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1. The Centrality of Black Identity for Black Students in Engineering

   Mobley, Catherine; Brawner, Catherine E.; Brent, Rebecca; Orr, Marisa K. (January 2021, Collaborative Network for Engineering and Computing Diversity (CoNECD) Conference)

   Introduction and Theoretical Frameworks Our study draws upon several theoretical foundations to investigate and explain the educational experiences of Black students majoring in ME, CpE, and EE: intersectionality, critical race theory, and community cultural wealth theory. Intersectionality explains how gender operates together with race, not independently, to produce multiple, overlapping forms of discrimination and social inequality (Crenshaw, 1989; Collins, 2013). Critical race theory recognizes the unique experiences of marginalized groups and strives to identify the micro- and macro-institutional sources of discrimination and prejudice (Delgado & Stefancic, 2001). Community cultural wealth integrates an asset-based perspective to our analysis of engineering education to assist in the identification of factors that contribute to the success of engineering students (Yosso, 2005). These three theoretical frameworks are buttressed by our use of Racial Identity Theory, which expands understanding about the significance and meaning associated with students’ sense of group membership. Sellers and colleagues (1997) introduced the Multidimensional Model of Racial Identity (MMRI), in which they indicated that racial identity refers to the “significance and meaning that African Americans place on race in defining themselves” (p. 19). The development of this model was based on the reality that individuals vary greatly in the extent to which they attach meaning to being a member of the Black racial group. Sellers et al. (1997) posited that there are four components of racial identity: 1. Racial salience: “the extent to which one’s race is a relevant part of one’s self-concept at a particular moment or in a particular situation” (p. 24). 2. Racial centrality: “the extent to which a person normatively defines himself or herself with regard to race” (p. 25). 3. Racial regard: “a person’s affective or evaluative judgment of his or her race in terms of positive-negative valence” (p. 26). This element consists of public regard and private regard. 4. Racial ideology: “composed of the individual’s beliefs, opinions and attitudes with respect to the way he or she feels that the members of the race should act” (p. 27). The resulting 56-item inventory, the Multidimensional Inventory of Black Identity (MIBI), provides a robust measure of Black identity that can be used across multiple contexts. Research Questions Our 3-year, mixed-method study of Black students in computer (CpE), electrical (EE) and mechanical engineering (ME) aims to identify institutional policies and practices that contribute to the retention and attrition of Black students in electrical, computer, and mechanical engineering. Our four study institutions include historically Black institutions as well as predominantly white institutions, all of which are in the top 15 nationally in the number of Black engineering graduates. We are using a transformative mixed-methods design to answer the following overarching research questions: 1. Why do Black men and women choose and persist in, or leave, EE, CpE, and ME? 2. What are the academic trajectories of Black men and women in EE, CpE, and ME? 3. In what way do these pathways vary by gender or institution? 4. What institutional policies and practices promote greater retention of Black engineering students? Methods This study of Black students in CpE, EE, and ME reports initial results from in-depth interviews at one HBCU and one PWI. We asked students about a variety of topics, including their sense of belonging on campus and in the major, experiences with discrimination, the impact of race on their experiences, and experiences with microaggressions. For this paper, we draw on two methodological approaches that allowed us to move beyond a traditional, linear approach to in-depth interviews, allowing for more diverse experiences and narratives to emerge. First, we used an identity circle to gain a better understanding of the relative importance to the participants of racial identity, as compared to other identities. The identity circle is a series of three concentric circles, surrounding an “inner core” representing one’s “core self.” Participants were asked to place various identities from a provided list that included demographic, family-related, and school-related identities on the identity circle to reflect the relative importance of the different identities to participants’ current engineering education experiences. Second, participants were asked to complete an 8-item survey which measured the “centrality” of racial identity as defined by Sellers et al. (1997). Following Enders’ (2018) reflection on the MMRI and Nigrescence Theory, we chose to use the measure of racial centrality as it is generally more stable across situations and best “describes the place race holds in the hierarchy of identities an individual possesses and answers the question ‘How important is race to me in my life?’” (p. 518). Participants completed the MIBI items at the end of the interview to allow us to learn more about the participants’ identification with their racial group, to avoid biasing their responses to the Identity Circle, and to avoid potentially creating a stereotype threat at the beginning of the interview. This paper focuses on the results of the MIBI survey and the identity circles to investigate whether these measures were correlated. Recognizing that Blackness (race) is not monolithic, we were interested in knowing the extent to which the participants considered their Black identity as central to their engineering education experiences. Combined with discussion about the identity circles, this approach allowed us to learn more about how other elements of identity may shape the participants’ educational experiences and outcomes and revealed possible differences in how participants may enact various points of their identity. Findings For this paper, we focus on the results for five HBCU students and 27 PWI students who completed the MIBI and identity circle. The overall MIBI average for HBCU students was 43 (out of a possible 56) and the overall MIBI scores ranged from 36-51; the overall MIBI average for the PWI students was 40; the overall MIBI scores for the PWI students ranged from 24-51. Twenty-one students placed race in the inner circle, indicating that race was central to their identity. Five placed race on the second, middle circle; three placed race on the third, outer circle. Three students did not place race on their identity circle. For our cross-case qualitative analysis, we will choose cases across the two institutions that represent low, medium and high MIBI scores and different ranges of centrality of race to identity, as expressed in the identity circles. Our final analysis will include descriptive quotes from these in-depth interviews to further elucidate the significance of race to the participants’ identities and engineering education experiences. The results will provide context for our larger study of a total of 60 Black students in engineering at our four study institutions. Theoretically, our study represents a new application of Racial Identity Theory and will provide a unique opportunity to apply the theories of intersectionality, critical race theory, and community cultural wealth theory. Methodologically, our findings provide insights into the utility of combining our two qualitative research tools, the MIBI centrality scale and the identity circle, to better understand the influence of race on the education experiences of Black students in engineering. 

