interference after an actual interracial interaction, and it statistically mediated the relation between racial bias and Stroop interference. These results are consistent with a resource depletion account of the temporary executive dysfunction seen in racially biased individuals after interracial contact.