NEUROCOGNITIVE SEEDS OF RACIAL & ETHNIC DISCRIMINATION: IT S ALL IN THE MIND

Transcription

1 ASHA 2013 Chicago NEUROCOGNITIVE SEEDS OF RACIAL & ETHNIC DISCRIMINATION: IT S ALL IN THE MIND Ahmed M. Abdelal, PhD., CCC-SLP Assistant Professor of Communication Sciences & Disorders Founder & Coordinator of the BSU B.R.A.I.N Network Bridgewater State University, Bridgewater MA aabdelal@bridgew.edu

2 Objectives Define race &ethnicity Explain neurobiology of social bonding systems Explain the neurobiology of racial/ethnic discrimination Discuss impact of racism on health Provide evidence-based solutions

3

4 A Definition of Race Race is a socially constructed reaction to phenotypic characteristics Genotype Phenotype

5 Origins of Racial Differences Geographic Isolation Sustained Cultural Practices Genetic Adaptations Suited to the environment Racial Differences Nancy Hill (June 2011), Harvard University

6 What is Ethnicity? Meaning of the word: Ethnikos- Greek for nationality Ethnos- Latin for tribe There are many definitions of ethnicity?

7 Ethnicity Common ancestry/history Shared language, beliefs and moral codes, social rules, and behaviors of a given community

8

9 Emotional Processing & Discrimination Social Bonding Neurotransmitters Oxytocin Vassopressin Dopamine Serotonin

10 Social Bonding Systems Effects of Oxytocin & Vassopressin Associated with the internal reward system Levels are directly influenced by parental care Decrease fear and anxiety in stressful situations Increase aggressiveness toward perceived threats Facilitate sense of loyalty to social groups & cultures

11 Social Bonding Systems Oxytocin/vassopressin deficiency Causes bonding systems to develop abnormally Compromises capacity of the internal reward system Compromises commitment to societal and cultural values

12 Roots of Discrimination Does the brain discriminate? The brain is anatomically organized into functional regions and networks This system of organization is central to how the brain learns The brain learns through detecting patterns in the environment When certain details are missing, the brain fills in the gaps The brain stores information in a categorical fashion

13 Roots of Discrimination How categorization facilitates learning Reduces cognitive overload, thus enabling us to learn faster Enables us to make inferences about new members of a group that we encounter for the first time. (Quinn 2013)

14 Roots of Discrimination There are 3 levels of sociallybased categorization: Recognizing the difference Showing a preference toward one category without assigning social importance Showing preference and assigning importance to one category over another

15 Socially-based Categorization 3-month-old infants can detect racial differences Children up to 2.5 years old show no racially-based social preference Racially-based preference emerges between 2.5 and 5 years of age Children at this age, however, do not assign social importance to racial differences (Kinzler & Spelke, 2011)

16 Socially-based Categorization Race encoding in adulthood is an automatic and fast function of one s perception (Ito & Urland, 2003) Adults attend to gender, race, age, language and accent

17 Socially-based Categorization Children up to 6 years of age tend to use language/accent rather than race as a basis for social preference and judgment Young children prefer engaging with native speakers of a different race to engaging with a non-native speakers of same race (Kinzler & Spelke 2011)

18

19 Environment & The Brain At birth, the brain has basic, tentative networks that are genetically determined The environment modifies these networks in various ways Can strengthen them or dismantle them The goal is to enable the organism to be fit for the environment that it lives in. (Kandel, et al 2013)

20 Environment & The Brain From birth to puberty Collectively, the sensory stimulation we experience in our environment eventually enables us to construct an inner reality that is a reflection of the environment Our internal representations of the environment become more hard-wired by puberty (Wexler, 2006)

21 Environment & The Brain The constructs we build as a result of our experiences will form the lenses through which we come to view the world. They become the standard against which we evaluate people, actions & things.

