Are American Professors More Responsive to Requests Made by White Male Students?

Less than one fifth of PhD students in the United States will be able to pursue tenure track academic faculty careers once they graduate from their program. Reduced federal funding for research and dwindling support from the institutions for their tenure-track faculty are some of the major reasons for why there is such an imbalance between the large numbers of PhD graduates and the limited availability of academic positions. Upon completing the program, PhD graduates have to consider non-academic job opportunities such as in the industry, government agencies and non-profit foundations but not every doctoral program is equally well-suited to prepare their graduates for such alternate careers. It is therefore essential for prospective students to carefully assess the doctoral program they want to enroll in and the primary mentor they would work with. The best approach is to proactively contact prospective mentors, meet with them and learn about the research opportunities in their group but also discuss how completing the doctoral program would prepare them for their future careers.

The vast majority of professors will gladly meet a prospective graduate student and discuss research opportunities as well as long-term career options, especially if the student requesting the meeting clarifies the goal of the meeting. However, there are cases when students wait in vain for a response. Is it because their email never reached the professor because it got lost in the internet ether or a spam folder? Was the professor simply too busy to respond? A research study headed by Katherine Milkman from the University of Pennsylvania suggests that the lack of response from the professor may in part be influenced by the perceived race or gender of the student.

---

Milkman and her colleagues conducted a field experiment in which 6,548 professors at the leading US academic institutions (covering 89 disciplines) were contacted via email to meet with a prospective graduate student. Here is the text of the email that was sent to each professor.

Subject Line: Prospective Doctoral Student (On Campus Next

Monday)

Dear Professor [surname of professor inserted here],

I am writing you because I am a prospective doctoral student with considerable interest in your research. My plan is to apply to doctoral programs this coming Fall, and I am eager to learn as much as I can about research opportunities in the meantime.

I will be on campus next Monday, and although I know it is short notice, I was wondering if you might have 10 minutes when you would be willing to meet with me to briefly talk about your work and any possible opportunities for me to get involved in your research. Any time that would be convenient for you would be fine with me, as meeting with you is my first priority during this campus visit.

 Thank you in advance for your consideration.

Sincerely,

[Student’s full name inserted here]

As a professor who frequently receives emails from people who want to work in my laboratory, I feel that the email used in the research study was extremely well-crafted. The student only wants a brief meeting to explore potential opportunities without trying to extract any specific commitment from the professor. The email clearly states the long-term goal – applying to doctoral programs. The tone is also very polite and the student expresses willingness of the prospective student to a to the professor’s schedule. Each email was also personally addressed with the name of the contacted faculty member.

Milkman’s research team then assessed whether the willingness of the professors to respond depended on the gender or ethnicity of the prospective student.  Since this was an experiment, the emails and student names were all fictional but the researchers generated names which most readers would clearly associate with a specific gender and ethnicity.

Here is a list of the names they used:

White male names:  Brad Anderson, Steven Smith

White female names:  Meredith Roberts, Claire Smith

Black male names: Lamar Washington, Terell Jones

Black female names: Keisha Thomas, Latoya Brown

Hispanic male names: Carlos Lopez, Juan Gonzalez

Hispanic female names: Gabriella Rodriguez, Juanita Martinez

Indian male names: Raj Singh, Deepak Patel

Indian female names: Sonali Desai, Indira Shah

Chinese Male names; Chang Huang, Dong Lin

Chinese female names: Mei Chen, Ling Wong

The researchers assessed whether the professors responded (either by agreeing to meet or providing a reason for why they could not meet) at all or whether they simply ignored the email and whether the rate of response depended on the ethnicity/gender of the student.

