Cambridge University Press et al v. Patton et al
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DEPOSITION of Patricia Dixon, Ph.D. taken on April 20, 2011 by Cambridge University Press, Oxford University Press, Inc., Sage Publications, Inc.. (Attachments: # 1 Exhibit Defendant Ex. 20, # 2 Exhibit Defendant Ex. 21, # 3 Exhibit Defendant Ex. 22, # 4 Exhibit 20, # 5 Exhibit 21, # 6 Exhibit 22 -part 1, # 7 Exhibit 22- part2, # 8 Exhibit Plaintiff Ex. 18, # 9 Exhibit Previously Marked Plaintiff Ex. 1, # 10 Exhibit Previously Marked Plaintiff Ex. 2, # 11 Exhibit Previously Marked Plaintiff Ex. 4, # 12 Exhibit Previously Marked Plaintiff Ex. 8, # 13 Exhibit Previously Marked Plaintiff Ex. 10, # 14 Exhibit Previously Marked Plaintiff Ex. 11, # 15 Exhibit Previously Marked Plaintiff Ex. 12, # 16 Exhibit Previously Marked Plaintiff Ex. 14, # 17 Exhibit Previously Marked Plaintiff Ex. 15, # 18 Exhibit Previously Marked Plaintiff Ex. 16, # 19 Exhibit Previously Marked Plaintiff Ex. 17, # 20 Exhibit Previously Marked Plaintiff Ex. 17 - Seamans)(Rains, John)
E
X
H
I
B
I
T
22
Radal
Identity
American Children
in African
and ExperIential Antecedents
ognItIue
BENNETT
CAROLYN
identity
and
cialization
that
Black
behavio
and
has the
xamine
are to
readiness
1985
the ages
older Black
and the
The
children
remain
societal
understand
This chapter
development
how
children
come
considers the cognitive
abrupt
changes
to
been
view
that
reveal
display
larger
in
studies
Eurocentric
within
so
member
in
both
display White-biased
age
context
racial
racial
racial
Recent
findings
and
of
on the cognitive readiness of the child
identity
parental
stress
with
correlates
variability
McAdoo
whereas
that
and individual treatment
of the family
racial
on self-concept and/or
traditions
counterparts
recent emphasis
world
of group
White
their
role
focuses
historical
and White children between
choice
ence
and
intraindividual
development
cognitive
Americans
ignores developmental
societal
determinant
ship as
dicate
on African
but too often
MURRAY
MANDARA
JELANI
Most research
Development
Black
integrated with
It
is
societal
this
paramount
framework
themselves
maturation
prefer
Only minimally
of the
and
child
to
if
their
within
73
Exhibit 22 - 1
Defendants
pytil
Exhibit
MESSAGES
RACIAL
74
the
of family
context
e.g
ditions
racial
membership
system and
education
media
determinant
as
and of
socialization
race
er
mainly
cial
racial
to
shape
think
monly
able
fact
that
quite
but
entities
react
people
the
to
as
may depend
of
issue
part
and
members
of
ways
much on the
these
social
in
persons
context
and
context
social
wishes
and
agreement
from the
part
recognized
socially
and
recog
ramifica
may
identify
than
in
groups
legally
political
desires
com
distinguish
social
by
springs
Therefore
defined
People
as sharply
set
are
have
persons
politically
1998
Jones
groups
to
and manners
language
socially
may
mainly
Also the race with which people
on phenotype
more an
refer
religion
boundaries
their
group designations
hair texture
and fa
ethnic groups
and important
different
as
in
boundaries
racial
sharpness
nized race
tions
overlap
and sometimes
of races
biological
Whatever
it is
between
of
skin colo
as
of origin
base
genetic
to the phenotype
racial
ref
racial
group designations
country
heritage
race has
Although
due
ethnic
whereas
tra
stress
the concepts
understand
first
usage
such
phenotype
persons
sociocultural
current
In
language
Race
one must
identity
ethnicity and identity
historical
that
group and individual treatment
of
DefkiIng
To understand
and
societal
their
be
pheno
type
Identity
or
particular
good
at
or
sports
and the
feelings
like
The
racial
How
Children
nitive
the
racial
issue
the individuals
here
is
aspect
with
how
Racial
of the
them
African
self
mirror
in salient
schema
is
including
Black
of race
when
social
or mental
attributes
perceived
people
American children decode
develop
social
develops
as
in
identity
and can have
conception
an influence on
Fishe
1978
Amsterdam
1972
Exhibit 22 - 2
By age
Mane
general
of
do
and under
they begin
to
their
1988
Rathe
Infants
and separate
surroundings
children can
Lewis
recognize
issue
critical
is
self
Bandura 1986
they mature
come aware that they are unique independent
Bertenthal
of schemas
identity
humans
dividuals
behavior
identity
e.g lam Black
do not enter the world with
notion
system
am shy tam tall am Black lam
e.g
Kunda 1986
associated
an organized
essentially
self
complex and often abstract concept
the
form
the
characterize
that
of
representation
stand
about
Markus
settings
is
self-concept
beliefs
this
need
cog
be
to
from other in
Bandura 1986
themselves
Brooks-Gunn
in
1979
Development
75
and autonomous
from oth
Racial
children
By age
ers
Although many
ways
states
In
racial
of that
tions
themselves
or
are
usually
as
into
insight
their
membership
This chapter
examines
the development
affect
of
racial
true
peo
and at
beliefs
toward higher
group
racial
socialization and
peers
Second
move
and the conse
individuals
membership