22 Environment & The Brain After puberty Contradictions between the internal constructs and the actual environment will produce conflict Conflict means that one of the two (internal structures or the actual environment) will have to change. (Wexler, 2006)

23 Environment & The Brain To ensure ongoing harmony between inner reality and external reality, people tend to prefer familiar people, things, etc. They see the need to conform to group rules and pressures

24 Effect of Familiarity Familiarity is the primary determiner of preference for people, actions & things It means that cognitive representations and external reality match each other It serves our innate biological need to protect our own survival & well-being Familiar people, actions, & things are predictable Hence they are perceived as safe & pleasurable They attract our attention. (Kinzler & Spenkle 2011; Wexler 2006)

25 Effect of Familiarity: The Evidence Big-black-bag experiment First time encounter hostile Second time encounter curious Subsequent encounters friendly (Adolphs, 2002)

26

27 From Seed to Fruit Levels of racial/ethnic discrimination Acquisition of racist attitudes, beliefs, or ideologies Translating these attitudes into prejudice or acts of discrimination on an interpersonal level Systemic racism: widespread, institutionalized racism that prevents minority groups from access to labor, material, and various social resources (Berman & Paradies 2010; Paradies 2006 a)

28 Discrimination as a Line of Defense Discrimination emerges as a line of defense to Avoid experiences that do not match cognitive representations Consequently, individuals from other groups are ignored, discredited, or forgotten all together Furthermore, the person tries to justify racist attitudes and decisions (Wexler 2006)

29 Rise of White Supremacy Rise of Modern Europe Encountering other cultures The drive to obtain wealth easily combined with these negative attitudes.

30 Rise of White Supremacy European leaders began to justify their motivations through demeaning other races, their religious beliefs and cultures. This trend continued to be endorsed by some elite thinkers, scientists and social leaders until recently

31

32 Impact of Discrimination on Health An impressive body of research has documented strong and consistent associations between racial discrimination and mental and physical health outcomes in children and adults

33 Impact of Discrimination on Health In children Decreased self & group regard Poor health, well-being, or development Metabolic disease Increased risk for aggression and violence

34 Impact of Discrimination on Health Early experiences with racism linked to addiction and negative social behaviors later in life Decreased academic performance Delinquent behavior

35 Impact of Discrimination on Health In adults: A wide range of mental and physical disorders including: Depression Anxiety Hypertension Decreased sleep Metabolic disorders Poor memory & poor executive functions Drug and alcohol addition Heart disease

36

37 Cognitive Modification We control our thoughts; therefore, we can change them Change is hard and could even be painful at the beginning Person may engage in avoidance behavior Pace of change will depend on (a) nature and degree of exposure (b) age

38 Working with Adults Raise awareness among adults Teach about impact of discrimination on others Encourage direct engagement with others Encourage analysis of stereotypes Challenge false ones Explain how differences developed as a form of adaptation

39 Role of the School Engage metacognitive skills through teaching adults to: Analyze their own thoughts & behavior Be open to new learning Exposure is the key to desensitization Education leads to cognitive flexibility Lack of knowledge leads to cognitive rigidity/resistance to change

40 Working with Adults Encourage parents to be closer to their children Close contact between infants and their mothers improves bonding Encourage parents to read with their kids Provide social barrier awareness

41 Role of the School Work to create a positive school culture Curriculum should be inclusive of all races in the society Assigning a teacher from a different ethnicity/race promotes in kids According to Sandersa & Downer (2011), having teachers of the same ethnicity as the majority of the students prohibits diversity-promoting practices in prekindergarten classrooms.

42 The Role of the School Positive parent-school experiences enhance student engagement Parents need to be aware that their expectations of the child have a direct influence on academic performance (Kim, Sherraden & Clancy, 2013)

43 Working with Children Teach metacognitive skills to kids at an early age Keep in mind: Our brain will continue to develop as long as we continue to challenge ourselves!

44 Working with Children Children from minorities need to learn about high-tier professions Develop programs that foster positive group image beliefs and attitudes Promote multi-racial foster placements and daycare centers

45 Take-Home Message Discrimination is not a state of being: it is an artificial way to rationalize dissonance The society will make us grow prejudiced or otherwise Familiarity and exposure to people from different cultures is the most important tool Teaching tolerance should begin in the first year if life. We can change our ideas, because we own them!