Color-Blind Racial Attitudes Among Social Work Students: Exploration of Individual and Social Network Correlates

Danforth, Laura; Hsu, Hsun Ta; Miller, John W.

doi:10.1080/10437797.2019.1661910

Cited by 13 publications

(6 citation statements)

References 57 publications

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“…Who we interact with matters. This aligns with social network research from a variety of fields (Danforth et al, 2020; Paluck, 2011). TR's particular focus on motivating participants of color to join TTT may stem from the fact that, as an “intentional integration” program, the TTT model demands a proportional commitment from both White participants and participants of color.…”

Section: Discussionsupporting

confidence: 79%

A grassroots antiracist program: The motivation and perceived growth of participants in a community‐based, intergroup dialogue program

Marcucci

Roberston²,

Morgan

et al. 2023

American J of Comm Psychol

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In the United States, racial segregation still organizes the social lives of most people. This segregation of social life continues reinforcing attitudes and behaviors that sustain racial injustice in the United States. Given the longstanding structural forces sustaining the segregated status quo, why do certain individuals seek out opportunities for ‘intentional integration’? And what happens when they do? This qualitative study interviewed racially diverse participants in a community‐developed, sustained, and strategic intergroup dialogue program called Touchy Topics Tuesday (TTT), located in St. Louis, Missouri. Overall, participants (N = 30) described three interwoven motivations for involvement in the program–a catalytic moment, a long‐term commitment mindset, and/or the influence of their social network. Of all these, participants' social network was the predominant motivating force for individuals across racial lines. Participants also reported three main categories of outcomes: intellectual growth, emotional growth, and relational growth. Each of these categories encompass both attitudinal and behavioral changes. The article interrogates these major findings in the context of the intergroup dialogue literature and studies of attitude change and psychotherapy.

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Section: Discussionsupporting

confidence: 79%

A grassroots antiracist program: The motivation and perceived growth of participants in a community‐based, intergroup dialogue program

Marcucci

Roberston²,

Morgan

et al. 2023

American J of Comm Psychol

View full text Add to dashboard Cite

show abstract

“…This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. (Danforth et al, 2020). Although we did not specifically measure parents' race-based socialization practices, parents' attitudes about race are likely to carryover into everyday interactions with children.…”

Section: Discussionmentioning

confidence: 99%

“…When faced with evidence of discrimination, especially if they hold negative implicit racial attitudes toward people of color, individuals may blame the victim or identify the prejudiced acts as having nothing to do with race. We speculate that parents who deny blatant racial issues or endorse global CBRI, while holding implicit unfavorable racial attitudes about Black people, are likely to avoid discussions about race with their children while nonverbally conveying negative attitudes toward Black individuals (Danforth et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Parents’ color-blind racial ideology and implicit racial attitudes predict children’s race-based sympathy.

Wang¹,

Spinrad²,

Laible³

et al. 2023

Journal of Family Psychology

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We examined the relation of White parents’ color-blind racial attitudes (a global composite score and its subscales) and their implicit racial attitudes to their young children’s race-based sympathy toward Black and White victims. One hundred and nighty non-Hispanic White children (54% boys, Mage = 7.13 years, SD = 0.92) reported their sympathy in response to short films depicting bullying toward White or Black children. Their primary caregivers’ (mostly mothers’) color-blind racial ideology (CBRI) was assessed through a questionnaire (reflecting global color blindness, as well as denial of institutional racism, White privilege, and blatant racial issues), and their implicit racial attitudes were assessed with a computerized test. Children’s sympathy toward Black victims and their equitable sympathy (difference score toward Black vs. White victims) was predicted by parents’ color blindness, implicit racial attitudes, and their interaction. Results indicated several interaction effects, such that parents’ denial of blatant racial attitudes and global CBRI were negatively related to children’s sympathy toward Black victims and equitable sympathy toward Black versus White victims, only when the parents held implicit racial attitudes that favored White people. In addition, parents’ denial of White privilege was negatively related to children’s sympathy toward Black victims. The findings are discussed in terms of potential ways to shape children’s race-based sympathy and compassion, particularly with an eye toward ways White parents might socialize sympathy toward historically marginalized youth.

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“…According to Campbell (2015), these approaches omit "whiteness" from racial analysis and promote an "otherness" to identities among BIPOC populations. Numerous studies examining white social work students' and practitioners' racial attitudes reveal an overrepresentation of color-blind attitudes, racial microaggressions, and complacency about the role of racism in society (Bridges, 2020;Danforth et al, 2020;Juliá, 2000;Lo et al, 2016). For example, Weng and Gray (2020) conducted a study on racial microaggressions amongst social work practitioners, which revealed an emphasis on color-blind attitudes in many of their responses, claiming the importance of seeing service users as equal regardless of BIPOC identities and inequities.…”

Section: Present Racism White Supremacy and Colonialitymentioning

confidence: 99%

Mapping an Integrative Critical Race and Anti-Colonial Theoretical Framework in Social Work Practice

Elkassem

Murray-Lichtman²

2022

ASW

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The social inequities highlighted by the racial injustice protests of 2020 and the COVID-19 pandemic challenge the social work profession to respond to the past and present social consequences that disproportionately impact Black, Indigenous, and People of Color (BIPOC). We argue that social work's commitment to social justice has not taken up an explicit anti-racism mission to eradicate white supremacy, racism, and coloniality in the profession. We further argue that although social service agencies often include a commitment to cultural competence/humility, practices continue to be rooted in color-blind approaches to service and treatment. Social work's failure to address racism poses challenges for those from racialized backgrounds experiencing psychological distress due to racism and other inequities. Building upon the theoretical foundations of Critical Race Theory (CRT) and Anti-Colonialism, we provide a conceptual framework for practice and service delivery with BIPOC clients through social work praxis. This conceptual framework offers three overarching directives that include integrated critical race and anti-colonial theoretical concepts for social work practice and service delivery. We discuss the implications for application of this conceptual framework in practice and service delivery.

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Color-Blind Racial Attitudes Among Social Work Students: Exploration of Individual and Social Network Correlates

Cited by 13 publications

References 57 publications

A grassroots antiracist program: The motivation and perceived growth of participants in a community‐based, intergroup dialogue program

A grassroots antiracist program: The motivation and perceived growth of participants in a community‐based, intergroup dialogue program

Parents’ color-blind racial ideology and implicit racial attitudes predict children’s race-based sympathy.

Mapping an Integrative Critical Race and Anti-Colonial Theoretical Framework in Social Work Practice

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