This study examined the effect of inequality framing (White advantage, Black
disadvantage, or both Black disadvantaged and White advantage information simultaneously) on
academic disengagement, persistence, and racial attitudes among European American college
students (N = 97). The results showed that racial inequality information framed as a White
advantage, Black disadvantage, or as both a White advantage and Black disadvantage did not
significantly impact participants’ levels of academic disengagement, persistence, or racial
attitudes. The results suggested that racial inequality can be discussed using various frameworks
without influencing advantaged students negatively. Additionally, the results provided support
for continuing the discussion of racial inequality topics to advantaged students. / Department of Psychological Science
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:123456789/197451 |
| Date | 20 July 2013 |
| Creators | Walker, Rachel |
| Contributors | Littleford, Linh N. |
| Source Sets | Ball State University |
| Detected Language | English |
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