The overall response rate of the professors ranged from about 60% to 80%, depending on the research discipline as well as the perceived ethnicity and gender of the prospective student. When the emails were signed with names suggesting a white male background of the student, professors were far less likely to ignore the email when compared to those signed with female names or names indicating an ethnic minority background. Professors in the business sciences showed the strongest discrimination in their response rates. They ignored only 18% of emails when it appeared that they had been written by a white male and ignored 38% of the emails if they were signed with names indicating a female gender or ethnic minority background. Professors in the education disciplines ignored 21% of emails with white male names versus 35% with female or minority names. The discrimination gaps in the health sciences (33% vs 43%) and life sciences (32% vs 39%) were smaller but still significant, whereas there was no statistical difference in the humanities professor response rates. Doctoral programs in the fine arts were an interesting exception where emails from apparent white male students were more likely to be ignored (26%) than those of female or minority candidates (only 10%).

The discrimination primarily occurred at the initial response stage. When professors did respond, there was no difference in terms of whether they were able to make time for the student. The researchers also noted that responsiveness discrimination in any discipline was not restricted to one gender or ethnicity. In business doctoral programs, for example, professors were most likely to ignore emails with black female names and Indian male names. Significant discrimination against white female names (when compared to white males names) predicted an increase in discrimination against other ethnic minorities. Surprisingly, the researchers found that having higher representation of female and minority faculty at an institution did not necessarily improve the responsiveness towards requests from potential female or minority students.

This carefully designed study with a large sample size of over 6,500 professors reveals the prevalence of bias against women and ethnic minorities at the top US institutions. This bias may be so entrenched and subconscious that it cannot be remedied by simply increasing the percentage of female or ethnic minority professors in academia. Instead, it is important that professors understand that they may be victims of these biases even if they do not know it. Something as simple as deleting an email from a prospective student because we think that we are too busy to respond may be indicative of an insidious gender or racial bias that we need to understand and confront. Increased awareness and introspection as well targeted measures by institutions are the important first steps to ensure that students receive the guidance and mentorship they need, independent of their gender or ethnic background.

Reference:

Milkman KL, Akinola M, Chugh D. (2015). What Happens Before? A Field Experiment Exploring How Pay and Representation Differentially Shape Bias on the Pathway Into Organizations. Journal of Applied Psychology, 100(6), 1678–1712.

Note: An earlier version of this post was first published on the 3Quarksdaily Blog.

Milkman KL, Akinola M, & Chugh D (2015). What happens before? A field experiment exploring how pay and representation differentially shape bias on the pathway into organizations. The Journal of applied psychology, 100 (6), 1678-712 PMID: 25867167

Advertisement

The Long Shadow of Nazi Indoctrination: Persistence of Anti-Semitism in Germany

Anti-Semitism and the holocaust are among the central themes in the modern German secondary school curriculum. During history lessons in middle school, we learned about anti-Semitism and the persecution of Jews in Europe during the middle ages and early modernity. Our history curriculum in the ninth and tenth grades focused on the virulent growth of anti-Semitism in 20^th century Europe, how Hitler and the Nazi party used anti-Semitism as a means to rally support and gain power, and how the Nazi apparatus implemented the systematic genocide of millions of Jews.

Image of a Hitler Youth meeting from the German Federal Archive via Wikimedia

In grades 11 to 13, the educational focus shifts to a discussion of the broader moral and political context of anti-Semitism and Nazism. How could the Nazis enlist the active and passive help of millions of “upstanding” citizens to participate in this devastating genocide? Were all Germans who did not actively resist the Nazis morally culpable or at least morally responsible for the Nazi horrors? Did Germans born after the Second World War inherit some degree of moral responsibility for the crimes committed by the Nazis? How can German society ever redeem itself after being party to the atrocities of the Nazis? Anti-Semitism and Nazism were also important topics in our German literature and art classes because the Nazis persecuted and murdered German Jewish intellectuals and artists, and because the shame and guilt experienced by Germans after 1945 featured so prominently in German art and literature.

