Kenneth B. Clark and Social Psychology's Other History.

Cherry, Frances

doi:10.1037/10812-002

Cited by 18 publications

(5 citation statements)

References 34 publications

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“…These findings fall in line with the Clarks' original studies demonstrating Black children's outgroup preferences for White dolls (Clark & Clark 1939;1940;1947). However, during that time period, it was assumed (and politically contested) that Black children's preferences for White dolls were a result of a desegregated society and a "separate but equal" education system (Cherry, 2004). Thus, it is important to examine unique ethnic groups, such as transracially-adopted children, to further tease apart why outgroup preferences continue to be observed in minority-status groups that are living in a seemingly desegregated society.…”

Section: Discussionsupporting

confidence: 79%

The role of ethnic identity in children’s selective trust in others

McDonald¹

2021

Preprint

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The present research examined the roles of informant ethnicity and early ethnic identity development in guiding children’s selective trust across scenarios, comparing White and Chinese Canadian children with children adopted from China by White parents. Experiments 1 and 2 investigated children’s selective learning from two contrasting sources that differed in race (White versus Chinese) and spoken accent (native versus foreign accent). Experiment 1 (White experimenter) indicated that the White children preferred to learn from White informants when race was the only cue to ethnic group status; no preference was observed when race was pitted against accent. The Chinese and adopted children showed no learning preference. Children’s social preference for same-race peers was associated with a preference to learn from same-race informants. Experiment 2 (Chinese experimenter) had similar findings, except that there was no relationship between children’s racial preference and selective learning. Experiment 3 explored children’s selective credulity toward misinformation from a single source. The Chinese children were credulous toward both Chinese and White (native- or foreign-accented) informants but the White and adopted children were not credulous or skeptical, regardless of the informant’s race and accent. The present findings contribute to our understanding of how ethnic intergroup attitudes develop in children of different ethnic and social-status backgrounds, including minority-status children that reside with majority-status parents, and provide practical implications for real-world issues related to children’s eyewitness testimony in forensic contexts.

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Section: Discussionsupporting

confidence: 79%

The role of ethnic identity in children’s selective trust in others

McDonald¹

2021

Preprint

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“…Our partnerships were strategic. Like the collaborations of Wormser and Selltiz (1951b), Kenneth Clark (Cherry, 2004), andMartín-Baró (1994), PFJ was explicitly designed to gather and funnel social science evidence into organizing campaigns for justice-violence against girls and women, police harassment, college access, high-stakes testing, and access to comprehensive sexuality education, to name just a few.…”

Section: Collaboratively Building Theory: Circuits Of Dispossession A...mentioning

confidence: 99%

Critical participatory action research as public science.

Torre

Fine

Stoudt

et al. 2012

APA Handbook of Research Methods in Psychology, Vol 2: Research Designs: Quantitative, Qualitative, Neuropsychological, and Bio

158

142

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Cultivated within the long history of psychological research dedicated to social action, this chapter traces one stream of action research, critical participatory action research (critical PAR), across the 20th and the 21st centuries in the field of psychology. Rooted in notions of democracy and social justice and drawing on critical theory (feminist, critical race, queer, disability, neo-Marxist, indigenous, and poststructural), critical PAR is an epistemology that engages research design, methods, analyses, and products through a lens of democratic participation. Joining social movements and public science, critical PAR projects document the grossly uneven structural distributions of opportunities, resources, and dignity; trouble ideological categories projected onto communities (delinquent, at risk, damaged, innocent, victim); and contest how "science" has been recruited to legitimate dominant policies and practices.In the following pages, we sketch an intentional history of the seeds of critical participatory research as they have been nurtured, buried, and then rediscovered throughout the past century of social psychology. We then turn, in some detail, to Polling for Justice, a contemporary piece of quantitative and qualitative social inquiry, designed as a participatory survey of and by youth in New York City with adult researchers, poised to track social psychological circuits of injustice and resistance as they affect the educational, criminal justice, and health experiences of urban youth (Fox et al., 2010). We purposely focus on a very traditional psychological methodthe self-completed questionnaire-to illustrate how methods, analyses, and products shift when engaging critical PAR as an epistemology. The chapter closes with a discussion of critical science to make explicit the validity claims of critical PAR.The history of critical PAR has been told through different legacies. Within education studies, critical PAR is associated with the tradition of liberation theology and Paulo Freire. Within postcolonial studies, critical PAR's lineage stretches back to the revolutionary praxis of Orlando Fals Borda in South America and Anisur Rahman in Asia. Within psychology, critical PAR is typically linked to the intellectual legacy of Kurt Lewin. In the first section of this chapter, we review a set of equally significant yet shadowed scholars, particularly women, and men of color, who helped carve the scientific path toward critical PAR as practiced within psychology in the 21st century. Each of these scholars invented social psychological methods to contest what Ignacio Martín-Baró (1994) called the "collective lie" of prevailing ideological constructions of social problems and to awaken a sense of injusticethrough research-to mobilize everyday people for change. Our intent in excavating this scholarship is to create an intellectual genealogy for contemporary PAR through a line of critical science projects in which engaged social scientists have collaborated with communities to interrogate the gap between domi...

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“…Historians of psychology utilize archives when researching psychology’s past. This includes scholarship on notable psychologists (e.g., Cherry, 2004; Nicholson, 2000), theoretical traditions (Ash, 1998; Rutherford, 2000), and histories of psychological constructs (e.g., Danziger, 1990).…”

Section: The Archive and Archival Materialsmentioning

confidence: 99%

Archivists on archives and social justice.

Belmonte

Opotow

2017

Qualitative Psychology

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To foster a deep understanding of what an archive is and what it can offer qualitative psychologists interested in lives, contexts, and social justice, we present a qualitative study that examines the construct, archive, empirically. Based on interviews conducted with archivists from five archives ranging in size and scope from a large institutional archive to a small, intimate family archive the article examines how archives engage with vital social justice questions. Applying the Critical Incident Technique (Flanagan, 1954), we analyze archivists' narratives via psychological models of justice. In each interview we highlight matters of social justice in archives on displaced scholars in World War II, the AIDS epidemic, Lesbian histories, the September 11th attack on the World Trade Center in New York City, conflict and protest resulting from a college's closure, and the entwinement of a family's history and their social justice values. This understanding of archives from the perspective of archivists theorizes the construct, archive, and conveys the rich empirical resources that archives offer researchers.

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Kenneth B. Clark and Social Psychology's Other History.

Cited by 18 publications

References 34 publications

The role of ethnic identity in children’s selective trust in others

The role of ethnic identity in children’s selective trust in others

Critical participatory action research as public science.

Archivists on archives and social justice.

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