significant
members
family
race
racial
by
two
in
occurs
it
seen
and media images
teachers
as
in
the readiness family
that
view
development
identity
development
identity
to
self-knowledge
of understanding
quences
separate
1998 who
such
forces
gain increased
tributes
affect
begin
Douglas
and macrosystem
ple
factors
First people
Cook
others
as
1988
Neisser
general
themselves
see
Identity
certain
factors
cogni
and
historical
tradi
societal
in
identity
American
African
chitdrern
Readiness
Cognitive
of the self-concept
The content
about themselves
formation
Newcombe
1952
stages
logical
others
1986 Semaj
cognitive
for
human
all
of
people Mote
volves
two
to
in
tal
ing
mental
structures
sons mental
the
ft
sensory
them
is
theory
stage
sense
and
to
received
begin
stage
to
this
Piaget
and
the incorporation
meaningful
allows people
in
their
level
to
Social
with
other
by chil
shaped
in
adaptation
accommodation
of
environmen
form
respond
fit
to
exist
new envi
to
present mental
which changes
experiences
the cognitive
is
to
process
new
development
with
from the
interactions
into
refers
situations
fit
their
For
by the bio
different
more sophisticated
assimilation
color
Assimilation
The preoperational
Thought processes
from
awareness
abilities
occur
in
per
or stimuli
during
the
years of
first
life
is
and deal with the world mainly through
children understand
messages
become
abilities
reciprocal
structure
In Piagets
sensorimotor
determined
environment
skin
as
experiences
Accommodation
are innately
processes
cognitive
such
experiences
stages
qualitatively
Piaget
of invariant
sequence
social
theft
to
According
through
is
in
Branch
maturation
1985
Spencer
by children
interlocking
Assimilation
ronmental
cognitive
specifically
drens adaptation
with cognitive
proceeds
The
beings
constructed
is
1985
growth Each
the childs
knowledge
and the way children process and convey
linked
development
sequence
as
is
and
the
starts
involve
motor behavior
about
symbols
age
such
used
and ends
as
to
react
about
skin color
that
to
age
repre
Exhibit 22 - 3
RACRL
76
sent
MESSAGES
the
in
objects
cretepresent
able
refers
the
is
11 and
age
does
internal
and
identity
cial
identity
the
the
Direct
learning
process
the color
the family
and
color
cations
Hodge
their
group
about
masculine
In
attitude
like
sum
although
mines
the
identity
development
by
their
societal
1975
Trost
than
females
and
boys
cognitive
racial
into
context
Exhibit 22 - 4
own
clear
need
value
are
their
and communi
character
negative
gende
respect to
girls
being
comprehensive
in
such
Hyde 1983
when
the
tomboys
participate
and playing baseball
ethnic identity
re
culture
children
to
the
several
most boys being ego
in
of
by
Western
reinforcements
results
but
various
including
human
ex
influence
preference
and blacks
both
1995 and
childrens
that
valued Black
number
Thus
perspective
are influenced
playmates and
consideration
awareness
an egocentric ra
significant
readiness determines
and/or
they acquire
must take
male
trees
racial
Holmes
Similarly with
which
sizable
prefer
as climbing
activities
of developing
because
vary with
1983
for
racial
human
of
may
formation Within
are highly
people
negated
boys
being
pable
societal
is
for
adoles
until
complexity
Katz 1975
them of whites value
more valued
want to be
they
racial
situation
inform
and polit
have
society
learning
Struckmann
males are
centric
conflictive
social
not
their
it is
assumptions
direct
White
and
white
that
and wider
Childrens
relevant to
occurring
groups
many non-Whites
racial
stage
behavior
from
race
racial
from parents often accounts
more complex
in
placed
view
e.g
people
would have
children
non-White
of
mechanisms other than
inforcements
all
of
of part-whole
Marcia
factors
be inter
characteristic
e.g
full
that
realize
yet
The
last
that
indicates
aware of the
transitory
the
were the only antecedent
variation within
tendency
is
thinking
logical
or
age
is they would
that
within
is
or
the preschool
at
Eurocentric
periences
states
objects
stage
can
that
Another
are not
or objects
an understanding
to
literature
intentions
and
and
reversible
to classify
abstract
become
readiness
cognitive
Given
and
feelings
situations
If
children
race The
of
individual
the
thoughts
involves
it
ramifications
cence
owing
classify
is
con
concepts
constancy
racial
be
that are
objects
awareness
theoretical
and so on The formal operational
groups
ical
to
ability
which enables
relationships
about
e.g
stage occurs
operational
only with
as racial
or
some action that
to
by the individual
stage
such
ideal hypothetical
term operation
this
are concerned
real
or
tangible
to visualize
nalized
environment The concrete
and 11 Children
tween ages
social
children
are
context
model of
the age of the
child
ca
deter
identity
and
the
Racial
Awareness
Racial
and
Children
ties
make
and
among
distinctions
1983
material
am
learn
skin color
Semaj 1985
our
in
The
goes
tures
of people
racial
label
of
dolls
or
dards
of
1987
though
her skin
brown
the
closer
aged
and possess no complex ideas about
It
is
that
