1. The Effects of Framing on Perceptions of Others
Senior Capstone Research
Emily Brown and Ashley Kohinke

2. Statement of Problem & Purpose
To determine if framing had an effect on participants racial attitudes.

3. Littleford & Jones (2017) Framing
Study examined whether the professors race/ethnicity and inequity framing that were used, influenced students evaluations of professors and the effectiveness of the professors messages.
When white privilege is brought up to white americans they feel an increased amount of guilt about the privilege they are said to have
Findings: Professors race/ethnicity had direct effect on students evaluations of professors
Framing was used for the set up of the current study

4. Nosek, Banaji, & Greenwald (2002)
IAT
Founders of “Project Implicit” website - Developed the IAT
Found that:
White people favored white people over black people both implicitly and explicitly
Black people strongly favored black people over white people, both implicitly and explicitly
Race IAT used as a main measure in the present study

5. Pintertis, Poteat, & Spanierman (2009)
WPAS
This study researched the three dimensional nature of white privilege attitudes and perceptions and the desire to make one assessment that entailed all information necessary.
Findings: This was a new study and validity was found for the WPAS.
Consists of four subscales
WPAS was used as a main measure for the present study

6. Hypotheses
A higher score on the Race IAT would predict a more undesirable response towards hearing about white privilege
A higher score on the WPAS would predict a more undesirable response toward hearing about white privilege
A lower score on the Race IAT would predict a more desirable openness to learning about discrimination
A lower score on the WPAS would predict a more desirable openness to learning about discrimination
Higher score here for the IAT - means more racial preferences , Higher score on the WPAS - means more racial preferences
Lower score here for the WPAS - means less racial preferences, Lower score on the IAT - means less racial preferences
For example, more racial preferences means more desirable towards ones’ own color and less racial preferences means no preferences between any colors

7. Method
Participants recruited via from the University of Lynchburg
42 Participants in total (73.8% Female, 26.2% Male)
Majority of population:
Age: Years
Race: White (66.7%)
Year: First Years (31%)
Major: Psychology (16.7%)

9. Method - Materials Consent Form Demographic Form
Implicit Attitudes Test for Race
White Privilege Attitudes Scale
Framing Statements
Framing Statements for Discrimination
Framing Statements for White Privilege
Control Statements

10. Method - Procedure Consent Form Demographic Race IAT (Pretest)
WPAS (Pretest)
Framing Statements (Group 1, 2, or 3)
Race IAT (Posttest)
WPAS (Posttest)

11. Method - Design One-way ANOVA IV - three levels, categorical
DV - measured pre- and post- IV manipulation, continuous
Between subjects

12. Results
There was no significant difference between the three conditions for using Implicit Attitudes Test for Race, F(2, 39) = 2.038, p = .144.
There was no significant difference between the three conditions for using the White Privilege Attitudes Scale, F(2, 39) = 1.583, p = .218.
Framing does not have an effect of the perceptions of others

13. Descriptive Statistics - Control Statement

14. Descriptive Statistics - Framed White Privilege Statements

15. Framed Statements - Framed Discrimination Statements

16. Discussion
Framing does not have an effect of the perceptions of others.
Results maybe not significant because...
IAT - Maturation effects
Framing statements could have been different
Iat not significant
Framing statements could be better

17. Limitations Sample Size Too few participants overall Too few males
Very little racial/ethnic diversity
Length of Study
Race IAT took participants a long time take

18. Future Research Recruit more participants Different framing statements
Possibly more statements
More impactful statements
Have participants take a longer break in between taking IAT and WPAS
The length between the IAT and WPAS time one versus time two may be more beneficial if there is a day/week in between for the participants after reading the statements to take the time to mule over the data they were faced with.

19. References
Littleford, L.N., & Jones, J.A. (2017). Framing and source effects on white college students’ reactions to racial inequity information. Cultural Diversity and Ethnic Minority Psychology 23(1), 143–153. doi: /cdp
Nosek, B.A., Banaji, M.R., & Greenwald, A.G. (2002) Harvesting implicit group attitudes and beliefs from a demonstration website. Group Dynamics: Theory, Research, and Practice 6(1) doi: //
Pinterits, E.J., Poteat, V. P., & Spanierman, L.B. (2009). The white privilege attitudes scale: Development and initial validation. Journal of Counseling Psychology, 56(3), doi: /a

20. Acknowledgements Dr. Virginia Cylke
University of Lynchburg Students, Staff, and Faculty
Fellow classmates

21. Questions?

22. The Effects of Framing on Perceptions of Others
Senior Capstone Research
Emily Brown and Ashley Kohinke