Is ethnic prejudice declining in Britain? Change in social distance attitudes among ethnic majority and minority Britons

Most literature on racial prejudice deals with the racial attitudes of the ethnic majority and ethnic minorities separately. This paper breaks this tradition. We examine the social distance attitudes of white and non‐white British residents to test if these attitudes follow the same trends over time, whether they are driven by the same social processes and whether they are inter‐related. We have three main findings. Firstly, social distance from other ethnic groups has declined over time for both white and ethnic minority Britons. For the white majority there are both period and cohort elements to this decline. Secondly, we see some evidence that social distance between the majority and minority groups is reciprocal. Specifically, minorities who experience rejection by the white British feel a greater sense of distance from them. Thirdly, we find that all groups share the perception of the same ethnic hierarchy. We see evidence of particularly widespread hostility towards Muslim Britons from all ethnic groups suggesting that Muslims are singled out for negative attention from many British residents of all other backgrounds, including a large number who do not express hostility to other groups.     

The social distance perceptions of racial and ethnic groups by college students: A research note

There is growing concern in our society regarding the resurgence of racist movements. There has been increased media coverage of these activities and educators warn that racism is on the rise in our schools and on college campuses. This article examines the similarity of responses of college students of various racial and ethnic groups. The Social Distance Scale was administered to 415 undergraduate students. The research reveals that, overall, most college students would be willing to admit most racial/ethnic groups to their clubs as personal chums or to their streets as neighbors. Iranians were consistently given the greatest distance (to citizenship in my country) by all groups. Implications of this study purport that schools as agents of socialization can expose students to multicultural diversity within an academic setting.     

Assimilation versus multiculturalism: The views of urban Americans

Parents of children in public schools in a large American urban center, representing a number of different ethnic groups, were interviewed about their personal views and feelings toward cultural and racial diversity in America today. Three main issues were addressed: respondents' attitudes toward the maintenance of heritage cultures versus assimilation; their attitudes toward bilingualism; and their attitudes toward other groups in the community. The analyses revealed important differences in attitudes between ethnic minority groups and established white and black groups. Nonetheless, strong support was shown for the retention of heritage cultures, even among middle-class white and working-class black Americans. The working-class white American sample was distinctive in its rejection of multiculturalism and in its negative attitudes toward other ethnic and racial groups. All groups supported the idea of bilingualism for their children, and certain groups thought that public schools had an important role to play in its promotion. Overall, the results delineate a series of factors that affect intragroup and intergroup harmony and the processes of adjustment that transpire within a social system when it has to cope with ethnic and racial diversity.     

Racial/Ethnic Minority Community College Students' Critical Consciousness and Social Cognitive Career Outcomes

A need exists to better understand how racial/ethnic minority students' critical consciousness development in response to marginalization may be involved in their educational and career development. We therefore examined the link between critical consciousness development and career decision self-efficacy and career outcome expectations among racial/ethnic minority community college students. Following social cognitive career theory's conceptual pillars, we developed a testable model integrating critical consciousness and social cognitive variables. This model was tested with 135 racially and ethnically diverse community college students. Data analysis included path analyses and tests of model fit using structural equation modeling. Results suggested that (a) higher critical agency is linked to higher career decision self-efficacy and outcome expectations and (b) critical action and reflection have a bidirectional link and predict higher critical agency. Implications for research and practice aiming to close educational and career gaps among racial/ethnic minorities are discussed.     

Latina Students

SUMMARY

Latina students have the highest high school dropout rate of all racial and ethnic groups. This article has three objectives: provide a brief overview of educational trends for Latina students, discuss factors associated with their educational trajectory and suggest strategies for change based on best practice wisdom. Results show that academic disparities between Latina students and other racial/ethnic female students begin as early as kindergarten and remain through age 17; achievement is compromised by a variety of factors, including family responsibilities, family poverty, lack of participation in preschool, attendance at poor quality elementary and high schools, placement into lower-track classes, poor self-image, limited neighborhood resources, lack of presence of role models and gender role attitudes. These disparities contribute to psychosocial issues and are not directly associated with Latino cultural assets, as Latino cultural capital has not been easily translated into social capital in U.S. society. Economic and social change must precede educational change if academic disparities between Latinas and other racial and ethnic girls are to be decreased.     