proposed
themselves
reference to others
in
of
acquisition
part of the
Other
racial
sell
sociocultural
ries
but
world
McCabe
la
are
stan
as
1989
that her daughter
at
mother was White even
Black
believe
identity
that
light
in
her
that chil
abstract
knowl
1992
begin
1987
Butler 1989 Ruble
so
see Wardle
than
rather
for
category
theorists
knowledge
pic
Preschoolers
which serve
years children
expand developmental
context
for
Coarse 1992
which
that
socially
race
describing
following
the
permanent
is
or identity
the
in
be
which person
identify
White than
racial
school
constancythe
researchers
argues
to
information
by the middle
membership
from others Butler
Most cognitive
on concrete
to
her
to
come
statement
will
did not have
child
edge
rely
affective
1988
skin color
as
thought
dren
to
or
themselves
brown The
White
she
that
mother recounted
mothers skin color was
mind her mother was
fact
Spencer
such
1988 One
light
young childs
the
or
before they
and hair textures
hues
mothers objections
is
symbolic
measured by showing children
usually
qualities
Burns 1979
or ethnic
racial
correctly
differentiate
Spencer
despite the
age
to
comparison
Ramsey
label
different
aware of phenotypic
keenly
is
than
skin color
their
American
racial
to apply
what
de
as
groups
is
rather
with
skin
years chil
Hart 1982
Damon
placed on
1988 Emphasis
For instance
African
as
society
of
not linked
is
in certain
truck
Hart
qualities
aware
1988
Spencer
ability
with
salient
catego
identify
recognize
In the preschool
brown
have
fire
ultimately determines
brown skin
she has
beled
and
they can
membership
have
become
Children
that
terms of
in racial
differences
categories
boy Damon
concrete
qualities
in
racial
possessions
and gender
when
characteristics
by physical
Harter
of the
awareness
racial
possess
dren describe themselves
fined
kiesdity Deuelopnient
tot knowledge
refers
Racial awareness
77
Development
Identity
This
approach
greater attention
For instance
interactions
1994 and
of
does
to
not
collective
Vygotsky
1962
are the source
meanings
theory to include the
for
reject
interpretive
places
of mental
social
mainstream
role
of
theo
reproduction
children
functioning
in
social
Peterson
concepts
Exhibit 22 - 5
RACIAL MESSAGES
78
about
Knowledge
1979
Brooks-Gunn
two develop
in
of
development
racial
and Whites
and
between
Spencei
1982
readiness
and
group
be
can
identity
messages
are
rounding
of
the evaluation
racial
of
own
racial
racial
or
to
the
definite
We
is
Blacks
attitudes
Black
children
so
that
the childs
in
changes
developing
Although some of these sociocultural
their
which
at
both
between cognitive
practices
variations
in
in racial
link
in
context
societal
for
only
and
given
the immediate
effect
will
to
on the most
focus
and sur
family
show
children
Therefore
and
awareness
racial
and the degree
categories
group
the
of contact
important
behavior
stage
the wider society
terms of the age
and the
choice
be
world
the
in
is
an abrupt change
messages
often mediate
community
in
to
expected
consistent
variation
but
appears
construction
their
and
sociocultural
cognitive
with
White-based
finds
the preoperational
There
the degree
groups
readiness
cognitive
ages
after
preferences
Thus
racial
alone because
exist
can
Amir 1969
identity
that
different
Lewis
simultaneously
grows
Neither
situations
social
of both
by research
others
1985
has with
child
The importance
revealed
to
response
that the
interaction
and
self
Spencer
occui
identity
which
they
salient
identify
sociocultural
socializers
The Role of Symbols
Children
in
general are influenced
In our society
black
fairy tales
only
that
and dark
are black
ing
she
test
was Black was asked
generally
children often used
they
said
the
knew
am
childs
In
an
peach
with
or pink
skin color
my
be considered
in
understanding
self-conception
of
of
One
heart
which
Exhibit 22 - 6
racial
related
childs
the use of
racial
color
identity
from
and that heroes and
other things
reject
flesh
by Holmes
1995
study
little
is
although
girl
peach
and the skin color of people
environment including
society
gleans
test she picked
doll
color
but
sociocultural
Misunderstanding
may
of
child
that
who was so
1992
girl of
Clark 1947 to take the color
to color themselves
that
on thc outside
child
and
the
Black
If
wear black
Hall
ethnographic
were not
they
Black
white the
by Clark
along
given
good
is
and witches
in
dressed
and symbols
by the language
white
Russell Wilson
pink to color herself
that
bad and
bad people
are always
princesses
dark
is
in
with
It
skin
that both
immediate
and symbols must
awareness
and
Black
stated
very dark
clear
is
the childs
language
may
they
color
and
threaten
awareness
preference
the developing
are important
Racial
aspects
Phinney
1985
Specifically
the color
like
eral
Rotherain 1987 Semaj 1985 Spencer
1989 Phinney
when presented colors to select children often do not
black
in
parents
our longitudinal
nicity
istic
race Skin color
Initial
children
the
it
had brown
skinned
light
tan
Black
color
positive
skin
closer
doll
e.g
identity
asked
