Psychological Research in Affirmative Action

Psychological Research in Affirmative Action

White, Charles, and Nelson (2008) analyze the role played by persuasive arguments in altering attitudes towards affirmative action. In the article, the authors claim that while affirmative action has improved the representation of the underrepresented, it has also caused the recipients to feel stigmatized, have feelings of incompetence, and be negatively affected (White, Charles & Nelson, 2008). Reverse discrimination cases have also been cited by the non-recipients of affirmative action in higher education. The authors, therefore, sought to find the most suitable conditions for affirmative action to be successful, as observed in an altered attitude and behaviour from students towards affirmative action.

The theory of reasoned action was combined with the elaboration likelihood model of persuasion to meet this goal. The study was composed of 39 native English speakers, nine men and thirty women, who were taking a psychology course at the University of Sydney. The mean age of the sample was 19.21 (White, Charles & Nelson, 2008). An affirmative action knowledge quiz was offered to the participants, and an open-ended set of questions to test the participants’ beliefs on AA was also offered. Participants were then asked to rate a set of AA messages based on how positive or negative they were. The authors then conducted an experimental manipulation to sway the participants towards having different beliefs and attitudes towards AA. The results showed that evaluative beliefs about AA could be altered systematically.

Accordingly, these results show that individuals’ attitudes and beliefs towards AA can be altered. It is common for most universities to enrol individuals on the basis of their parent’s legacy, which leaves out other, more qualified students who are considered to be “less bright” (Rosenblum & Travis, 2016). Making changes to such policies admitting individuals based on AA and tracking their progress can help individuals change their attitudes towards AA. Most disadvantaged and underrepresented groups fail to perform well under certain circumstances, but when granted the opportunity, they are willing and able to even outperform other students.

References

Rosenblum, K. E., & Travis T. C. (2016). The meaning of difference: American constructions of race and ethnicity, sex and gender, social class, sexuality, and disability (7th ed.). New York, NY: McGraw-Hill.

White, F. A., Charles, M. A., & Nelson, J. K. (2008). The role of persuasive arguments in changing affirmative action attitudes and expressed behaviour in higher education. Journal of Applied Psychology, 93(6), 1271.

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Main Discussion: Psychological Research in Affirmative Action
Colleges and universities often struggle to address potential issues of inequality in their admissions processes. Many also need to honour alumni who have supported them. The struggle results in admissions preferences described in Reading 32. The reading highlights legacy admissions, reserved for applicants with a family member who either has graduated from the institution or donated a significant amount of money. The reading considers this preference in contrast to affirmative action preferences. While legacy admissions may benefit applicants who often are white, affirmative action gives preference to minorities. Reading 37 points out legal cases in Michigan that ruled on cases related to affirmative action.

Psychological Research in Affirmative Action

The issue of affirmative action spurs research on psychological constructs such as attitudes and perceptions. Since you are studying racial and ethnic inequality in the context of psychology, it is valuable for you to consider psychological research on affirmative action.

To prepare for this Discussion:

Review Readings 32 and 37 in the course text. Pay particular attention to affirmative action.
Use the key terms affirmative action and higher education to locate scholarly articles available in the APA PsycINFO database in the Walden University library. Select an article that reports on a research study having to do with affirmative action in higher education that focuses on a psychological construct (examples of psychological constructs include attitudes, perceptions, or beliefs). Do not select any articles from law journals, as you are not examining the legal aspects of affirmative action; instead, you are examining the psychological aspects of this issue.
Think about the psychological construct(s) that the study addresses and its relationship to affirmative action.
Consider the impact that the results of the study may have on inequality in higher education.
With these thoughts in mind:

By Day 3
Post a summary of the article you selected, including a description of the setting of the study, the study participants, and a summary of the findings. Report on what the authors found about the construct(s) studied (attitudes, beliefs or perceptions, etc.). Finally, analyze the impact the results of the study may have on affirmative action in higher education.