The race relations problematic in American sociology: A case study and critique

This article reports the results of an analysis of all racial and ethnic relations articles published in the American Journal of Sociology, the American Sociological Review, Social Forces, and Social Problems, from January 1969 through December 1995. The analysis identifies by journal: 1) major methodological orientation(s); 2) how the concepts of “race,” “ethnicity,” and racial and ethnic relations are operationalized, which is useful for examining tendencies toward, or against, reification; 3) substantive content—that is, what a sociology of racial and ethnic relations is; and 4) primary context—that is, are racial and ethnic relations treated as a substantive subdiscipline in their own right, or are they merely a topic of interest for other subdisciplines such as social psychology? In brief, although some differences exist between the journals, all four journals publish disproportionately racial and ethnic relations research that: 1) is highly quantitative as opposed to theoretical, conceptual, or sociohistorical; 2) reifies U.S. Census definitions of race and ethnicity as opposed to critically evaluating such definitions; 3) social psychologizes racial and ethnic relations, or subsumes such relations under stratification processes; and 4) subsumes the racial and ethnic relations problematic under subdiscipline rubrics other than a sociology of racial and ethnic relations. The conclusion discusses the implications of these findings; for example, by virtue of what they publish, these journals construct a paradigmatic frame that gives precedence to, or legitimizes, some views and excludes, or de-legitimizes others.     

Is Ethnic Identity a Buffer? Exploring the Relations Between Racial Microaggressions and Depressive Symptoms Among Asian-American Individuals

ABSTRACT

This study explores the moderating role of ethnic identity in the relations between racial microaggressions and depressive symptoms. Using survey data from 353 Asian-American college students, we found that racial microaggressions significantly predicted depressive symptoms and accounted for 24% of the variance in a hierarchical multiple regression analysis. In addition, ethnic identity moderated the relations between racial microaggressions and depressive symptoms. Thus, ethnic identity buffers Asian-Americans against the negative mental health effects of racial microaggressions. Implications for research and practice in the field of social work are discussed.     

THEORIES OF ETHNIC SOCIAL DISTANCE: COMPARATIVE EMPIRICAL TESTS FOR THREE DISTINCT ETHNIC GROUPS

Social science theories of ethnic division and antipathy are tested empirically using survey and zip code data for representative samples of whites, African Americans, and Mexican Americans in Texas. Ordered logistic regression tests estimate the effects of theoretically relevant variables on probabilities of racial and ethnic out-group social distance. Competing social science theories of ethnic and racial social distance are tested for multiple groups. Statistical support is found for group attachment/identity theories and realistic group conflict theories in explaining variance in out-group social closeness. The socioeconomic theory was not found to be an important predictor of out-group social closeness.     

“Gay Equals White”? Racial,Ethnic, and Sexual Identities and Attitudes Toward LGBT Individuals Among College Students at a Bible Belt University

While past research has certainly explored a variety of correlates of attitudes toward lesbian, gay, bisexual, and transgender (LGBT) individuals, the current study is among the first in an emerging line of inquiry that examines attitudes toward each of these groups separately utilizing an intersectional framework with special attention to racial, ethnic, and sexual identities. Using a college sample of students from the Bible Belt of the United States (N = 1,940), I investigated the roles of racial and ethnic identities (Caucasian/White, African American/Black, Asian/Pacific Islander, Native American/Alaskan Native, other race, and Hispanic/Latinx), religiosity, patriarchal gender norms, parental perspectives, and the intersections among these identities and experiences as they relate to attitudes toward LGBT individuals among heterosexual (n = 1,551) and LGB respondents (n = 389). This moves beyond explorations of White heterosexual people’s attitudes about “homosexuals” (i.e., away from a focus only on gayness and Whiteness) and expands to include non-White LGB people’s LGBT attitudes. Overall, results indicate that racial, ethnic, and sexual identities play a significant role in southern college students’ LGBT attitudes, and these patterns are further complicated by interacting cultural experiences with religiosity, patriarchy, and family dynamics. Campus policy and program implications are provided.     

Multiethnic Parentage

Abstract

Given increasing inter-ethnic contact resulting from migration and refugee movements as well as global economic and political activities, this paper explores the potential for bridging cultural, ethnic and racial divides by people who are not confined to a single ethnicity. Based on a piece of exploratory qualitative research, the paper describes the personal ethnic identity of 13 people of multi-cultural/ethnic/racial parentage, and then draws out links between their identity resolution and their social relationships. From the findings, hypotheses are formulated concerning the relationship between identity resolution and ease of bridging ethnic divides in social contexts. Implications of the findings for social work practice and the challenge of enhancing social cohesion are considered in the concluding section of the paper.     