identity
Cross
of
selected
to
who
their
of
selection
to
the
selected
play
doll
White
White
the
doll
found that the
White
the
doll
1974 When
Padilla
concrete
children
Black
the
those
Studies during the 1970s
the
Black
and they preferred
traits
children
the
and White
Black
doll
light
White children
Brand Ruin
children
that
and group
number of the Black preschoolers
eliminated
doll
category
selected
as having
brown
eth
of
and recognizable character
and very
very dark
them Most
like
self
and
awareness
more often than
sizable
to
of
dition
they
doll
significantly
as looking
in
sense of
lam
Black
called
not symbolic
1982 1984 1985
between
White
Furthermore
doll
racial
absolute
is
an oven
not simply
Spencer
of
studies
to choose
identified
with
age
is
helps the child develop
It
1985 Semaj 1985
ft
skin color
the preschool
during
refused to be
children
Sev
skin color
their
that
study reported
their
years
mommie At this
or
in terms of representing
especially
and early elementary
brown
79
Development
Identity
of
perception
by
doll
given
their
ad
light-
skin color
and not the White one
The Role of ShIn Color
In
American
bership
quire
by
knowledge
this
at
of skin color
attribute
than
conceptions
1983
at
Spencer
which
Butlez
skin
Harter
ing
are
1988
into groups
Morland 1976
person
Social
comparison
begin
to
They
either
belongs
in
salient
Asher
Tajfel
childs
world
in
in
early
to
1-larter
school
characteristics
years
such
as
1969 Bums 1979
systematically
absolute
particular
self-
reference to others
are believed to be
not belong
their
1981 Wilder 1986
is
ac
the
children
experiences
the
Allen
1985 and
Spencer
and members
or does
on
focus
comparison
Because
unconditional
personal
emerges
mem
children
expression of
describe themselves
Aboud 1988
is
their
Young
American
For African
more important
about
1983 Ramsey 1987
people
category
be
details
this
making
or ethnic heritage
an early age
1987
1989 Ruble
in
skin color
may
time children
color
and ethnic categories are immutable and
racial
culture
determined
is
classify
Williams
membership
in
homogeneous
category
Exhibit 22 - 7
80
RACIAL
MESSAGES
With regard to Black
aspect
Coard 1997
1998
as
it
contrasts
factor
in
Garth
1997
affect
members
other
to
their
determining
the
is
child
the
and the
ferences
of
racial
to
see
is
an
childs
skin
extremely
Jackson
awareness
differences
group
later racial
Bianchi
between
that childrens
family
in
in
coloi
important
McCullough
immediate
family should
awareness The greater the variation the
racial
awareness
by the personal
emplified
their
The degree of variation
development
less likely
of
contend
American
the African
and everything
1999 We
Drapei
within
considerably
from white to coal black
population
awareness an often overlooked
racial
childrens
varies
skin color
that
is
or
identity
of
experience
one
This
develop
will
dif
individual
opposed to
as
of the authors
is
ex
Carolyn
Murray
In
my
ent faces
mother
rainbow
and
gaits
and
whom
of different
hues
nese
family
child
is
who
preschoolers
who
those
live
in
1978
Fujioka
in
their racial
identity
terms of
develop
characteristics
in
Japan
is
States
1991
Phinney
mally think
children
live
the United
racial
very
by dark
because
my dad
skin
e.g
dark
in
skin color
salient
do not develop
do McGuire
but
when
them
In
identity
self-awareness
for
they are
environment
but
but
Child
do not nor
in the
through
give
Japa
awareness
McGuire
and group awareness
and the surrounding
e.g
For instance
racial
sum
but the
difference
found that White adolescents
salient
my
were
People
fascinated
perhaps
to notice the contrast
likely
dif
differ
and
midnights
especially
or
in
and had
White
variation or
exhibits
more
dark
had
homogeneous
is
community
was
brown
light
came
People
weights
hundred
looked
beautiful
fault
beyond
the childs
all
weight
and
sizes
as
Black
mine was
because
or
height
dark
was
sister although
loved
the
My father
like
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came
her
surrounding
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was
color
as they
just
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skin
preschool
ferent colors
minority
maturation
their
meaning
personal
to
what
is
perceived
The Role of the Media
The media
tion
about
1994
Dixon
are
sociocultural
African
The media
2000
agents
Americans
teach
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reinforce
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are
stereotypical
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Stroessner Driscoll
Denise
source
negative
of
attitudes
disproportionately
about
Blacks
portrayed
Exhibit 22 - 8
as
RaciS
criminal
1986
is
less
aggressive
and
comic
that
argue
relevant
especially
2000
about
beliefs
American children
than
competent
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to
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to view
ucation
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sex or
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view
television
