Responding to Discrimination: Influences of Respondent Gender, Target Race, and Target Gender
Bibliographic record
Abstract
ABSTRACT/RESUME Students (n=2314) in three Northern Ontario secondary schools were asked if they would agree or disagree vocally or non-vocally in six fictional social scenarios involving racial prejudice with randomized target genders and races. Males were much more likely to show prejudice than females. Prejudice was higher against Natives than against other groups. Females, though generally less prejudiced, were particularly likely to treat Natives differently. Discrimination was tolerated more when it took place against a person of the opposite gender to the respondent. Those who self-identified as members of a visible minority group showed less prejudice and less relative bias against Natives compared to those who did not self-identify. However they were similarly biassed against members of the opposite gender. Policy recommendations are to focus educational intervention on males during elementary school and to pay particular attention to curricular representations of Natives. A 2314 etudiants dans trois coles secondaires de l'Ontario du Nord, on a presente six scenarios sociales fictifs se rapportant a des prejuges sociaux impliquant de facon aleatoire les races et les sexes. Les resultats revelent plus de prejuges chez les hommes que chez les femmes. Ils montrent aussi que les victimes de ces prejuges sont davantage les Autochtones que les Noirs ou les Chinois. Ils permettent d'observer aussi que les femmes, quoiqu'elles vehiculent moins de prejuges d'une facon generale, ont plus tendance a traiter les Autochtones de facon differente. Ils montrent encore qu'on tolere plus la discrimination contre quelqu'un de l'autre sexe. Les analyses ont aussi indique que les personnes qui s'identifient comme membre d'une minorite visible presentent moins de prejuges a l'endroit des Autochtones, mais qu'elles sont comparables aux autres pour ce qui est de l'attitude envers l'autre sexe. Cette etude suggere qu'il importe de destiner les politiques de sensibilisations principalement aux garcons d es cours elementaires et de surveiller la maniere dont sont representes les Autochtones dans les ecoles. Responding to Discrimination: Influences of Respondent Gender, Target Race, and Target Gender The extent of racial prejudice among secondary school students is likely to be one effective indicator of the public atmosphere for minority groups in the future. It can act as a measure of the extent to which society has changed in terms of its attitudes toward minorities, as well as manifesting the extent to which people of different political views believe that society needs to change. Because of its potential importance, then, it is surprising that so little empirical research has been conducted on this topic. However, perhaps the lack of attention in the empirical realm has been compensated for by greater attention in the normative realm. Many studies purport to offer solutions and/or practices or curricula that claim to improve the situation. This paper is primarily descriptive. The study looks at students in three secondary schools in Sudbury, Ontario. There is no reason to believe that these students differ in terms of racial prejudice from other non-metropolitan Canadian Anglophone students. The primary aim was simply to measure the extent to which students in secondary school are prejudiced. The method has been to ask secondary school students to describe their probable responses to scenarios that could plausibly occur. In each scenario, there is a target individual who could conceivably be the target of the envisaged prejudicial action. Secondarily the study looks at the variations of prejudice by grade level and gender across types of situation and categories of target individuals. General Changes in Racial Attitudes The characteristics of prejudicial attitudes toward race have been studied for many years, especially regarding the United States (Allport, 1958; Williams, 1964), and there are too many American studies on this topic for this review to be any more than a general overview. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".