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2. Racial Prejudice Affects Representations of Facial Trustworthiness

   https://doi.org/10.1177/09567976231225094  

   Hutchings, Ryan_J; Freiburger, Erin; Sim, Mattea; Hugenberg, Kurt (February 2024, Psychological Science)

   What makes faces seem trustworthy? We investigated how racial prejudice predicts the extent to which perceivers employ racially prototypical cues to infer trustworthiness from faces. We constructed participant-level computational models of trustworthiness and White-to-Black prototypicality from U.S. college students’ judgments of White (Study 1, N = 206) and Black–White morphed (Study 3, N = 386) synthetic faces. Although the average relationships between models differed across stimuli, both studies revealed that as participants’ anti-Black prejudice increased and/or intergroup contact decreased, so too did participants’ tendency to conflate White prototypical features with trustworthiness and Black prototypical features with untrustworthiness. Study 2 ( N = 324) and Study 4 ( N = 397) corroborated that untrustworthy faces constructed from participants with pro-White preferences appeared more Black prototypical to naive U.S. adults, relative to untrustworthy faces modeled from other participants. This work highlights the important role of racial biases in shaping impressions of facial trustworthiness. 

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3. Race Identification in American English

   https://doi.org/10.1044/2024_JSLHR-24-00228  

   Holt, Yolanda Feimster; Bent, Tessa; Baese-Berk, Melissa; Rothermich, Kathrin (December 2024, Journal of Speech, Language, and Hearing Research)

   Purpose:This study examined the race identification of Southern American English speakers from two geographically distant regions in North Carolina. The purpose of this work is to explore how talkers' self-identified race, talker dialect region, and acoustic speech variables contribute to listener categorization of talker races. Method:Two groups of listeners heard a series of /h/–vowel–/d/ (/hVd/) words produced by Black and White talkers from East and West North Carolina, respectively. Results:Both Southern (North Carolina) and Midland (Indiana) listeners accurately categorized the race of all speakers with greater-than-chance accuracy; however, Western North Carolina Black talkers were categorized with the lowest accuracy, just above chance. Conclusions:The results suggest that similarities in the speech production patterns of West North Carolina Black and White talkers affect the racial categorization of Black, but not White talkers. The results are discussed with respect to the acoustic spectral features of the voices present in the sample population. 

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4. Cross-Partisan Discussions on YouTube: Conservatives Talk to Liberals but Liberals Don't Talk to Conservatives

   Wu, Siqi; Resnick, Paul (May 2021, Proceedings of the Fifteenth International AAAI Conference on Web and Social Media)

   Budak, Ceren; Cha, Meeyoung; Quercia, Daniele; Xie, Lexing (Ed.)

   We present the first large-scale measurement study of cross-partisan discussions between liberals and conservatives on YouTube, based on a dataset of 274,241 political videos from 973 channels of US partisan media and 134M comments from 9.3M users over eight months in 2020. Contrary to a simple narrative of echo chambers, we find a surprising amount of cross-talk: most users with at least 10 comments posted at least once on both left-leaning and right-leaning YouTube channels. Cross-talk, however, was not symmetric. Based on the user leaning predicted by a hierarchical attention model, we find that conservatives were much more likely to comment on left-leaning videos than liberals on right-leaning videos. Secondly, YouTube's comment sorting algorithm made cross-partisan comments modestly less visible; for example, comments from conservatives made up 26.3% of all comments on left-leaning videos but just over 20% of the comments were in the top 20 positions. Lastly, using Perspective API's toxicity score as a measure of quality, we find that conservatives were not significantly more toxic than liberals when users directly commented on the content of videos. However, when users replied to comments from other users, we find that cross-partisan replies were more toxic than co-partisan replies on both left-leaning and right-leaning videos, with cross-partisan replies being especially toxic on the replier's home turf. 

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5. Within-person dynamics of attention to race and expression of race bias: a real-time test of the self-regulation of prejudice model

   https://doi.org/10.1093/scan/nsaf026  

   Brancaleone, Paul_J; Cofresí, Roberto_U; Volpert-Esmond, Hannah_I; Amodio, David_M; Ito, Tiffany_A; Bartholow, Bruce_D (March 2025, Social Cognitive and Affective Neuroscience)

   Abstract Prior research has supported some aspects of a theorized prejudice self-regulation model. We provide the first test of the full model-based process of bias regulation as it unfolds in real time. Event-related potentials (ERPs) were recorded from White undergraduates at two large American universities (N = 130; 40% female) during a racial stereotype priming task. Attention to Black male face primes, indexed by the P2 ERP, increased following self-regulation failures. In turn, within-person, trial-to-trial variability in attention to Black male faces predicted variability in bias expression. The latter effect was moderated by individual differences in internal motivation to respond without prejudice (IMS). Specifically, among lower-IMS individuals, trials in which Black faces elicited relatively larger P2 amplitudes (relative to an individual’s own average P2 amplitude) were associated with increased behavioral race bias. In contrast, and consistent with theory, among higher-IMS individuals trials in which Black faces elicited larger relative P2 amplitudes were associated with decreased bias. Findings provide direct evidence supporting the temporal sequencing of race-bias regulation and identify within-person variability in attention to race as a potential mechanism for determining when and in whom bias will be regulated. 

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