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source
and
socializer
as
of
ed
on
the
by
much more
than
adolescents
1968 and
used
is
television
and news Anderson
Gerson
television
mobile
1983 More
of
Blacks
American
it
entertainment
less
and baby-sitters
the usage
example
African
influencer
Whites
Williams
thnt
behavior
and cheap
an
poorer
of information
1982 When
Atkin
of information
than
of entertainment
For
1979
Tan
to learn dating
television
White
as
level
by Black children
television
use of
indicate
source
as
Williams 1983 Thn
This
African
television
of parental
Anderson
television
studies
from that of Whites
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Whites
of
Trolier
because
identity
much
as
independent
forms
alternative
more heavily on
rely
and
and family composition
are comparatively
able to afford
less
racial
twice
1988
Tangney
irresponsible
Hamilton
from media exposure
develop
children
One
1994
discussions about
are reported
flashy
Whites
Oliver
81
Development
Identity
as
report
occupations
and
baby-sitter
has powerful
of
self-esteem
as
potential
Black
children
Stroman 1991
Research
with
also
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1988
Feshbach
have
1978
African
ence
is
cause
in
it
Anderson
the
and
negative
value
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with
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1982
to
Black
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of the
intensity
of
the
the
family
the
major
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agent
effect
be
1980
identity
cited
may
suggest
to Black
universality
racial
The Role of the Public School
Ifter
Another
heroes. Others
and
from
self-concept
Anderson 1982
communicate
positive
of Blacks
childrens
1982
that the influ
is
absence
existence
non-Black
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the
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1980 Rosse
Janis
on the self-concept of
television
out that
negatively correlated
and Whites
on them Barnes
places
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frustrate
point
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growing awareness
can
of
effect
Williams 1983 Powell
overidentification
roles
tion
the
the importance
television
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studies
programming
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be
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children
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of such
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Come
1989
Curricultin
of Black
childrens
identity
is
schools
Exhibit 22 - 9
82
RACIAL MESSAGES
American
African
an
If
four
elementary
teen
or
we
If
years
week
child
at
Furthermore the time spent
The messages
fered are designed
school
in
such
for
The teacher
School
performance
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receive
leave
are
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African
Americans
because
of the plethora
for instance
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segment
American
hold
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seff
by
limits
ize
lower
1999
-concept
labeling
assigning
The
these
of one
of
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authors
in
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charge
of
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be
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to
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pseudo-scientific
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as
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for
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and so on and by
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her
curriculum
children internal
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as illustrated
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own expecta
where an inadequate
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influence
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slow
large
teachers
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than
Teachers
For
and predict African
explain
1999
biased
eval
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detrimental
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for
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to
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Ameri
parent population
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process
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achievement
by
until
African
1989
1994regarding
identity
ability
all
the degree
to theft
Jackson
about
and stems from ex
and
Fairchild
stereotypes
teachers
Exhibit 22 - 10
the
by
those
going
that they
1989 Murray Jackson 1999
the
In
are rewarded
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success
expectations
children with
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them to the low
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1997