One purpose of extensively educating Germany school-children about  this dark and shameful period of German history is the hope that if they are ever faced with the reemergence of prejudice directed against Jews or any other ethnic or religious group, they will have the courage to stand up for those who are being persecuted and make the right moral choices. As such, it is part of the broader Vergangenheitsbewältigung (wrestling with one’s past) in post-war German society which takes place not only in schools but in various public venues. The good news, according to recent research published in the Proceedings of the National Academy of Sciences by Nico Voigtländer and Hans-Joachim Voth, is that Germans who attended school after the Second World War have shown a steady decline in anti-Semitism. The bad news: Vergangenheitsbewältigung is a bigger challenge for Germans who attended school under the Nazis because a significant proportion of them continue to exhibit high levels of anti-Semitic attitudes more than half a century after the defeat of Nazi Germany.

Voigtländer and Voth examined the results of the large General Social Survey for Germany (ALLBUS) in which several thousand Germans were asked about their values and beliefs. The survey took place in 1996 and 2006, and the researchers combined the results of both surveys with a total of 5,300 participants from 264 German towns and cities. The researchers were specifically interested in anti-Semitic attitudes and focused on three survey questions specifically related to anti-Semitism. Survey participants were asked to respond on a scale of 1 to 7 and indicate whether they thought Jews had too much influence in the world, whether Jews were responsible for their own persecution and whether Jews should have equal rights. The researchers categorized participants as “committed anti-Semites” if they revealed anti-Semitic attitudes to all three questions. The overall rate of committed anti-Semites was 4% in Germany but there was significant variation depending on the geographical region and the age of the participants.

Germans born in the 1970s and 1980s had only 2%-3% committed anti-Semites whereas the rate was nearly double for Germans born in the 1920s (6%). However, the researchers noted one exception: Germans born in the 1930s. Those citizens had the highest fraction of anti-Semites: 10%. The surveys were conducted in 1996 and 2006 when the participants born in in the 1930s were 60-75 years old. In other words, one out of ten Germans of that generation did not think that Jews deserved equal rights!

The researchers attributed this to the fact that people born in the 1930s were exposed to the full force of systematic Nazi indoctrination with anti-Semitic views which started as early as in elementary school and also took place during extracurricular activities such as the Hitler Youth programs. The Nazis came to power in 1933 and immediately began implementing a whole-scale propaganda program in all schools. A child born in 1932, for example, would have attended elementary school and middle school as well as Hitler Youth programs from age six onwards till the end of the war in 1945 and become inculcated with anti-Semitic propaganda.

The researchers also found that the large geographic variation in anti-Semitic prejudices today was in part due to the pre-Nazi history of anti-Semitism in any given town. The Nazis were not the only and not the first openly anti-Semitic political movement in Germany. There were German political parties with primarily anti-Jewish agendas which ran for election in the late 19^th century and early 20^th century. Voigtländer and Voth analyzed the votes that these anti-Semitic parties received more than a century ago, from 1890 to 1912. Towns and cities with the highest support for anti-Semitic parties in this pre-Nazi era are also the ones with the highest levels of anti-Semitic prejudice today. When children were exposed to anti-Semitic indoctrination in schools under the Nazis, the success of these hateful messages depended on how “fertile” the ground was. If the children were growing up in towns and cities where family members or public figures had supported anti-Jewish agenda during prior decades then there was a much greater likelihood that the children would internalize the Nazi propaganda. The researchers cite the memoir of the former Hitler Youth member Alfons Heck:

“We who were born into Nazism never had a chance unless our parents were brave enough to resist the tide and transmit their opposition to their children. There were few of those.”

