Document Type

Article

Publication Date

2019

Keywords

sociocultural factors, racial identity, racism, social perception, intergroup dynamics

Abstract

In demonstration of the Marley hypothesis, Nelson, Adams, and Salter showed that differences in critical historical knowledge (i.e., knowledge of past racism) and motivation to protect group esteem predicted present-day racism perceptions among Whites and Blacks attending different, racially homogenous universities. The present Study 1 conceptually replicates these findings among Whites and Blacks attending the same racially diverse university. Consistent with previous findings, Whites (vs. Blacks) displayed less critical historical knowledge, explaining their greater denial of systemic racism. Moreover, stronger racial identity among Whites predicted greater systemic racism denial. A brief Study 2 intervention boosts Whites’ racism perceptions. People who learned the critical history of U.S. housing policy (vs. a control group) acknowledged more systemic racism. The present work interrupts seemingly normal and neutral dominant perspectives, provides mounting evidence for an epistemologies of ignorance framework, and suggests that learning critical history can help propel anti-racist understandings of the present.

Publication Title

Social Psychological and Personality Science

Volume

10

Issue

2

First Page

257

Last Page

265

DOI

https://doi.org/10.1177/1948550617751583

Required Publisher's Statement

Bonam, C. M., Nair Das, V., Coleman, B. R., & Salter, P., Ignoring History, Denying Racism: Mounting Evidence for the Marley Hypothesis and Epistemologies of Ignorance, Social Psychological and Personality Science 10(2) pp. 257–265. Copyright © 2019 (SAGE Publications). DOI: https://doi.org/10.1177/1948550617751583.

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.

Rights Statement

http://rightsstatements.org/vocab/InC/1.0/

Language

English

Format

application/pdf

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