exam 1 (AAS)

Intelligence testing and eugenics

-According to Guthrie, intelligence testing was an important factor in perpetuating scientific racism during the first part of the 20th century. Binet and Spearman's work contributed to scientific racism through attempting to show intellectual differences between blacks and whites -In 1904, Alfred Binet, a french physician developed the Simon-Binet scale that is still used today. Spearman developed the two-factor theory of intelligence that says that mental tests measure two factors: a general factor and a specific factor. The assumption is that the general factor measures general intellectual capability. The emphasis of general intelligence capacity while deemphasizing other mental attributes that may be contextual or culturally specific - The earliest test of racial differences in intelligence was done using the Binet scales in 1912; Alice Strong measured the intelligence of 225 white children and 1,125 black children (black children were also categorized according to skin color) -In 1916, G.O Ferguson published a study titled The Psychology of the Negro: An Experimental Study. It reported that the Negro had deficits in abstract thinking but was very capable in sensory and motor abilities. Given capacity in these types of skills, Negroes should be useful for doing manual work. Overall, much of the early work of American scientists perpetuated the myth of Black inferiority -Intelligence testing of African American youth continues to be debated topic, especially considering that African American children are overrepresented in special education for intellectual disabilities

Origins of African Psychology

-Began in Kemet (modern-day Egypt) around 3200 B.C -Kemet approach to understanding human was self-realization -Considers self-knowledge and intuition to be as important as observable behavior - Western psychology is largely based in domination (i.e, observations)

White Saviors (Sophisticated)

-Pseudo-Independence: Intellectualized commitment to one's own socio racial group and deceptive tolerance of other groups. May make life decisions to "help" other racial groups. IPS reshaping reality and selective perception. (Schemas: conditional regard, Cognitive restructuring) -Immersion/emersion: search for an understanding of the personal meaning of racism and the way by which one benefits and a redefinition of whiteness. Life choices may incorporate racial activism IPS. Hypervigilance and reshaping. (Schemas: Judgmental, Hypervigilance) -Autonomy: Informed positive socio racial- group commitment use of internal standards for self definition, capacity to relinquish the privileges of racism. May avoid life options that require participation in racial oppression. IPS Flexibility. (Schema: flexible and complex)

Old-fashioned racism

-Racism is seen directly from whites to blacks -Symbolic and adverse: White belief that racism is no longer an issue and black people have not achieved succeed because they haven't work hard enough

Orally

-Receiving stimuli from external world, orally. "Not what you say, how you say it", Clinical application: Allow times for storytelling during intake -Sensitivity to affect and emotional care: Acknowledge emotional and effective states are receptive to other (i.e, can you feel me?)

White People

-Sophisticated statuses: Pseudo-independence (white savior) Intellectualized commitment to own racial group/deceptive tolerance for others Schemas/IPS: Conditional regard, cognitive restructuring -Immersion/Emersion: Understanding ways in which one benefits from whiteness. Might engage in racial activism (Schemas/IPS: racial activism; hypervigilance) -Sophisticated Statuses: Autonomy, tries to avoid life options that require participation in racial oppression (Schemas/IPS: flexible and complex)

Bi-racial Identity

-Unsophicated statuses: Contact (Schema/IPS: Denial, avoidance, oblivion) satificated with status quo, oblivious to racism -Disintegration: Anxiety around choosing between group loyalty and humanism (Schemas/IPS: Suppression/Ambivalence) -Reintegration: Idealizing ones own racial group; plays big factor in life decision. (Schema/IPS: Selective perception/Negative group distortion)

Na'im Akbar

-focuses on effects of oppression -Intellectual oppression: involves abusive use of ideas, labels, and concepts geared toward mental degradation of a people -Argued that there are 4 types of disorders that threaten black life and development

western psychology

-greek origin -heavy emphasis on observable behavior

Willie lynch letter

-plan to dismantle the psychological, cultural, and social state of Africans who were enslaved -stated: keep the body, take the mind

Herrnstein and Murray

intelligence differences among races; Used skull size to determine intelligence. Concluding black men had a smaller skull and brain therefore not as intelligent.

Immersion/emersion Status

search for an understanding of the personal meaning of racism and the way by which one benefits and a redefinition of whiteness. Life choices may incorporate racial activism (Schema: IPS. Hypervigilance and reshaping, judgmental)

Asa Grant Hillard

-professor of educational psych at GSU -Teaching of black psychology must include an understanding of ancient history of -Africans -Advocated for African-centered education when teaching African American children =Suggested AAs need a 12 step program to solve Eurocentric thinking( coined Eurocentrics anonymous)

4 type of disorders that threaten black life and development

1. Alien self- desire to be something other than self 2. Anti self- identifies with oppressors 3. Self destructive- i.e. use of drugs to detach Organic disorders- medically related malfunctions of body

Radical school

Complete rejection of Eurocentric worldview that develops psychology that has African world views

Institutional racism

Criteria used for placement test that has bias against blacks (i.e, Black gifted students)

Reintegration Status

Idealization of one 's socio- racial group. denigration and intolerance for other groups. Racial factors may strongly influence life decisions. IPS Selective perceptions and negative out-group distortions.