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children
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uate the probability of future
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hours
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pectations
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22800
and domination of minority groups
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to perpetuate
and of Blacks
tangibly
nine
preschool
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average
communicated
racism oppression
support
general
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yea we
American society the curriculum
system
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31
Kunjufu 1984
focused
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of
years
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years
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husband
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status
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ues and
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significant
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parents
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by design
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up
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and Whites
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by
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land
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of
being
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but
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embers
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privilege
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positive
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right
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all
were
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the
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right
maturity
communicate
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if
and Christianized
civilized
she
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lie emancipators
tell
above
reason
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dumb
know who
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circumstance
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arbitrarily
years
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in the
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grade
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first
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her
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to
that
She said
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rounding
me
asked
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curriculum
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lower
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are
people
track
assigned
with
she shared
children
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ment based
fore
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to
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ability
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other
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previous
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At
ability to
to
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life
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93
Development
Identity
Phinney
and come to
Rotheram
see
attitudes
this
context
perceptions
themselves
1987
11
and
It
is
val
and other
Although
Exhibit 22 - 11
84
RACIAL MESSAGES
the
family
the
is
1999
Strokes
Peacock
1999
receive
direct
and
awareness
fluenced
the family maintains
The African
ative
received
an
the
the church
e.g
serves
early
at
two
for
First
in
Mandara
in
of
review
the
do not Marshall
of empirical
research
cial identity
1991
trast
It
of
assumes
Nobles
1973
that the maturing
tended
ple
self
due
that about
theft
to
theoretical
differences
the Nigrescene
or intrapersonal
of racism
two
of
and
which
Murray
of African
thirds
and the remain
children
and
identity
identity
Sernaj
1985
includes
This interpersonal
between
based
Exhibit 22 - 12
in
propose
sense of
of
and ra
socialization
the
of ongoing
subject
the
two predominant
posits
primarily
that
treatment
reaction
to
terms of
definition
self-identity
Cross
racism In con
an African-centered
self in
racial
on the individ
to racial
on the corporate
view
is
model which
formed
is
race
link
toward or response
racial
which is dependent
300
identity
group
and affection
consequences
indicates
the
is
attitude
that
childs
personal frame
al 1999
race-socialize
but
confusion
individualistic
uals perception
achievement
provides comfort
on the relationship between
The most noted
is
identity
is
of
and
The family
American
African
are
systems
institutions
1986
Hatchet
in the
the development
it
et
educational
see Murray et al 1999 for
