对种族批判理论的无知预示着美国白人的反对态度

IF 4 1区 社会学 Q1 PSYCHOLOGY, SOCIAL
Brianna S. Richmond, Negin R. Toosi, Joseph D. Wellman, Clara L. Wilkins
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引用次数: 0

摘要

承认系统性种族主义是 "批判种族理论"(Critical Race Theory,CRT)的一个重要原则,这可能会对许多美国人造成威胁,但也可以减少种族偏见。然而,反种族批判理论的立法禁止学习有关种族主义的知识,从而凸显了系统性种族主义与无知的产生之间相辅相成的关系。我们通过参与者生成的定义(研究 1,人数 = 199)和真/假问卷(研究 2,人数 = 194)评估了美国白人对 CRT 的了解程度及其与反对 CRT 的关系。即使控制了政治倾向,反对 CRT 的人对 CRT 的理解也不够准确。内容分析显示,反对 CRT 的人否认反黑人种族主义,认为 CRT 会伤害白人,并认为讨论种族问题会造成分裂。基于这些主题,我们在研究 3(N = 289)中开发了一种元认知矫正干预。与对照组相比,在接受了有关CRT的多项选择测试后接受了矫正反馈的参与者,其反对CRT的程度明显降低。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Ignorance of critical race theory predicts White Americans’ opposition to it

Acknowledging systemic racism, a key tenet of Critical Race Theory (CRT), may be threatening to many Americans but it can also reduce racial biases. However, anti-CRT legislation prohibits learning about racism, thus highlighting the mutually reinforcing relationship between systemic racism and the production of ignorance. We assessed White Americans’ knowledge about CRT through participant-generated definitions (Study 1, N = 199) and via a true/false questionnaire (Study 2, N = 194), and its relation to opposition to CRT. Opposition to CRT was associated with a less accurate understanding of CRT, even when controlling for political orientation. Content analyses revealed that opponents of CRT deny anti-Black racism, believe CRT harms Whites, and view discussing race as divisive. Based on these themes, we developed a meta-cognitive corrective intervention in Study 3 (N = 289). Participants who received corrective feedback after taking a multiple-choice test about CRT showed a larger decrease in their opposition to CRT than those in the control condition.

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来源期刊
CiteScore
9.70
自引率
7.70%
发文量
73
期刊介绍: Published for The Society for the Psychological Study of Social Issues (SPSSI), the Journal of Social Issues (JSI) brings behavioral and social science theory, empirical evidence, and practice to bear on human and social problems. Each issue of the journal focuses on a single topic - recent issues, for example, have addressed poverty, housing and health; privacy as a social and psychological concern; youth and violence; and the impact of social class on education.
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