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Association between T1 ERI negative affect and T2 OGO approach at low, average, and high levels of T1 ERI centrality. ERI ethnic-racial identity, OGO other group orientation. Simple slopes were plotted at low (−1 SD), average, and high (+1 SD) T1 ERI Centrality. Due to limited datapoints at the extreme ends of the variable distribution for ERI negative affect, Low T1 ERI Negative Affect = 0.5 SD below the mean, and High T1 ERI Negative Affect = 0.5 SD above the mean. T1 OGO Approach was included as a control. *p < 0.05
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Given persisting systemic inequities, rising white nationalism, and an increasingly diverse ethnic-racial population, there is a need for empirical research on how White youth develop anti-racist competencies during adolescence. Indicators of adolescents’ ethnic-racial identity (ERI), such as ERI negative affect and centrality may play an important...
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The University of California 4-H Youth Development Program created the 4-H Water Wizards project in response to two related issues: the need for high-quality science education programming in afterschool settings, and the desire to foster a citizenry that understands and can make informed decisions about water. In collaboration with afterschool prog...
Citations
... As the WRAS was only recently published, its empirical uses in the published literature remain limited even if scholars have begun to cite Grzanka et al.'s (2020) initial validation study to conceptualize White racial emotions (Spanierman & Clark, 2021) or to contextualize findings (Satterthwaite-Freiman et al., 2023). In two studies (one college student population, one general public), Dull et al. (2021) found White guilt was more strongly predictive of civic action among those who reported higher levels of social responsibility. ...
In this study we assessed the construct validity of the recently published White Racial Affect Scale (Grzanka et al., 2020). Specifically, we assessed the convergent, criterion-related, and incremental evidence for construct validity of the White guilt, White shame, and White defensiveness (called “White negation” in the original article) factors. We used a video stimulus to trigger state guilt and shame in participants as part of the construct validity investigation. White adults in the United States signed up for the study online (N = 262) and watched a 5-min video stimulus and completed questionnaires before and after the video. Results of this study replicated many of the findings from the original White Racial Affect Scale validation study (Grzanka et al., 2020). We found strong evidence of construct validity for the White guilt and White defensiveness factors and mixed evidence for the White shame factor. We discuss directions for future research and implications for potential interventions.
... As the WRAS was only recently published, its empirical uses in the published literature remain limited even if scholars have begun to cite Grzanka et al.'s (2020) initial validation study to conceptualize White racial emotions (Spanierman & Clark, 2021) or to contextualize findings (Satterthwaite-Freiman et al., 2023). In two studies (one college student population, one general public), Dull et al. (2021) found White guilt was more strongly predictive of civic action among those who reported higher levels of social responsibility. ...
In this study we assessed the construct validity of the recently published White Racial Affect Scale (WRAS; Grzanka et al., 2020). Specifically, we assessed the convergent, criterion related, and incremental evidence for construct validity of the White guilt, White shame, and White defensiveness (called “White negation” in the original paper) factors. We used a video stimulus to trigger state guilt and shame in participants as part of the construct validity investigation. White adults in the U.S. signed up for the study online (N=262) and watched a 5-minute video stimulus and completed questionnaires before and after the video. Results of this study replicated many of the findings from the original WRAS validation study (Grzanka et al., 2020). We found strong evidence of construct validity for the White guilt and White defensiveness factors and mixed evidence for the White shame factor. We discuss directions for future research and implications for potential interventions.
... Another issue to consider is the reliability scores of the OGO measure being slightly below adequate. One possible way to address this in future studies, if backed by analyses such as confirmatory factor analyses, is to separate the OGO measure into a two-factor structure: intergroup approach and intergroup avoidance (Satterthwaite-Freiman et al., 2022;Wantchekon et al., 2023). Lastly, it is possible that the adolescents' initial high scores on attitudes in the sample stem from social desirability biases that are more present in the Swedish context than in other countries, in turn leading to inflated scores and attitudes having little room to increase. ...
Outgroup and diversity attitudes are important components of intercultural understanding and well-being. Despite the potential of ethnic-racial identity development as a means to foster positive outgroup and diversity attitudes, little is known about its effectiveness in rapidly diversifying contexts such as Sweden. This pre-registered study filled this gap by examining if adolescents taking part in an intervention focused on ethnic-racial identity exploration, the Identity Project, also reported change in outgroup and diversity attitudes, and whether migration background, education type, and ethnic-racial identity development predicted such change. Twenty-three tenth-grade classes in Sweden (N = 509; Mage = 16.28; SDage = 0.80; 66% female; 51% migration background) participated in the intervention and were assessed in four waves over a period of 26 weeks. Whereas ethnic-racial identity exploration and resolution increased for the intervention group, the adolescents reported no change in outgroup and diversity attitudes when compared to a control group. Increases in ethnic-racial identity exploration and resolution co-varied with increases in attitudes, but only at Time 3. The results do not provide support for the link between ethnic-racial identity development and positive outgroup and diversity attitudes, and challenge the notion of attitude change as a cascading effect of the Identity Project intervention in non-US sociocultural contexts. All aspects of the study were pre-registered on the Open Science Framework platform (https://osf.io/f5896).
In critical approaches to the study of whiteness, white ignorance refers to systematic and intentional ways of (not) knowing that function to perpetuate racism. The current critical qualitative analysis examines how white ignorance surfaces in the racial identity narratives of white adolescents (N = 69, Mage = 15.91, SD = 0.49, data collected 2017-2019). Using semi-structured interview data, we identified three manifestations of accommodation to white ignorance: constructing white as disadvantaged, framing race(ism) as unimportant and elsewhere, and the active refusal to know or imagine racial oppression. Alongside this accommodation we also observed a less common but important thread of resistance to white ignorance: seeing (and naming) systemic racism. The findings reveal how white ignorance as a macrosystemic cultural practice becomes embedded in, and strengthened through, the micro-level racial identities of white adolescents. Implications for conceptualizing and contextualizing white racial identity in developmental science are discussed.
The current study assessed the moderating role of perceived discrimination on the association between same-race/ethnicity friends and negative ethnic-racial identity (ERI) affect among Asian, Black, and Latinx students of color over time. Diverse college students ages 18-25 (73.7% female) provided self-reports of same-race/ethnicity friends, racial discrimination, and negative ERI affect at the beginning of a semester (T1) and end of a semester 4 months later (T2). Results indicated that T1 discrimination was a significant moderator of the relations between T1 same-race/ethnicity friends and T2 negative ERI affect (controlling for T1 negative ERI affect). Specifically, having same-race/ethnicity friends predicted an decrease in negative ERI affect over time, but only when discrimination was low. When discrimination was high, the relation between same-ethnicity friends and negative ERI affect was not significant over time. In other words, discrimination acted as a disrupter of same-race/ethnicity friends being associated with a reduction in negative ERI affect over time.
Identity formation is a fundamental developmental process that has significant consequences for youth adjustment during adolescence and beyond. This article presents evidence indicating that ethnic-racial identity, specifically, is an important developmental competency on which prevention science should focus in the interest of promoting positive youth development. Findings from the initial efficacy testing of the Identity Project, an ethnic-racial identity prevention program grounded in developmental theory, are presented and discussed. Moreover, preliminary evidence of the intervention’s potential when implemented by teachers is introduced, drawing on both quantitative and qualitative data from a recent study. Taking a broader perspective, future directions for research are presented with a specific focus on considering how experiences of ethnoracial marginalization and racialized othering in countries across the globe may make this work relevant to contexts outside the United States. Finally, the possibility of a global theory of change is introduced, and the potential benefits of implementing programs such as the Identity Project in other countries are discussed.