                                    – Alfons Heck in “The Burden of Hitler’s Legacy“

The researchers then address the puzzling low levels of anti-Semitic prejudices among Germans born in the 1920s. If the theory of the researcher were correct that anti-Semitic prejudices persist today because Nazi school indoctrination then why aren’t Germans born in the 1920s more anti-Semitic? A child born in 1925 would have been exposed to Nazi propaganda throughout secondary school. Oddly enough, women born in the 1920s did show high levels of anti-Semitism when surveyed in 1996 and 2006 but men did not. Voigtländer and Voth solve this mystery by reviewing wartime fatality rates. The most zealous male Nazi supporters with strong anti-Semitic prejudices were more likely to volunteer for the Waffen-SS, the military wing of the Nazi party. Some SS divisions had an average age of 18 and these SS-divisions had some of the highest fatality rates. This means that German men born in the 1920s weren’t somehow immune to Nazi propaganda. Instead, most of them perished because they bought into it and this is why we now see lower levels of anti-Semitism than expected in Germans born during that decade.

A major limitation of this study is its correlational nature and the lack of data on individual exposure to Nazism. The researchers base their conclusions on birth years and historical votes for anti-Semitic parties of towns but did not track how much individuals were exposed to anti-Semitic propaganda in their schools or their families. Such a correlational study cannot establish a cause-effect relationship between propaganda and the persistence of prejudice today. One factor not considered by the researchers, for example, is that Germans born in the 1930s are also among those who grew up as children in post-war Germany, often under conditions of extreme poverty and even starvation.

Even without being able to establish a clear cause-effect relationship, the findings of the study raise important questions about the long-term effects of racial propaganda. It appears that a decade of indoctrination may give rise to a lifetime of hatred. Our world continues to be plagued by prejudice against fellow humans based on their race or ethnicity, religion, political views, gender or sexual orientation. Children today are not subject to the systematic indoctrination implemented by the Nazis but they are probably still exposed to more subtle forms of prejudice and we do not know much about its long-term effects. We need to recognize the important role of public education in shaping the moral character of individuals and ensure that our schools help our children become critical thinkers with intact moral reasoning, citizens who can resist indoctrination and prejudice.

 

 

Reference:

Voigtländer N and Voth HJ. “Nazi indoctrination and anti-Semitic beliefs in Germany” Proceedings of the National Academy of Sciences (2015), doi: 10.1073/pnas.1414822112

Voigtländer N, & Voth HJ (2015). Nazi indoctrination and anti-Semitic beliefs in Germany. Proceedings of the National Academy of Sciences of the United States of America PMID: 26080394

 

 

 

Note: An earlier version of this article was first published on the 3Quarksdaily Blog.

African-Americans Receive Heart Transplants at Hospitals With Poor Performance Track Records

About five million people in the US suffer from heart failure, and approximately half of them die within five years of being diagnosed. Only about 2,500 people a year receive a heart transplant – the treatment of last resort. A new heart can be life-saving, but it is also life-changing. Even under the best conditions, the surgery is complex, and recovery carries a heavy physical and emotional burden.

And not all heart transplant recipients fare equally well after the surgery. Researchers have found that black heart transplant patients are more likely to die after surgery than white or Hispanic patients.

While many different factors contribute to the disparity, the research indicates that where patients received their heart transplants played a big role. Black patients were more likely to have their transplants performed at the worst-performing centers.

Patient with his family and physician (via Shutterstock)

 

This is merely one of many examples of health disparities faced by black Americans. But as a cardiologist, I find this finding especially troubling because many of the heart failure patients I treat are black.

So how do patients decide where to have their heart transplants performed? And wouldn’t a person who needs a heart transplant choose to go to a top center?

Quality is obviously a major factor. But there is another big consideration in deciding where to get a transplant: accessibility.

Not all transplant centers have the same results

Researchers at Ohio State University reviewed the records of heart transplants performed at 102 transplant centers in the US from 2000 to 2010. The researchers focused on the rate of death during the first year after the transplant in over 18,000 heart transplant recipients.

They found that black patients had a higher rate of dying within one year of receiving a new heart (15.3%) than either Hispanics (12.5%) or whites (12.8%).

To find out why this was happening, the researchers used a mathematical model to predict the risk of dying within a year after the transplant for every patient based on the severity of their disease and complicating risk factors such as advanced age or reduced kidney function. They then compared the calculated risk with the actually observed death rates. The difference between the prediction and reality allowed them to determine the quality of a transplant center.

