This study employed the integrated threat theory of intergroup attitudes to examine the attitudes of Black and White students toward the other racial group. This theory synthesizes previous research on the relationships of threats to intergroup attitudes. Structural equation modeling revealed that for both racial groups, realistic threats, symbolic threats, and intergroup anxiety predicted attitudes toward the other group. To varying degrees, the effects of negative contact, strength of ingroup identity, perceptions of intergroup conflict, perceived status inequality, and negative stereotyping on negative racial attitudes were mediated by the three threat variables. The model accounted for more variance in the negative attitudes of Whites toward Blacks than in the negative attitudes of Blacks toward Whites. The implications of these findings are discussed.

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Based on a tripartite perspective on attitudes, research was designed to identify the cognitions (stereotypes and values), affects, and behavior associated with three target groups (Afirican Americans, Hispanic Americans, Asian Americans) and to examine the contribution of each to the prediction of group attitudes. Cognitions associated with the target groups extended previous findings and indicated that current perceptions focus more on the group's relationship to the rest of society than on characteristics of group members. Less positive affect was associated with all three target groups, especially with Afiican Americans, with whom fear was also associated. Affect and behavior were the strongest predictors of group attitudes; cognition made a minor contribution for each group. Implications for conceptualization and change in group attitudes (i.e., reducing prejudice) are discussed.

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The indisputable existence of a racial digital divide calls into question the democratizing potential of the Internet. Beyond issues of access to the technology are psychological factors that may influence Internet use. A survey of 787 college undergraduates—630 European Americans and 157 African Americans—who have similar access to the Internet was used to examine motivational, affective, and cognitive factors that may influence Internet use and contribute to the racial digital divide. Racial differences in Internet use were obtained, but were limited to e‐mail use. A model of Internet use is offered that considers motivational, affective, and cognitive antecedents and consequences of use.