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Eberhardt, Jennifer L. (Jennifer Lynn)

Works: 12 works in 25 publications in 1 language and 478 library holdings
Roles: Editor, Thesis advisor, Author, Other
Classifications: HM291, 305.800973
Publication Timeline
Publications about Jennifer L Eberhardt
Publications by Jennifer L Eberhardt
Most widely held works by Jennifer L Eberhardt
Confronting racism : the problem and the response ( Book )
12 editions published between 1998 and 1999 in English and held by 458 libraries worldwide
This book provides a systematic treatment of the changing racial dynamics of United States society. The authors employ a number of different theoretical and empirical approaches to identify the cognitive and motivational influences on the intrapersonal, interpersonal, and intergroup processes that lead to racism. The book connects theory and practice in the diverse social domains within which race prejudice and stereotyping operate, such as education, employment, law, crime, politics, and health
Racism : the problem and the response ( Book )
2 editions published in 1998 in English and held by 4 libraries worldwide
Strategies for change : research initiatives and recommendations to improve police-community relations in Oakland, Calif. ( Book )
1 edition published in 2016 in English and held by 3 libraries worldwide
Where the invisible meets the obvious : the effects of stereotyping biases on the fundamental attribution error by Jennifer L Eberhardt( Archival Material )
1 edition published in 1993 in English and held by 3 libraries worldwide
Special issue : social neuroscience and intergroup behavior ( Book )
2 editions published in 2008 in English and held by 2 libraries worldwide
Believe the change you wish to see in the world : the role of implicit theories in targets' responses to explicit bias by Aneeta Rattan( file )
1 edition published in 2011 in English and held by 1 library worldwide
What motivates targets of prejudice to confront people who express explicit bias? This dissertation reports the results of eight studies investigating this question. In the first three studies, I tested the hypothesis that targets who hold an incremental theory of personality (i.e., the belief that people can change) are more likely to confront prejudice than targets who hold an entity theory of personality (i.e., the belief that people have fixed traits). In Study 1, targets' implicit theories predicted whether they spontaneously confronted an individual who expressed bias. Study 2 replicated this effect and showed that incremental theorists were less likely to anticipate withdrawing from future interactions with an individual who expressed prejudice. In Study 3, I manipulated implicit theories and replicated these findings. Next, I explored one potential explanation for why. I tested the hypothesis that incremental theorists would be more likely to view confronting as effective in creating change than entity theorists, even if both did so. In Study 4, targets who held a more incremental theory reported being more likely to confront prejudice and anticipated their behavior to be more effective. Study 5 elicited African American adults' retrospective accounts of encounters with bias while Studies 6-7 used a hypothetical scenario to expose participants to evidence of someone who had expressed bias either remaining the same or changing over time. The pattern of results across these studies revealed that even when entity and incremental theorists enact the same (actual or anticipated) confronting behavior, it is exclusively the incremental theorists who view this behavior as more efficacious. Study 8 investigated whether implicit theories play a causal role in perceptions of the efficacy of confronting. All targets expressed disagreement with a biased statement, but those in the incremental theory condition expressed the belief that speaking up would create change to a significantly greater degree than did those in the entity theory condition. By highlighting the central role that implicit theories play in targets' motivation to confront prejudice and their perceptions of whether confronting is effective, this research has important implications for intergroup relations and social change
What neighborhoods signal about race : norms of racial residential segregation, biological conceptions of race, and preferences for same race neighbors by Rebecca Celeste Hetey( file )
1 edition published in 2013 in English and held by 1 library worldwide
Forty-five years after racial residential segregation was outlawed, we might expect America's neighborhoods to be fully integrated. Segregation, however, persists. Across five studies, I explore how the prevalence of segregation can fuel its own perpetuation by setting powerful descriptive norms. In Study 1, when participants were exposed to information about high rates of residential segregation in the United States, they conformed and expressed significantly stronger preferences for same race neighbors than those exposed to low rates of segregation. Further, this normative information changed individuals' conceptions of race. In Study 2, learning that segregation is common, rather than uncommon, caused participants to endorse a more essentialized or biological conception of race. This conception of race as biological was itself significantly associated with preferences for same race residential contact in Studies 3 and 4. Further in Study 5, I demonstrated that biological conceptions of race can cause preferences for racially segregated neighborhoods. This work illustrates that physical arrangements of racial groups within residential spaces can shape preferences for social contact with members of different races and can signal how essential race is as a category
When bias and threat persistently interact : a holistic approach to understand the lingering effects of stereotypes by Jason Okonofua( file )
1 edition published in 2015 in English and held by 1 library worldwide