Balance and Harmony with Nature

Importance of living in harmony with nature; not control and mastery over nature

Autonomy status

Informed positive socio racial- group commitment use of internal standards for self definition, capacity to relinquish the privileges of racism. May avoid life options that require participation in racial oppression. (IPS Flexibility. Schema: Flexible and complex)

Herrnstein + Murray (Bell Curve)

Intelligence differs among intelligence groups

Traditional school of thought

Lacks concern of the developmental of black psychologist and continued support for Eurocentric model of psychology with minor changes (Kenneth Clark and attitude). Main concern was changing white perspective about blacks

Reformist school

Maintains concern for changing white attitudes and behaviors but focuses on change in public policy rather than attitudinal change (Joseph White)

Regressive

a black therapist in conformity and a white client in psudo-independence (therapist is less advanced than client) -In regressive relationships one would eventually resolve conflict by partially agreeing with a perspective that is not our own

Call and response

a question-and-answer pattern in which a group responds to a leader

Francis Galton's "Eugenics Movement"

believed in selective mating and sterilization (Helms 2012) Francis Galton: Eugenics--> Selective mating and sterilization, breeding of superior (white), discouraging of inferior (black)

Integrative awareness

value own collective identities as well as empathize & collaborate with members of other oppressed groups. Values humanistic self-expression (Schema/IPS: flexible complex)

4 Demands of Association of Black Psychologists

~The APA must integrate its own workforce with more African Americans ~The APA should work to gain the admittance of more African Americans in psychology graduate schools ~Racist content found in APA journals should be eliminated ~The APA should establish programs so that concerns specific to each minority group can be addressed.

Models of Racial Identity Development

-People of Color, White Racial Identity Bi-racial identity

Developmental

Identity is dynamic not statistic

Cultural racism

Assume superiority of language/dialect/values/benefits dominant in society (classical music vs. rap)

individual racism

Assumes the superiority of one's own racial group, dominance and power (generally whites over blacks)

Spirituality

Belief in non-material causation

Claude M. Steele

Best known for his work on stereotype threat and how it affects performance among minority groups beginning with his classic study, "Stereotype threat and the intellectual test performance of African Americans" (Steele & Aronson, 1995). Stereotype threat occurs when a person believes that he or she is at risk of confirming a negative stereotype of his or her social group. The anxiety arising from stereotype threat can undermine performance of a task that may be viewed as non descriptive of one's group. This classic study showed that Black students underperformed on an achievement test when their race was made salient. When race was not salient, there was no difference in the performance of Black and White students.

Eugenics Movement

Breeding of superior people (white) Preventing interbreeding Discouraging breeding of inferior people (black)

Conformity

Devalues own racial group & allegiance to white standards (Schema/IPS: obliviousness or selective perception)

Henry Thompson

Educational psychologist, 1st African-American to earn a doctorate degree in educational psychology at University of Chicago. Founder of Journal of Negro Education

White racial identity attitude scale:

Ego statuses and information processing strategies

Joseph White

Father/Godfather of Black Psychology, wrote "Toward a Black Psychology" (Ebony, 1970)

Drapetomania

It was a mental illness that in 1851 American Physician, Samuel A Cartwright hypothesized to cause slaves to flee captivity.

James M. Jones

James Jones is included as an influential African American psychologist for two reasons. First, his book on Prejudice and Racism, originally published in 1972 and revised in 1997, is a classic examination of prejudice and racism. In this book, Jones provides an analysis of the different types of racism—that is, individual, institutional, and cultural. A more recent book on the topic is The Psychology of Diversity: Beyond Prejudice and Racism. Second, Dr. Jones substantially impacted African American psychology in his role as the director of the APA's Minority Fellowship Program for over 30 years

Jennifer Lynn Eberhardt

Jennifer Eberhardt has made significant contributions to understanding how the race of African Americans impacts their treatment in the criminal justice system. Her research has shown that police officers are more likely to classify African American faces than White faces as criminals. She has further shown that the race-crime association implicitly leads people to attend more closely to crime-related images. In an experiment, people who were exposed to Black faces subsequently were more quickly able to identify a blurry image as a gun than those who were exposed to White faces or no faces (Eberhardt, Goff, Purdie, & Davies, 2004). Dr. Eberhardt's research has also demonstrated the impact of Afrocentric facial features

Margaret Beale Spencer

Margaret Beale Spencer has played a significant role in supporting our understanding of the development of African American children and adolescents. Dr. Spencer graduated from the University of Chicago's Child and Developmental Psychology Program, where her studies included the replication of the Clark and Clark doll studies. This work further clarified our understanding that children as young as 3 years of age are influenced by and have awareness of societal racial bias but that early in development, knowledge of these societal attitudes is unrelated to African American children's sense of self. Dr. Spencer is known for the Phenomenological Variant of Ecological Systems Theory (PVEST), which uses a strength and resiliency framework to understand African American youth

Helms articles

Racial identity theory evolves out of the tradition of treating race as a sociopolitical and cultural construction

Collectivism

Reinforces interdependence, cooperation, and motivation to work for survival of the group rather than survival of the individual (i.e, family therapy)

Intelligence testing

Robert Yerkes, , army alpha and beta intelligence testing verify that black army recruits were intellectually inferior.

