Close relationships between Asian American and European American college students

A Rosier Reality: Incongruency in Stated and Revealed Ingroup Preferences among Young Asian American Speed Daters

Several studies have identified inconsistencies between “stated” interpersonal attitudes and those “revealed” after an interaction. The authors used the speed-dating paradigm to examine stated and revealed attitudes in ingroup preferences among Asian American subgroups (Chinese, Korean, Vietnamese, and Filipino Americans). Young single Asian Americans ( n = 198) reported preferences for dating different ethnicities and went on speed dates, after which they could offer second dates to their partners. As expected, all four ethnic subgroups showed clear ingroup biases in stated preferences. Ingroup bias in revealed preferences (measured through date offers and ratings of partners’ mate desirability), however, were minimal. At the individual level, stated ingroup preferences did not significantly predict revealed ingroup preferences. In summary, among young Asian Americans, ingroup preferences may not hold in an interactive scenario. The findings suggest that in the presence of personal cues provided through a brief interaction, people may be less prone to make judgments on the basis of ethnicity, even when consequences extend beyond the laboratory. Furthermore, mechanisms for selecting a partner may differ in “hot” (affective) versus “cold” (cognitive) states.

Roommate's race and the racial composition of white college students' ego networks

We develop and test a new hypothesis about how the race of a college freshman's roommate affects the racial composition of the student's ego network. Together, three principles of social structure-proximity, homophily, and transitivity-logically imply that college students assigned a roommate of a given race will have more friends (other than their roommate) of that race than will students assigned a roommate not of that race. A test with data collected from 195 white freshmen at Stanford University in the spring of 2002 supports this prediction. Our analysis advances earlier work by predicting and providing evidence of race-specific effects: While students assigned a different-race roommate of a given race have more friends (other than their roommate) of their roommate's race, they do not have more different-race friends not of their roommate's race.

Racial Diversity, Racial Asymmetries, and Team Learning Environment: Effects on Performance

This paper argues that learning in cross-race interactions is critical for work teams to realize performance benefits from racial diversity but that diversity is a liability when society’s negative stereotypes about racial minorities’ competence inhibit such interactions. We analyze two years of data from 496 retail bank branches to investigate racial asymmetries in the dynamics of team learning and their impact on the link between diversity and bottom-line performance. As expected, minorities’ negative assessments of their team’s learning environment precipitate a negative relationship between diversity and performance, irrespective of White teammates’ assessments; only when both groups view the team’s learning environment as supportive—implying that the team has successfully countered the negative effects of societal stereotypes on cross-race learning—is the relationship positive. We conclude that acknowledging the impact of societal asymmetries between racial groups, especially in regard to learning, can reorient research about the link between identity-group-based diversity and performance.