Attributions of Intentions and Fairness Judgments regarding Interracial Peer Encounters

Autor/inn/en	Killen, Melanie; Kelly, Megan Clark; Richardson, Cameron; Jampol, Noah Simon
Titel	Attributions of Intentions and Fairness Judgments regarding Interracial Peer Encounters
Quelle	In: Developmental Psychology, 46 (2010) 5, S.1206-1213 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0019660
Schlagwörter	African American Students; Adolescents; Grade 8; Grade 11; Racial Relations; Intention; Attitude Measures; Secondary School Students; White Students; Racial Differences; Males; Females; Gender Differences; Age Differences; Minority Groups; Social Justice; Racial Bias; Stereotypes; Teacher Attitudes; Student Attitudes + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; Sekundarschüler; Rassenunterschied; Male; Männliches Geschlecht; Weibliches Geschlecht; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Ethnische Minderheit; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Klischee; Lehrerverhalten; Schülerverhalten
Abstract	To investigate how adolescents interpret ambiguous actions in hypothetical interracial peer encounters, we conducted a study in which 8th- and 11th-grade students (N = 837) evaluated 4 interracial peer encounters in which the intentions of the protagonist were ambiguous. The sample was evenly divided by gender and included both African American and European American adolescents. European American students, male adolescents, and 8th graders were more likely to attribute negative intentions to the protagonist in interracial exchanges than were African American students, female adolescents, and 11th graders. Although all participants viewed peer and teacher accusations of wrongdoing in ambiguous situations as unfair, ethnic minority students as well as female adolescents rated accusations of wrongdoing as more unfair than did ethnic majority or male adolescents. Eleventh graders were more likely to view accusations of wrongdoing for protagonists with a prior history of transgression as fair than were 8th graders. The findings are discussed in light of efforts to reduce prejudice and to facilitate positive intergroup peer interactions. (Contains 3 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10