skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.


Title: Implicit Bias as a Cognitive Manifestation of Systemic Racism
Abstract Explicitly prejudiced attitudes against Black Americans have declined gradually since the 1960s. Yet racial disparities and racial discrimination remain significant problems in the United States. How could discrimination and disparate outcomes remain constant even while racial prejudice decreased? Two prominent explanations have emerged to explain these puzzling trends. Sociologists have proposed that disparities and discrimination are perpetuated by systemic racism, or the policies, practices, and societal structures that disadvantage some racial groups compared with others. Simultaneously, psychologists have proposed that implicit biases may sustain discrimination even in the absence of explicit prejudice. In this essay, we explore newly discovered connections between systemic racism and implicit bias, how they challenge traditional views to reorient our understanding of implicit bias, and how they shed new light on strategies to reduce bias.  more » « less
Award ID(s):
2041192
PAR ID:
10529831
Author(s) / Creator(s):
;
Publisher / Repository:
NA
Date Published:
Journal Name:
Daedalus
Volume:
153
Issue:
1
ISSN:
0011-5266
Page Range / eLocation ID:
106 to 122
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. Around the globe, individuals are affected by exclusion, discrimination, and prejudice targeting individuals from racial, ethnic, and immigrant backgrounds as well as crimes based on gender, nationality, and culture (United Nations General Assembly, 2016). Unfortunately, children are often the targeted victims (Costello & Dillard, 2019). What is not widely understood is that the intergroup biases underlying systemic racism start long before adulthood with children displaying notable signs of intergroup bias, sometimes before entering grade school. Intergroup bias refers to the tendency to evaluate members of one’s own group more favorably than someone not identified with one’s group and is typically associated with prejudicial attitudes. Children are both the victims and the perpetrators of bias. In this review, we provide evidence of how biases emerge in childhood, along with an analysis of the significant role of intergroup friendships on enhancing children’s well-being and reducing prejudice in childhood. The review focuses predominantly on the context of race, with the inclusion of several other categories, such as nationality and religion. Fostering positive cross-group friendships in childhood helps to address the negative long-term consequences of racism, discrimination, and prejudice that emerges in childhood and continues through to adulthood. 
    more » « less
  2. Structural racism and individual discrimination contribute to racial inequalities in poor housing conditions in the United States. Less is known about whether and how structural racism and individual discrimination shape a parallel, but distinct, process that is also consequential for family wellbeing: experiencing housing unit maintenance delays. Maintenance delays transform acute problems into chronic stressors and increase exposure to physical hazards over time. Using the 2013 American Housing Survey, I examine racial/ethnic disparities in maintenance delays across non-Hispanic White, Black, Hispanic, Asian, and American Indian/Alaska Native renters. Given that 2.3 million low-income households rent using Housing Choice Vouchers (HCVs), a federal housing assistance program with requirements around repair timing, I also examine how renting with a voucher shapes maintenance delays. There are three principal findings. First, White renters are more likely to report timely repairs than either Black or Hispanic renters. Second, for Black renters, both structural racism experienced in rental markets and individual discrimination drive this disparity, whereas Hispanic renters’ diverging maintenance experiences are largely explained by pathways impacted by structural racism. Third, renting with an HCV is not associated with repair timeliness for any racial/ethnic group. Taken together, the findings suggest that racial/ethnic disparities in substandard housing emerge not only through unequal exposure to housing quality problems but also through unequal responses to these issues. 
    more » « less
  3. Although scholars have long studied circumstances that shape prejudice, inquiry into factors associated with long-term prejudice reduction has been more limited. Using a 6-year longitudinal study of non-Black physicians in training ( N = 3,134), we examined the effect of three medical-school factors—interracial contact, medical-school environment, and diversity training—on explicit and implicit racial bias measured during medical residency. When accounting for all three factors, previous contact, and baseline bias, we found that quality of contact continued to predict lower explicit and implicit bias, although the effects were very small. Racial climate, modeling of bias, and hours of diversity training in medical school were not consistently related to less explicit or implicit bias during residency. These results highlight the benefits of interracial contact during an impactful experience such as medical school. Ultimately, professional institutions can play a role in reducing anti-Black bias by encouraging more frequent, and especially more favorable, interracial contact. 
    more » « less
  4. Implicit racial bias remains widespread, even among individuals who explicitly reject prejudice. One reason for the persistence of implicit bias may be that it is maintained through structural and historical inequalities that change slowly. We investigated the historical persistence of implicit bias by comparing modern implicit bias with the proportion of the population enslaved in those counties in 1860. Counties and states more dependent on slavery before the Civil War displayed higher levels of pro-White implicit bias today among White residents and less pro-White bias among Black residents. These associations remained significant after controlling for explicit bias. The association between slave populations and implicit bias was partially explained by measures of structural inequalities. Our results support an interpretation of implicit bias as the cognitive residue of past and present structural inequalities. 
    more » « less
  5. Incidents of prejudice and discrimination in K–12 schools have increased over the past decade around the world, including the United States. In 2018, more than two-thirds of the 2,776 U.S. educators surveyed reported witnessing a hate or bias incident in their school. Children and adolescents who experience prejudice, social exclusion, and discrimination are subject to compromised well-being and low academic achievement. Few educators feel prepared to incorporate this topic into the education curriculum. Given the long-term harm related to experiencing social exclusion and discrimination, school districts need to create positive school environments and directly address prejudice and bias. Several factors are currently undermining progress in this area. First, national debates in the United States and other countries have politicized the topic of creating fair and just school environments. Second, the COVID-19 pandemic has interrupted children's and adolescents’ education by halting academic progress which has particularly negatively affected students from marginalized and ethnic/racial minority backgrounds. Third, teachers have experienced significant stress during COVID-19 with an increase in anxiety around virtual instruction and communication with parents. Three strategies recommended to address these converging problems include creating inclusive and nondiscriminatory policies for schools, promoting opportunities for intergroup contact and mutual respect, and implementing evidence-based, developmentally appropriate education programs. It is anticipated that these strategies will help to reduce prejudice, increase ethnic and racial identity (ERI), and promote equity, fairness, and justice in school environments. 
    more » « less