Care doesn’t end when surgery does.
Heart via www.shutterstock.com

It turned out that a greater proportion of blacks received their heart transplant at centers with higher-than-expected mortality as compared with whites and Hispanics (56.4% versus 47.1% versus 48.1%, respectively).

The contrast was even starker between the top- and worst-performing centers. Blacks had the lowest rate of being transplanted at centers with excellent performance (blacks: 18.5%; whites: 25.3%; Hispanics 28.3%). They also had the highest likelihood of undergoing their transplant surgery at the worst-performing centers.

It turns out that where a person has their transplant is critical. Only 8.7% of black patients died during the first year after the transplant if they were fortunate enough to undergo surgery at a top center. But this number was more than twice as high (18.3%) for blacks at the worst-performing centers.

The study didn’t provide any definitive explanations as to why the majority of blacks underwent heart transplantation at centers with lower than expected outcomes.

Choosing a transplant center isn’t much of a choice

Patients do not “choose” a transplant center by simply looking it up in a catalog or on a website. While performance statistics for each organ transplant center in the United States are publicly available in the Scientific Registry of Transplant Recipients, those statistics are only part of the decision for where a patient will get their transplant. The “choice” is often made for the patients by the doctors who refer them to a transplant center and by the accessibility of the center.

I’m a cardiologist, and in the Chicago area, where I practice, there are five active heart transplant centers. We can show the numbers for the centers to our patients when discussing the possibility of a heart transplant and also provide some additional advice based on our prior experiences with the respective transplant teams. Because our patients are nearly all based in the Chicagoland area, most of these programs are reasonable options for them. However, patients and doctors in cities or regions that don’t have as many transplant centers, or who live in more remote areas may not have the luxury of choice.

Far from home?
Hospital bed via www.shutterstock.com

Accessibility matters because care doesn’t end with the surgery

Unless you’ve had a heart transplant, or know someone who has, it’s hard to understand just how life-changing the surgery is. I’ve noticed that many people are unprepared for the emotional and physical toll from the surgery and recovery. And it’s this toll that can makes accessibility such an important factor when choosing a transplant center.

After surgery, patients spend a couple of weeks recovering in the hospital. Even when they can go home, their health is closely monitored with frequent lab tests and check ups.

After transplant, patients will start taking medications to suppress their immune systems and keep their body from rejecting the new heart. And they have to stay on these medications for their rest of their lives. This means a lifetime of close monitoring to make sure that their heart is functioning well and that there aren’t any complications from the immune suppression.

For instance, during the first couple of months after surgery, patients have heart biopsies, where a small piece of the heart is removed to check for signs of rejection, every one to two weeks. As recovery progresses, biopsies may become monthly. The heart sample is so small that it does not damage the heart, but the biopsy is still an invasive procedure requiring hospitalization. And waiting for results can be stressful.

All of this means heart recipients spend a lot of time during the first year after their transplant seeing doctors and waiting for test results. Being close to a transplant center is important – it’s just easier to get to appointments. But accessibility isn’t just about the patient. It’s also about their support network. Imagine going through all of that alone.

On a practical level, family members and friends provide rides to the hospital, keep track of medications and doctor’s appointments and help with household chores during the recovery period. But what is most important is the emotional support that they provide.

So why do black transplant patients tend to wind up in transplant centers that don’t perform as well? Right now, we don’t know. Is it because they were referred to these centers by their cardiologists despite other feasible alternatives? What role does the health insurance of patients play in determining where they receive the heart transplant? Why are centers with a high percentage of black transplant recipients performing so poorly? And most importantly, what measures need to be taken to improve the quality of care?

These are important questions that physicians, public health officials and politicians need to ask themselves in order to address these disparities.

This article was originally published on The Conversation.
Read the original article.

