Sources of implicit and explicit intergroup race bias among African-American children and young adults

Abstract

Implicit intergroup bias emerges early in development, are typically pro-ingroup, and remain stable across the lifespan. Such findings have been interpreted in terms of an automatic ingroup bias similar to what is observed with minimal groups paradigms. These studies are typically conducted with groups of high cultural standing (e.g., Caucasians in North America and Europe). Research conducted among culturally lower status groups (e.g., African-Americans, Latino-Americans) reveals a notable absence of an implicit ingroup bias. Understanding the environmental factors that contribute to the absence of an implicit ingroup bias among people from culturally lower status groups is critical for advancing theories of implicit intergroup cognition. The present study aimed to elucidate the factors that shape racial group bias among African-American children and young adults by examining their relationship with age, school composition (predominantly Black schools or racially mixed schools), parental racial attitudes and socialization messages among African-American children (N = 86) and young adults (N = 130). Age, school-type and parents' racial socialization messages were all found to be related to the strength of pro-Black (ingroup) bias. We also found that relationships between implicit and explicit bias and frequency of parents' racial socialization messages depended on the type of school participants attended. Our results highlight the importance of considering environmental factors in shaping the magnitude and direction of implicit and explicit race bias among African-Americans rather than treating them as a monolithic group.

Fig 1. Mean IAT scores by college type; Scores above zero reflect an implicit pro-Black over White bias; Scores below zero reflect an implicit pro-White over Black bias.

Error bars represent the standard error of the mean.

Fig 2. Mean IAT scores by school type; Scores above zero reflect an implicit pro-Black over White bias; Scores below zero reflect an implicit pro-White over Black bias.

Error bars represent the standard error of the mean.

Fig 3. Mean IAT scores among the child sample and the young adult sample.

Scores above zero reflect an implicit pro-Black over White bias; scores below zero reflect an implicit pro-White over Black bias. Error bars represent the standard error of the mean.

Fig 4. Mean implicit identity scores among the child sample and the young adult sample.

Scores above zero reflect an implicit Black over White identity; scores below zero reflect an implicit pro-White over Black identity. Error bars represent the standard error of the mean.