The immigrant experience: Houstonians’ family attitudes and behaviors

ABSTRACT

Although there is extensive scholarship that examines differences in family behaviors and attitudes between whites and blacks, there are very few studies that examine these differences across whites, blacks, Latinos, and Asians in the United States. In the current study, we do so by examining data from the 2011 Houston Area Survey. We explore Houstonians’ likelihood of engaging in interracial relationships, attitudes toward working mothers, and attitudes toward same-sex marriage. Houston was selected as the target of the study given its rise as the most racially and ethnically diverse metropolitan area in the nation. Non-white Houstonians are more likely to date members of other racial/ethnic groups. With regard to attitudes toward working mothers, only Latino and Asian immigrants hold less accepting views than whites. Finally, the results with regard to same-sex marriage equality suggest that increased migration and diversity within Houston could hasten social change and acceptance.     

The Invisible Village: An Exploration of Undergraduate Student Mothers’ Experiences

This study explored the experiences of mothers in college using a qualitative design. Results showed that a lack of financial resources was the chief barrier for student mothers in their educational pursuits while social/emotional support was the most important contributor to student mothers’ success in college. Participants relied heavily on student loans to cover costs of childcare or family to help watch their children. Role conflict experienced by student mothers has implications on family and college retention. Implications of this study included the adaptation and revisions of policies at the state and federal levels in addition to implications at the university level. Limitations of the study included a lack of racial and ethnic diversity and only including student mothers currently enrolled in college. Several recommendations for future research are described.     

Educating for Practice

Abstract

Few studies have profiled American Indian social workers or social work students in terms of their career objectives and practice interests. This article expands the current literature by reporting results from a secondary data analysis of a California statewide sample of 162 entering American Indian MSW students, from 1991 and 1998. Results are also helpful in understanding this unique racial/ethnic group with regard to their socio-demographic characteristics, views on poverty and the poor, career motivations, and future practice interests. Additionally, comparisons are made between American Indians and all MSW students regarding the above mentioned variables. Findings indicate that American Indian students demonstrate a noticeably stronger adherence toward supporting and maintaining social work's traditional mission in helping poor and dis-advantaged populations when compared to all MSW students. Implications for social work practice with American Indian populations are also discussed.     

State of the art in U.S. multicultural social work practice: Client expectations and provider challenges

ABSTRACT

To obtain a comprehensive view of the level of knowledge and development achieved in multicultural social work practice, I conducted a scoping review of U.S. empirical literature for the 10-year period from 2007 through 2016. The review revealed that across the board racial and ethnic minority clients continue to experience marginalization and report low satisfaction with services. Conversely, providers are subject to some tensions and biases toward multicultural practice exacerbated by employers’ lack of emphasis on cultural competence. The problematic findings from the review suggest that our current approaches to cultural competence may need to be reexamined.     

THE MEANING OF RACE TO EMPLOYERS:

The unemployment problems of blacks in the United States have been the subject of considerable research in the social sciences since the 1980s. One way of studying the barriers to employment faced by blacks has been to interview employers, face to face, and directly ask them about their racial attitudes. These studies have concluded that a majority of employers believe that blacks, compared with other racial and ethnic groups, are uncooperative, unreliable, and lack sufficient skills for entry-level employment. The present study critically reexamines employer racial attitudes toward blacks and other groups through a case study of employer hiring in the electronics industry in Los Angeles. Using a different set of interview questions, employers reported (1) that blacks are reluctant to accept unskilled jobs due to a higher reservation wage, not because they lacked skills or a work ethic, (2) that employer racial attitudes varied by level of occupational skill, and (3) that affirmative action regulations modified the hiring process such that employers were less likely to rely on negative racial stereotypes in their hiring and more likely to rely on objective criteria when screening job seekers. I conclude by suggesting that employer racial attitudes are dynamic and, in large measure, shaped by institutional relationships within the workplace.     

Neighborhoods, Family, and Substance Use: Comparisons of the Relations across Racial and Ethnic Groups

This study examines how substance use among adolescents is related to several risk and protective factors derived from two ecological contexts: the neighborhood and the family. It explicitly investigates how the relationships between substance use and the factors vary across different racial and ethnic groups. Findings suggest many common correlates and processes of substance use for adolescents, regardless of race or ethnicity, including that neighborhood safety is associated with substance use. There are also some racial and ethnic group differences in relationships, including that low attachment to and lack of social opportunities in neighborhoods more strongly predict substance use among whites than among other racial and ethnic groups and that family management decreases the relationship between neighborhood safety and substance use among African Americans. A better understanding of the associations among factors that influence substance use across racial and ethnic subgroups can help effectively target preventive interventions for different groups.     