Kilic, A., Higgins, R., Whitson, B., & Kilic, A. (2015). Racial Disparities in Outcomes of Adult Heart Transplantation Circulation, 131 (10), 882-889 DOI: 10.1161/CIRCULATIONAHA.114.011676

Does Literary Fiction Challenge Racial Stereotypes?

A book is a mirror: if a fool looks in, do not expect an apostle to look out. — Georg Christoph Lichtenberg (1742-1799)

Reading literary fiction can be highly pleasurable, but does it also make you a better person? Conventional wisdom and intuition lead us to believe that reading can indeed improve us. However, as the philosopher Emrys Westacott has recently pointed out in his essay for 3Quarksdaily, we may overestimate the capacity of literary fiction to foster moral improvement. A slew of scientific studies have taken on the task of studying the impact of literary fiction on our emotions and thoughts. Some of the recent research has centered on the question of whether literary fiction can increase empathy. In 2013, Bal and Veltkamp published a paper in the journal PLOS One showing that subjects who read excerpts from literary texts scored higher on an empathy scale than those who had read a nonfiction text. This increase in empathy was predominantly found in the participants who felt “transported” (emotionally and cognitively involved) into the literary narrative. Another 2013 study published in the journal Science by Kidd and Castano suggested that reading literary fiction texts increased the ability to understand and relate to the thoughts and emotions of other humans when compared to reading either non-fiction or popular fiction texts.

Scientific assessments of how fiction affects empathy are fraught with difficulties and critics raise many legitimate questions. Do “empathy scales” used in psychology studies truly capture the psychological phenomenon of “empathy?” How long does the effect of reading literary fiction last and does it translate into meaningful shifts in behavior? How does one select appropriate literary fiction texts and control texts, and conduct such studies in a heterogeneous group of participants who probably have very diverse literary tastes? Kidd and Castano, for example, used an excerpt of The Tiger’s Wife by Téa Obreht as a literary fiction text because the book was a finalist for the National Book Award, whereas an excerpt of Gone Girl by Gillian Flynn was used as a ‘popular fiction’ text even though it was long-listed for the prestigious Women’s Prize for Fiction.

The recent study “Changing Race Boundary Perception by Reading Narrative Fiction” led by the psychology researcher Dan Johnson from Washington and Lee University took a somewhat different approach. Instead of assessing global changes in empathy, Johnson and colleagues focused on a more specific question. Could the reading of a fictional narrative change the perception of racial stereotypes?

Johnson and his colleagues chose an excerpt from the novel Saffron Dreams by the Pakistani-American author Shaila Abdullah. In this novel, the protagonist is a recently widowed pregnant Muslim woman Arissa whose husband Faizan was working in the World Trade Center on September 11, 2001 and killed when the building collapsed. The excerpt from the novel provided to the participants in Johnson’s research study describes a scene in which Arissa is traveling alone late at night and is attacked by a group of male teenagers. The teenagers mock and threaten her with a knife because of her Muslim head-scarf (hijab), use racial and ethnic slurs as well as make references to the 9/11 attacks. The narrative excerpt does not specifically mention the word Caucasian, but one of the attackers is identified as blond and another one has a swastika tattoo. They do not believe her when she tries to explain that she was also a victim of the 9/11 attacks and instead refer to her as belonging to a “race of murderers.”

The researchers used a second text in their experiment, a synopsis of the literary excerpt from Saffron Dreams. This allowed Johnson colleagues to distinguish between the effects of the literary narrative style with its inner monologue and description of emotions versus the effects of the content. Samples of the literary text and the synopsis used by the researchers can be found at the end of this article (scroll down) for those readers who would like to compare their own reactions to the two texts.