review Parham
1983 Whitty 1994 Avoid still remains in terms
development
theories
by neg
affected
1995
Williams 1993 Spencec
debate There
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deleterious
literature
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aL 1997
et
indirectly
and other value-laden
self-worth
American parents consciously
der
and
functions
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press
Jackson
directly
society
and often
the negative
lessen
1982 Quattrone 1986
economic
Second
society
group stereo
political
fosters
self-identity
other behaviors
Miller
of
in
are
Murray
curriculum
notions
racial
Thornton 1997 Messages
White Jesus
it
As children mature
and
internalize
racial
of other races
people
their
role
is
that
children overhear
of Blacks
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media
important
development
reference
family
American
within
least
1989
and treatment
through
subsystems
and
see
Murray
other races
and school
as peers
interpretive
American
conceptions
even
such
and prejudices Devine
types
to
1997
identity
howeve
suggests
reactions
developed
learn
to
they begin
racial
from them regarding
are being
identity
of
many forms When
their
observe
race
instructions
by external agents
1999
et
literature
Recent
McAdoo
awareness
in studies
ignored
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or
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often
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we
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an inves
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tigation
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development
be
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that children
interactions
in
experience
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agencies
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Burke 1980
confirmed
either
shape damage
to
likely
proposes
supported and/or
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agency the fmily and that are
surrounding
situations
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identity
racial
development
messages
or
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peoples
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institutions
socializing
as
$5
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Specifically
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of
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Thornton 1997 Thus
ety
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factors
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in racial
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1992
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in
which
parents
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in
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mainstream norms Spencer
evidence
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status
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1997
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socialization
find
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facilitate
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about
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them
development
prepared
inadequately
to
or being
of
defen
the
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64
function
American
by African
socialization
to
of warning
ways
without overwhelming
perspective
racial
children
either
or
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parents
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ulti
in
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they live
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those of other
and
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reflect
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and disappointments
protective
styles
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al 1997 Tatum 1987 Thornton
socialization
variations
who
racial dangers
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et
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group and of the broader
group
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and
with
parents
1990
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Concern
293
in
life
backgrounds
family
age gende socioeconomic
marital status
Taylor
of
the experiences
in
variability
their racial
measures
1990
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graphic
the
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to
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influences perceptions
riences
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major
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socialization
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et
values
al 1990
occurs
incompatible
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with
should
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For
