Longitudinal Examination of the Psychosocial Costs of Racism to Whites across the College Experience

Autor/inn/en	Todd, Nathan R.; Spanierman, Lisa B.; Poteat, V. Paul
Titel	Longitudinal Examination of the Psychosocial Costs of Racism to Whites across the College Experience
Quelle	In: Journal of Counseling Psychology, 58 (2011) 4, S.508-521 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0167
DOI	10.1037/a0025066
Schlagwörter	Racial Attitudes; Psychologists; Student Diversity; Counseling Psychology; Fear; Empathy; White Students; Anxiety; Costs; Friendship; Whites; Racial Relations; Scholarship; Affirmative Action; Intergroup Relations; Gender Differences; Ideology; Surveys; Reverse Discrimination; College Students; Likert Scales; College Entrance Examinations + Suchen Sie Ihr Suchwort? Rassenfrage; Psychologist; Psychologe; Psychologin; Counselling psychology; Beratungspsychologie; Furcht; Empathie; Angst; Cost; Kosten; Freundschaft; White; Weißer; Scholarships; Stipendium; Intergruppenbeziehungen; Geschlechterkonflikt; Ideologie; Survey; Umfrage; Befragung; Discrimination; Diskriminierung; Collegestudent; Likert-Skala; Aufnahmeprüfung
Abstract	This longitudinal investigation adds to the growing body of scholarship on the psychosocial costs of racism to Whites, which refer to the consequences of being in the dominant position in an unjust, hierarchical system of societal racism. We examined how White students' affective costs of racism (i.e., White empathy, guilt, and fear) changed across the college experience and how gender, colorblind racial ideology, and diversity experiences were associated with those costs. Findings indicated that White empathy, guilt, and fear each had a distinct trajectory of change across the college experience. Moreover, patterns of change for each cost were moderated by colorblind racial attitude scores at college entrance. We also found that participation in college diversity experiences (e.g., diversity courses) was associated with the costs; moreover, different types of diversity experiences were linked to particular costs. These findings provide insight into the affective experiences of White students across college and thus may be useful to counseling psychologists and educators who design and implement programs and policies to enhance diversity education. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10