The researchers recruited 68 U.S. participants (mean age 36 years, roughly half were female, 81 percent Caucasian, reporting seven different religious affiliations but none of them were Muslim) and randomly assigned them to the full literary narrative group (33 participants) or the synopsis group (35 participants).  After the participants read the texts, they were asked to complete a number of questions about the text and its impact. They were also presented with 18 male faces designed by the researchers with a special software in a manner that they appeared ambiguous in terms of Caucasian or Arab characteristics. For example, the faces combined blue eyes with darker skin tones. The participants were asked to grade the faces as being:

1) Arab

2) mixed, more Arab than Caucasian

3) mixed, more Caucasian than Arab

4) Caucasian

The participants were also asked to estimate the genetic overlap between Caucasians and Arabs on a scale from 0 percent to 100 percent.

Participants in the narrative fiction group were more likely to choose one of the ambiguous options (mixed, more Arab than Caucasian or mixed, more Caucasian than Arab) and less likely to choose the categorical options (Arab versus Caucasian) than those who read the synopsis. Even more interesting is the finding that the average percentage of genetic overlap between Caucasians and Arabs estimated by the synopsis group was 33 percent, whereas it was 57 percent in the narrative fiction group.

Both of these estimates are way off. The genetic overlap between any one human being and another human being on our planet is approximately 99.9 percent. Even much of the 0.1 percent variation in the human genome sequences is not due to ‘racial’ differences. As pointed out in a Nature Genetics article by Lynn Jorde and Stephen Wooding, approximately 90 percent of total genetic variation between humans would be present in a collection of individuals from any one continent (Asia, Europe or Africa). Only an additional 10 percent genetic variation would be found if the collection consisted of a mixture of Europeans, Asians and Africans.

It is surprising that both groups of study participants heavily underestimated the genetic overlap between Arabs and Caucasians, and that simply reading the fictional text changed their views of the human genome. This latter finding is also a red flag that informs us about the poor state of general knowledge of genetics, which appears to be so fragile that views can be swayed by nonscientific literary texts.

This study is the first to systematically test the impact of reading literary fiction on an individual’s assessment of race boundaries and genetic similarity. It suggests that fiction can indeed blur the perception of race boundaries and challenge our stereotypes. The text chosen by the researchers is especially well-suited to defy stereotypical views held by the readers. The protagonist’s Muslim husband was killed in the 9/11 attacks and she herself is being harassed by non-Muslim thugs. This may challenge assumptions held by some readers that only non-Muslims were the victims of the 9/11 attacks.

The effect of reading the narrative text seemed to have effects on the readers that went far beyond the content matter — the story of a Muslim (not Arab!) woman who is showing significant courage while being threatened. The faces shown to the study participants were those of men, and the question of genetic overlap between Caucasians and Arabs was a rather abstract question which had little to do with Arissa’s story. Perhaps Arissa’s story had a broader effect on the readers. The study did not measure the impact of the narrative on additional stereotypes or assumptions held by the readers such as those regarding other races or sexual orientations, but these are questions that ought to be investigated.

A limitation of the study is that it assessed the impact of the story only at a single time-point, immediately after reading the text. Without measuring the effect a few days or weeks later, it is difficult to ascertain whether this was a lasting effect.  Another limitation of this study is that it purposefully chose an anti-stereotypical text, but did not test the opposite hypothesis, that some fictional narratives may potentially foster negative stereotypes.

One of my earliest memories of an English-language novel about Muslim characters is the spy novel “The Mahdi” by the British author A.J Quinnell (pen name for Philip Nicholson) written in 1981. The basic plot is that (spoiler alert) US and British intelligence agencies want to manipulate and control the Muslim world by installing a ‘Mahdi‘, the long-awaited spiritual and political leader of Muslims foretold by Muslim tradition. The ridiculous part of the plan is that the puppet leader is accepted by the Muslim world as the true incarnation of the Mahdi because of a green laser beam emanating from a satellite. The beam incinerates a sacrificial animal in front of a crowd of millions of Muslims at the Hajj pilgrimage and convinces them (and the rest of the Muslim world) that God sent this green laser beam as a sign. This novel portrayed Muslims as gullible idiots who would simply accept the divine nature of a green laser beam. One can only wonder what impact reading an excerpt from that novel would have had on the perception of race boundaries by the participants in Johnson’s research study.

