Racial and behavioral cues in Black and White children's perceptions of ambiguously aggressive acts.

Abstract

To explore the way in which the interpretation of ambiguous social behavior can be influenced by racial stereotypes and cultural differences, 40 black and 40 white 6th-grade males were shown a variety of ambiguously aggressive behaviors performed by black and white stimulus figures. As predicted, both black and white preadolescents rated these behaviors as more mean and threatening when the perpetrator was black than when he was white. In contrast, ratings of personal characteristics were in general determined by individual behavior rather than by group stereotypes, although blacks, whether they were the perpetrator or the recipient of the behaviors, were rated as stronger than their white counterparts. Cultural differences between subject groups were apparent in the greater tendency of the white children to read threat into ambiguously aggressive behaviors involving no physical contact and to assume that the perpetrators of such behaviors were stronger than the recipients.

Capacity and Comprehension: Spontaneous Stereotyping Under Cognitive Load

“…and inconsistent behaviors (Bodenhausen & Wyer, 1985;Darley & Gross, 1983;Duncan, 1976;Krueger & Rothbart, 1988;Kunda & Sherman-Williams, 1992;Sagar & Schofield, 1980). Prior research has also shown that traits are more likely to be inferred spontaneously from stereotype-consistent than stereotype-inconsistent behaviors (e.g., Wigboldus et al, 2003).…”

“…For example, the same ambiguous behavior is perceived as more aggressive when performed by a Black than a White target (Duncan, 1976;Sagar & Schofield, 1980; see also Bodenhausen & Wyer, 1985;Darley & Gross, 1983;Krueger & Rothbart, 1988;Kunda & Sherman-Williams, 1992). As such, it might be expected that stereotypes would influence the likelihood that trait inferences would be drawn spontaneously from observed behaviors.…”

Language use in intergroup contexts: The linguistic intergroup bias.

“…In the real world, subjects are free to use alternative and possibly more immediate strategies of language use to distinguish ingroup and out-group behaviors. For example, they may simply use different terms within the same linguistic category (e.g., a behavior that is described as "playful" when displayed by an ingroup member may be interpreted as "aggressive" when ascribed to an out-group member;, see Duncan, 1976;Sagar & Schofield, 1980). It is possible that the linguistic intergroup bias is displayed only in situations in which people are prevented from using other strategies.…”

Baltimore Is Burning: Can I-O Psychologists Help Extinguish the Flames?

“…In other research, participants who watched a video of a heated argument and pushing behaviors were significantly more likely to rate the actor as engaging in violent behavior if he was Black instead of White (Duncan, 1976). Similarly, Sagar and Schofield (1980) found that sixth grade boys interpreted vaguely aggressive but innocuous behaviors (e.g., bumping in the hallway, requesting food from others, poking a student, and using another's pencil without permission) to be more threatening when displayed by Black versus White targets.…”