Neighborhood racial & ethnic diversity as a predictor of child welfare system involvement

Using U.S. Census and child maltreatment report data for 2052 Census tracts in Los Angeles County, California, this study uses spatial regression techniques to explore the relationship between neighborhood social disorganization and maltreatment referral rates for Black, Hispanic and White children. Particular attention is paid to the racial–ethnic diversity (or ‘heterogeneity’) of neighborhood residents as a risk factor for child welfare system involvement, as social disorganization theory suggests that cultural differences and racism may decrease neighbors' social cohesion and capacity to enforce norms regarding acceptable parenting and this may, in turn, increase neighborhood rates of child maltreatment. Results from this study indicate that racial–ethnic diversity is a risk factor for child welfare involvement for all three groups of children studied, even after controlling for other indicators of social disorganization. Black, Hispanic and White children living in diverse neighborhoods are significantly more likely to be reported to Child Protective Services than children of the same race/ethnicity living in more homogeneous neighborhoods. However, the relationships between child welfare system involvement and the other indicators of social disorganization measured, specifically impoverishment, immigrant concentration child care burden, residential instability, and housing stress, varied considerably between Black, Hispanic and White children. For Black children, only housing stress predicted child maltreatment referral rates; whereas, neighborhood impoverishment, residential instability, and child care burden also predicted higher child maltreatment referral rates for Hispanic and White children. Immigrant concentration was unrelated to maltreatment referral rates for Black and Hispanic children, and predicted lower maltreatment referral rates for White children. Taken together, these findings suggest that racial–ethnic diversity may be one of the more reliable neighborhood-level demographic indicators of child welfare risk across different racial/ethnic groups of children. However, many of the other neighborhood characteristics that influence child maltreatment referrals differ for Black, Hispanic and White children. Consequently, neighborhood-based family support initiatives should avoid a one-size-fits-all approach to child abuse prevention and strategically consider the racial/ethnic make-up of targeted communities.     

Trends in Asian American racial/ethnic intermarriage: a comparison of 1980 and 1990 census data

"In this paper, we use data from the 1990 [U.S.] census to compare patterns of Asian American intermarriage with those reported by Lee and Yamanaka (1990).... Our main findings show that: (i) the overall outmarriage rate has declined; (ii) Asian American inter-ethnic marriages (that is, marriages between two Asian Americans of different Asian ethnicities) have increased; and (iii) social distance, measured by an Index of Intermarriage Distance, between Asian Americans and other racial and ethnic groups has widened. We conclude by discussing some implications of the findings for the role of racial and ethnic intermarriage as an indicator of intergroup relations."     

A Theory of Minority Students' Survival in College

This paper sets forth a theory to explain the survival of minority students in college. Minority students are faced with barriers such as cultural and racial isolation, unfamiliarity with college life, and hostility. As colleges place greater emphasis on diversity, campuses are more likely to turn into hostile milieus for minority students. In reaction, minority students will close ranks and seek other minority students on campus to form ethnic social networks rooted in their ethnic subculture. The ethnic social networks serve: (1) to reinforce excellence in academics; (2) to provide social support and information for students in navigating the college maze; and (3) to increase solidarity and pride in members. These minority social networks on campus help integrate minority students into the college social and academic systems and thereby maximize the students' survival in college.     

Assessing attitudes of college students toward cross-cultural relationships: Implications for social work practice,research, and education

Higher education in America is a major social institution and an incubator of intellectual thought, holding an important and transformative place in the public domain, but it has also been implicated in the perpetuation of inequality, and the feeding of racial animus. The research question guiding this quantitative study explored predictors of college students’ perceptions of interracial relationships, which led to the querying of factors likely to impact social distance regarding interracial relationships at a mid-sized, diverse, rural university in the south. Two instruments were utilized to test the variables; the Bogardus Social Distance scale and the Social Dominance Orientation scale. The findings indicate statistical significance among two of the three variables examined, when controlling for socioeconomic and demographic variables; positive interracial experiences (p = < .002) and, greater amounts of interracial social contact (p = < .046) predict lower social distances regarding interracial relationships. Implications for higher education involve greater efforts toward social inclusion, increased cultural sensitivity, and an acknowledgment of the current and past structural and systemic inequities that have hindered positive race relations, and a vow to rectify those.