Can social-psychological theory provide insight into the extreme racial disparities in school disciplinary action in the United States? Disciplinary problems carry enormous consequences for the quality of students' experience in school, opportunities to learn, and ultimate life outcomes. This burden falls disproportionately on students of color. Integrating research on stereotyping and on stigma, I theorize that bias and apprehension about bias can build on one another in school settings in a vicious cycle that undermines teacher-student relationships over time and exacerbates inequality. This approach is more comprehensive than accounts that consider the predicaments of either teachers or students but not the two in tandem; it complements nonpsychological approaches; and it gives rise to novel implications for policy and intervention. It also extends prior research on bias and stigmatization to provide a model for understanding the social-psychological bases of inequality more generally
Who can improve? A target's race dictates perceptions of potential for growth by Cynthia Steel Levine( file )
1 edition published in 2012 in English and held by 1 library worldwide
People regularly judge others' potential for growth in deciding who to hire, promote, admit, or parole. Yet research on racial stereotyping has focused on trait judgments in the moment and has largely ignored how race influences judgments about growth over time. Historically, Blacks have been portrayed as lacking the potential to grow, and in this paper, I test the hypothesis that they are still seen this way. In Studies 1-3, Black targets were judged to have less potential to improve compared to White targets even when they were viewed similarly in the present and even for non-stereotypical traits. In Study 4, priming with Black faces increased participants' endorsement of the view that people are fixed. Finally, Study 5 addressed implications for societal policies. Together, this research reveals a new dimension of how a target's race may affect person perception
"Great is the power of steady misrepresentation" : racial inequality and social representations of human evolution by Shantal Renee Marshall( file )
1 edition published in 2011 in English and held by 1 library worldwide
Lay narratives about human evolution contain references to leaving Africa, describe evolution as linear, and celebrate Western advances as evidence of humanity's superior intellect. Furthermore, popular images of human evolution depict a timeline beginning with a dark, apelike creature on the left and ending with a White male on the right. I argue that these commonplace representations of human evolution contain vestiges of an explicit racial hierarchy from the 19th century and affect people's understanding of racial inequality today. Across three studies, White participants exposed to these representations were more likely to demonstrate indifference to and even justification of racial inequality, both present and historic. In two additional studies I demonstrate that the representation of evolution can negatively affect Black participants in an academic context, by invoking a threat of dehumanization. Although inaccuracies in the representations of human evolution are well documented, such inaccuracies not only pose challenges for the teaching and learning of science, but also for current day race relations
Devaluing Black space : Black locations as targets of housing and environmental discrimination by Courtney Marie Bonam( file )
1 edition published in 2010 in English and held by 1 library worldwide
Do spaces have races? Why might space-race associations matter? Across four studies, participants attached racial meaning to a range of locations, as well as negatively stereotyped and reported feeling less connected to Black spaces in particular. Negative stereotyping and lack of connection to Black space explained why these spaces experienced both housing and environmental discrimination. Studies 1 and 2 participants generated raced spaces and then rated the extent to which they thought of these locations (i.e. inner cities, suburbs) as White or Black. The more Black spaces were, the less White they were, showing participants made clear distinctions between these two types of spaces. Further, the Black spaces were rated more negatively than the White spaces, showing participants devalued Black space. Study 3 expanded this finding by manipulating the race of one location--a house for sale by a Black or White family. Participants gave the Black house, relative to the White, a lower evaluation (i.e. they thought it was worth less and were less eager to move there). The Black house received this lower evaluation because participants negatively stereotyped it. They imagined the neighborhood surrounding it to be lower quality than the neighborhood they imagined around the White house (i.e. less safe, lower quality schools and municipal services). Additionally, participants reported feeling less connected to the neighborhood around the Black house, which also helped to explain its lower evaluation. Study 4 participants again discriminated against Black space--this time in the environmental domain. Participants read a proposal to place a potentially polluting chemical plant near a majority Black or White neighborhood. They reported less opposition to this plant when the nearby neighborhood was Black. This Black space received less environmental protection because participants were more likely to think it already housed other industrial facilities (industrial space stereotype) and again because they reported feeling less connected to it. These results are important not only because they expand theory on racial discrimination, stereotyping, and sense of place, but also because they provide an enhanced understanding of the causal role race plays in producing and maintaining disparities in access to high quality, healthy living spaces
Looking Deathworthy : Perceived Stereotypicality of Black Defendants Predicts Capital-Sentencing Outcomes ( file )
1 edition published in 2006 in English and held by 0 libraries worldwide
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Alternative Names
Eberhardt, Jennifer Lynn
English (25)
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