Albert Ramirez

Ethnicity of communicator, self-esteem, and reactions to fear-arousing communications.

Summary Using 159 Anglo-American and 45 Mexican-American students as Ss, the present study investigated the effects of ethnicity of communicator (Chicano vs. Anglo-American), self-esteem (high vs. low), ethnicity of S (Chicano vs. Anglo), and fear-arousing communications (high fear vs. low fear) on a number of behavioral and attitudinal measures of persuasion. Ethnicity of communicator, self-esteem of the S, and level of fear communication significantly influenced persuasion. There were no significant effects of ethnicity of S. Communicator ethnicity also interacted with the other two factors. Evaluations of the Chicano communicator were equally positive across the two levels of fear communications, while evaluations of the Anglo communicator were associated with fear level of message. High self-esteem S s rated the Chicano communicator more positively, while the Anglo communicator was evaluated more positively by the low self-esteem Ss. Possible interpretations of these results are discussed.

Attitudinal and Behavioral Reactions to Fear-Arousing Communications:

The present study tested the hypothesis that the relationship between fear arousal and persuasion is a curvilinear one. High-, moderate-, and low-fear messages were presented to over 900 students in 6 public schools. In addition to paper-and-pencil measures, a behavioral measure of toothbrushing was used. In general, the results did not support the curvilinear hypothesis but did tend to support studies showing a positive relationship between levels of fear and attitude change but not with respect to behavioral change. Problems dealing with the curvilinear model are discussed.

Social Influence and Ethnicity of the Communicator

Summary The purpose of the investigation has been to test the generalization of the effect of ethnicity of communicator on social influence. Whereas previous studies have focused on groups of public school students being exposed to an older communicator in a school setting, in the present study the influence attempt was person-to-person in the apartment dwelling of the minority person. Two college age males—one a Chicano and the other an Anglo—served as communicators. The two communicators presented positive or negative appeals to 116 Chicano adults (70 females, 46 males). The results indicated that, although the Ss reacted equally positively to both communicators, they were more likely to respond to the request of the Anglo communicator.

Social Power in Educational Systems: Its Effect on Chicanos’ Attitudes toward the School Experience

Summary The effect on 25 Chicano undergraduates of exposure to two types of social power-influence systems differing in the level of ethnic minority authority persons was investigated. These systems are referred to as unequal and equal systems of social power and social influence (USPI and ESPI). It was hypothesized that ethnic minority students who had attended high-USPI schools would recall these school experiences more negatively than students who had attended low-USPI schools. Fifty-six Chicano students were administered a questionnaire containing a measure of USPI-ESPI systems and items measuring negative school experiences (NSE). A NSE scale was derived utilizing cluster analysis procedures. Results indicate that the high-USPI (N = 13) group scored significantly higher on the negative school experiences scale than did the low-USPI (N = 12) group (p < .05).

Unequal Employment Status and Ethnicity: Further Analysis of the USPI-ESPI Model

This study compares two groups of Chicanos who were exposed to two disparate work environments. The effect of these two different employment systems on a number of psychological and attitudinal variables was investigated. Significant group differences were found, which supported the hypothesis that being in an unequal social power and influence (USPI) work environment, where Chicanos are job segregated, negatively affects their psychological well-being. However, a relationship was not found between the socialpower environment of Chicanos at work and their attitudes reflectingperceived reasons for the current social status of Chicanos in society. Also, groups failed to differ in their perceptions of discrimination against Chicanos in their neighborhoods. Even so, the results demonstrated the psychological importance and consequence to Hispanics of being exposed to unfair and inequitable work environments.

Racism toward Hispanics

The topic of prejudice and racism is one that has occupied social psychology for many years. Almost every contemporary social psychology textbook has a chapter devoted to prejudice, discrimination, or interracial group relations, with numerous references to the studies conducted in these areas. How many of the studies discussed in these chapters, however, are based on research conducted with or about Hispanics? In order to answer this question, the present writer surveyed the relevant chapters of 17 contemporary and widely used social psychology textbooks. In the hundreds of studies referred to in these 17 textbooks in their discussion of prejudice and discrimination, only 4 studies dealt specifically with Hispanics. Does this mean that no research relevant to or indicative of prejudice against Hispanics has been conducted? Hardly. What this exclusion of Hispanics in social psychology textbooks demonstrates is an almost total lack of awareness concerning Hispanics as victims of prejudice and discrimination, and of the psychological literature that exists that is relevant to the Hispanic experience in this country.

Causal Attributions of Success and Failure Among Chicano University Students

This study investigated the causal attributions of success among Chicano graduates and of failure among Chicano nongraduates from a major public university. An open- and closed-ended questionnaire was administered to 39 graduates and 36 non graduates concerning the effects of their college experience, factors contributing to graduating or dropping out of college, and their,present employment and income conditions. Results sug gest that students who graduate attribute their success to internal factors while students who do not graduate attribute their failure to external factors.