2007/11/20 by William A. Smith, Tara J. Yosso, Daniel G. Solórzano · 2 citations
Psychology · Social Sciences · #Accountability #Critical Race Theory in Education #Critical race theory #Focus group #Gender studies #Higher Education Research Studies #Ideology #Political science #Politics #Psychology #Race (biology) #Racism #Social psychology #Socialization #Sociology #White (mutation) #Youth Development and Social Support
paper · doi:10.1177/0013161x07307793
openalex publication_date 2007/11/20 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01
Background: Racial primes are an outgrowth and inculcation of a well-structured, highly developed, racially conservative, “race-neutral” or “color-blind” racial socialization process in which children learn race-specific stereotypes about African Americans and other race/ethnic groups. As they get older, they continue to receive—both involuntary and voluntary—corroborating messages of anti-Black stereotypes from adults, friends, games, folklore, music, television, popular media, and the hidden curriculum. A result of this belief system is Black misandry. Black misandry refers to an exaggerated pathological aversion toward Black men created and reinforced in societal, institutional, and individual ideologies, practices, and behaviors. Findings: Through the use of focus group interview data from African American male students at four universities, it reveals that potent Black misandric beliefs exist in both academic and social spaces in the collegiate environment. Conclusions: Using critical race theory as a framework, the counterstory in this article provides an interpretation of how racially primed Black misandric beliefs influence the collegiate racial climate and how educational administrator might respond.