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broader
attaining
and complement
reflect
e.g
agents
clergy
and police
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societal
positive
families
environment
mental
health
Exhibit 22 - 13
MESSAGES
RACAL
$6
Thornton
401
al 1990
et
means by which
The process
and
Types
Black
communicate
parents
e.g we-ness
ethnic
can
group
be
ence
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activities
Toms 1985
tend
dren
e.g
behaviors
identified
to be
and
overtly
parents communicate
an
literature
openly
on
discuss
issues
Howard
1985
Parham
latter
is
sumption
acquired
American
Black
ica
1998
open
receive
stand
believe
racial
to
all
within
to majority
Porter
Kardiner
Ye
is
documented
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Bowman
that
in
to
designed
messages
group
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to
Howard
parents
about
1983
active
issues
socialization
Spence
and higher
and
responsibility
across
consistently
Clearly without
self-esteem
studies
unit
is
as
logical
will
be
toward African
at
least
and that opportunities
knowledge
rearing
press
racial
regarding
1983
self-concept
of unity
in
1994 1995 The
Stevenson
discussion
stance
Bowman
Mandara
1985 Murray
actively
defensive
take
racial
behave
may
deal with race issues
reactively
talk
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of the race
third
in
chil
messages
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of
Amer
under
development
many
from poorer
pared
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race
identity
For years
fered
racial
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no
for
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Williams 1993 Spencer
strategy
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evidence
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1985 Smith Fogle
proactively
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still
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their
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aL 1999
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of
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members
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from
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Americans
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1967 Gordon
1980
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1979 Aside
1951 howeve
Exhibit 22 - 14
that
and consequently
easily
significant
biased
clinical
self-concept
studies
studies
Racial
wereconducted
were
1976
ing that both
the negative
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1990
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institution
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al 1990
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relate
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strong inculcation
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given
outcomes
American
1995
race
1985
in identity
along
ethnic pride
1995
about
Howard
farther
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Marshall
socialization
self-esteem
i.e
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of the messages
received
parent
grades
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the content
to be
1998 Whitty 1994 and
with
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reported
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are taught nothing
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few researchers reported that
pride
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Cross 1991 The
socialization
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The conclusions
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1939 and 1960 Cross
between
based
87
Development
Identity
to
deal with
are necessary
socialization
in press
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The
suggests
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messages
longitudinal/cross-sectional
and personality
development
ethnic
i.e
study
among 116 Afri
Exhibit 22 - 15
SB
RACLAJ
American
can
years The
ment
reflects
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things
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Scale
of adolescent
Relationship
identity
H.C 1998
Stevenson
the
toward
Steps
445-468
1995
Stevenson
of
Validation
adolescents
of
ethnic
The
case
identity
and
socialization
for African
Exhibit 22 - 23
96
RACIAL MESSAGES
American
ducted
youth
at the
from
Findings
Fifth Biennial
adolescence
pre-to-Iate
Meeting
of the Society
of
symposium
Research
con
on Adolescence
California
Wilde
1986
intergroup
chology
Social
bias
In
University
Berkowitz
Vol 19 pp 293-255
Morland
Williams
categorization
of
North
1976
Carolina
Exhibit 22 - 24
Advances
New York
Race
Press
color
and
for creation
Implications
Ed
on
experimental
Academic
and
the
reduction
of
social
psy
Press
young
child
Chapel
Hill
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