The study by Johnson and colleagues is an important contribution to the research of how reading can change our perceptions of race and possibly stereotypes in general. It shows that reading fiction can blur the perception of race boundaries, but it also raises a number of additional questions about how long this effect lasts, how pervasive it is and whether fiction might also have the opposite effect. Hopefully, these questions will be addressed in future research studies.

Image Credit: Saffron Woman by N.M. Rehman (generated from an attribution-free, public domain photograph)

Note: An earlier version of this article was first published on the 3Quarksdaily blog.

Reference:

Dan R. Johnson , Brandie L. Huffman & Danny M. Jasper (2014)

Changing Race Boundary Perception by Reading Narrative Fiction, Basic and Applied Social Psychology, 36:1, 83-90, DOI:10.1080/01973533.2013.856791

Johnson, D., Huffman, B., & Jasper, D. (2014). Changing Race Boundary Perception by Reading Narrative Fiction Basic and Applied Social Psychology, 36 (1), 83-90 DOI: 10.1080/01973533.2013.856791

Excerpt of the literary fiction sample from “Saffron Dreams” by Shaila Abdullah
 This is just an excerpt from the narrative sample used by the researchers, which was 3,108 words in length (pages 57-64 from the book):

I got off the northbound No. 2 IRT and found out almost immediately that I was not alone. The late October evening inside the station felt unusually weighty on my senses.

I heard heavy breathing behind me. Angry, smoky, scared. I could tell there were several of them, probably four. Not pros, perhaps in their teens. They walked closer sometimes, and other times the heavy thud of spiked boots on concrete and clanking chains receded into the distance. They walked like boys wanting to be men. They fell short. Why was there no fear in my heart? Probably because there was no more room in my heart for terror. When horror comes face-to-face with you and causes a loved one’s death, fear leaves your heart. In its place, merciful God places pain. Throbbing, pulsating, oozing pus, a wound that stays fresh and raw no matter how carefully you treat it. How can you be afraid when you have no one to be fearful for? The safety of your loved ones is what breeds fear in your heart. They are the weak links in your life. Unraveled from them, you are fearless. You can dangle by a thread, hang from the rooftop, bungee jump, skydive, walk a pole, hold your hand over the flame of a candle. Burnt, scalded, crashed, lost, dead, the only loss would be to your own self. Certain things you are not allowed to say or do. Defiant as I am, I say and do them anyway.

And so I traveled with a purse that I held protectively on one side. My hijab covered my head and body as the cool breeze threatened to unveil me. I laughed inwardly as I realized I was more afraid of losing the veil than of being mugged. The funny part of it is, I desperately wanted to lose my hijab when I came to America, but Faizan had stood in my way. For generations, women in his household had worn the veil, although none of them seemed particularly devout. It’s just something that was done, no questions asked, no explanations needed. My argument was that we should try to assimilate into the new culture as much as possible, not stand out. Now that he was gone, losing the hijab meant losing a portion of our time together.

It had been just 41 days. My iddat, bereavement period, was over. Technically I was a free woman, not tied to anyone, but what could I do about the skeletons in my closet that wouldn’t leave me alone?”

 

This is the corresponding excerpt from the synopsis used by the researchers. The full-length synopsis was 491 words long:

The scene starts with Arissa getting off the subway train. She is being followed. Most commuters have already returned home, so it is not the safest time to be traveling alone. Four people are walking behind her. Initially confused by the lack of fear in her heart, she realizes that it is the consequence of losing someone so close to her. It is ironic that she is wearing her hijab, a Muslim veil. She wanted to get rid of it when she came to America, but her husband, Faizon, insisted she keep it. Following his death, keeping the hijab was a way of keeping some of their time together. It has been 41 days since the attack, and Arissa’s iddat, bereavement period, is over. She is a free woman, but cannot put aside her grave feelings of loss.