Clinical application

Taking more of a collaborative approach with the client; creating natural flow in the session

Franics C. Sunmer

The first African American to receive a PhD in psychology in the United States (in 1920), is regarded as the "Father of Black Psychology" (Guthrie, 1976/1998). This accomplishment is noteworthy because at the time he received his degree, only 11 Blacks out of a total of 10,000 recipients had earned a PhD between 1876 and 1920 in the United States

Reginald L. Jones

The large amount of work he published on African American or Black psychology. Jones published more than 20 books on African American psychology and related topics, and his books have provided comprehensive coverage of Black psychology. Many of his works are edited volumes that include a variety of authors, perspectives, and topics. His book on Black psychology was the first to be published on the topic. The first edition of Black Psychology was published in 1972, and the fourth edition was published in 2004.

Cross

Therapist and client represent opposite attitudes towards race. Relationships/interaction = you and the other person experience opposing reactions toward racial material (short-lived and antagonistic)

Progressive

Therapist in conformity and white client in pseudo independence (therapist is more advanced than client)

Mamie and Kenneth Clark

This husband-and-wife team is best known for their work on racial preferences among Black children. Their classic doll studies were published in the 1930s and early 1940s (Clark & Clark, 1939, 1947). In these studies, Black children were shown Black and White dolls and told to choose the one that looked like them, the one they preferred, the one that was a good doll, and the one that was a bad doll

Time orientation

Time is considered to be flexible and elastic, only to benefit the needs of people

White racial identity (unidentified statuses)

Unidentified statuses Contact: satisfaction with racial status quo, oblivious to racism and one's participation in it. (Schema: denial, avoidance, obliviousness) -Disintegration: disorientation and anxiety provoked by unresolvable racial moral dilemmas that force one to choose between own-group loyalty and humanism. May be stymied by life situations that arouse racial dilemmas. (Schema: suppression and ambivalence) -Reintegration: Idealization of one's socio- racial group. denigration and intolerance for other groups. Racial factors may strongly influence life decisions. IPS Selective perceptions and negative out-group distortions. (Schema: selective perception, negative out-group distortion)

Verve and Rhythm

Verve - creative expression of oneself. Rhythm -Rearring pattern of behavior that gives energy and meaning to one's experience of the external environment

William E. Cross

William Cross's model of the development of racial and ethnic identity has generated a considerable amount of work over the past four decades and continues to do so today. Cross's model was labeled a nigrescence model. These stages were subsequently labeled as pre-encounter, encounter, immersion-emersion, internalization, and internalization commitment. Each stage is characterized by certain affective, cognitive, and behavioral reactions.

Parallel

You have to be on the same level, Therapist and client have same/similar level of racial identity development -Participants use schema governed by the same ego statuses if they are of the same racial classification, or analogous statuses if they are of different racial classifications.

Doll study

black children chose white dolls as prettier, influenced brown v board of education. These findings exposed internalized racism in African-American children, self-hatred that was more acute among children attending segregated schools This research also paved the way for an increase in psychological research into areas of self-esteem and self-concept.

Immersion/Resistance

commitment to own racial group and rejection of white standards; sense of well-being and solidarity (Schema/IPS: hypervigilance & hypersensitive)

Dissonance

confusion concerning commitment to racial group (Schema/IPS: anxiety or ambivalence)

Disintegration status

disorientation and anxiety provoked by unresolvable racial moral dilemmas that force one to choose between own-group loyalty and humanism. May be stymied by life situations that arouse racial dilemmas. (Schema: suppression and ambivalence)

Janet E. Helms

is an influential African American psychologist because of her vast contributions to multiracial counseling, race relations, and racial identity theory and development. Dr. Helms has written prolifically on the topics of race, racial identity, and multicultural counseling. She developed the Racial Attitude Identity Scale (RAIS), which is one of the most widely used measures in psychology. Her book, Black and White Racial Identity: Theory, Research and Practice, published in 1990, was one of the first published books on racial identity and is considered a classic

Internalization

positive commitment to own racial group and the ability to objectively assess dominant group (Schema/IPS: intellectualization)

Wade Nobles

said that western paradigms have been used to demean, demoralize, an oppress African people

Contact status

satisfaction with racial status quo, oblivious to racism and one's participation in it. schema: denial, avoidance, obliviousness

Loving vs Virginia ruling 1961

struck down laws banning interracial marriage laws in Virginia and claimed them to be unconstitutional due to process clauses in the 14th amendment

Inez Beverly Prosser

the first African American woman to receive her PhD in psychology. She obtained a doctorate in educational psychology in 1933 from the University of Cincinnati. Her dissertation, which received much recognition, was titled The Non-Academic Development of Negro Children in Mixed and Segregated Schools. It was one of the earliest studies that examined personality differences in Black children attending either voluntarily segregated or integrated schools