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Psyc 411 > Sept 25 > Flashcards

Sept 25 Flashcards

1
Q

gaming while black

A

online gaming = “racist, toxic environment”

slurs, name calling, targeting of black individuals is normal and commonplace

only 2% of game developers are black - there aren’t people at the table standing up for minority gamers

does the affective component of gaming embolden people?

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2
Q

sexism & heterosexism in online gaming

A

LGBTQ+ gamers are facing epidemic of online harassment

study finds nearly 90% of openly QUEER and TRANS gamers have been HARASSED ABOUT THEIR IDENTITIES online

79% of Ps reported sexism is prevalent within the online gaming community

63% of women reported being harassed while playing video hames

28% of women have suffered sexual harassment from male gamers in form of objectifying comments or death/rape threats

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3
Q

__ of Ps reported sexism is prevalent within the online gaming community

A

79%

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4
Q

__ of women reported being harassed while playing video hames

A

63%

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5
Q

__ of women have suffered sexual harassment from male gamers in form of objectifying comments or death/rape threats

A

28%

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6
Q

what’s online racism?

A

system of anti-POC practices

that PRIVILEGE and MAINTAIN

POLITICAL, CULTURAL and ECONOMIC POWER

for Whites in DIGITAL SPACE

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7
Q

online racism can be…

A
  1. technologically mediated
  2. interpersonal verbal and nonverbal online interactions
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8
Q

online racism: technologically mediated

A

inequalities built & expressed in the online infrastructure

ie. in way apps/websites/contexts are set up

ie. algorithm stuff, interface itself (graphic reps, types of voice, symbols, images)

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9
Q

online racism: interpersonal verbal and nonverbal online interactions

A

enacted between people

ie. verbal comments, written comments

ie. nonverbal - blackface, cultural appropriation

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10
Q

2 unique aspects of online racism

A
  1. digital record
  • not present in other forms of disc
  • can lead others to jump on bandwagon
  • re-opening wounds
  1. broad audience can participate & add to victimization - commenting, liking, sharing
  • iterative/repeat opportunities for disc
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11
Q

who started online racial discrimination research?

A

Brendesha Tynes

first tried to understand racial landscape that teens navigate online

created ONLINE VICTIMIZATION SCALE

more time teens spend online, more racism they experience, more externalizing behaviours they exhibit

less likely to exhibit externalizing behaviour if they explore their identity

there are state/national programs addressing cyberbullying, but none focus on racial behaviours

need to study protective factors

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12
Q

Tyne’s Taxonomy of Online Racism

A

online racism splits into:

  1. online racial microaggressions
  2. online racial discrimination (micro-assaults)
  3. online hate crimes

all add into the ENVIRONMENT - TECHNICAL INFRASTRUCTURE AND INTERFACE
(algorithms, filters, bots, AI, robots, design of interface)

  1. miseducation
  2. micro-invalidation
  3. micro-insult
  4. misinformation/disinformation

a. individual

b. vicarious

c. abuse

d. privacy violations

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13
Q

can online disc be vicarious?

A

yes

text, video, images, symbols, verbal or visual assaults (including jokes) on a person’s ethnic group that are witnessed

sale of racist books, music

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14
Q

intentional forms of online discrimination

A
  1. mis-information/dis-information
  • often deliberately misleading
  • websites, individual articles, text, images, propaganda, fake news, cloaked hate sites, Holocaust denial
  1. individual, vicarious and abuse
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15
Q

unintentional forms of online discrimination

A
  1. miseducation
  2. micro-invalidation
  3. micro-insult
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16
Q

examples of online miseducation

A

educational apps, games, wikis, blogs, online courses, news

hegemonic

curriculum violence

omission of POC

minimizing contributions

lack of attention to culture

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17
Q

examples of online micro-invalidation

A

text, video, images, symbols

alien in own land

colour blindness

myth of meritocracy

denial of individual racism

claims of reverse discrimination

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18
Q

examples of online micro-insult

A

text, video, images, symbols

ascription of intelligence

second class citizen

pathologizing cultural values

assumptions of criminal status

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19
Q

online abuse

A

criminal cyber harassment

cyber mob threats

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20
Q

online privacy violations

A

hacking

ID theft

nude photos

publishing personal info

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21
Q

micro-invalidations

A

communicate that structural racism doesn’t exist

that people are overreacting

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22
Q

online micro-insults

A

communicate inferiority (often unintentionally)

ascription of intelligence
second-class citizenship
pathologizing cultural values
assumptions of criminality

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23
Q

online micro-assaults

A

online discrimination

less subtle, more intentional

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24
Q

reverse racism/reverse discrimination

A

idea that members of DOMINANT group are SYSTEMATICALLY discriminated against

can INDIVIDUALS be discriminated agains based on membership in dominant group?
YES

do SOCIAL STRUCTURES/SYSTEMS disc against individuals from dominant groups?
NO - because those groups control the systems and structures

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25
often-cited example of "reverse racism"
affirmative action programs
26
miseducation versus misinformation
miseducation: - often UNINTENTIONALLY demeaning towards POC - things like online learning materials, e-books, apps ^done by MISEDUCATED people misinformation/disinformation: - often INTENTIONALLY misleading - ie. putting forth untrue info about certain groups to MAKE THEM LOOK BAD to others ^meant to MISINFORM
27
online hate crimes make up what percentage of online race-based discrimination?
23%
28
famous example of miseducation
Playing History 2: Slave Trade video game made by Danish company tetris game that literally stacks black characters into ship owner said it was intended to be educational and to have shock value but clearly very problematic (if unintentional, we perceive this as miseducation)
29
disinformation example
white supremacist site MartinLutherKing.org site was shut down recently run by white nationalists/KKK had FAKE SNIPPETS and FACTS about MLK that painted him in a bad light tried to make people dislike the Civil Rights Movement (disinformation: purposefully, actively misleading)
30
English et al online disc study question
what is the daily prevalence of discrimination among Black American adolescents?
31
English et al online disc study SETUP
14 day daily diary study 101 black adolescents aged 13-17 wanted thorough, multi-dimensional assessment of disc (more detailed than typical ESM studies) lots of questions within different categories - each person was asked a random subset of them each day
32
English et al online disc study ITEMS 1
1. individual online - did people exclude you from a website - did people show you a racist image online - did people threaten you online 2. vicarious online - did people crack jokes about people of you race/ethnic group online - did you witness people saying mean or rude things about another Back person's race/ethnicity online 3. individual teasing - did a peer tease you - did a peer joke about the texture of your hair 4. vicarious teasing - did you witness a peer being made fun of because of their race/ethnicity - did you overhear an offensive joke/comment 5. vicarious general - did you hear about a fam member experiencing racial disc - did you hear about fam member treated poorly because of race/ethnicity
33
English et al online disc study ITEMS 2
6. assumptions of criminality 7. assumption of intellectual inferiority 3. assumed universality of the black american experience 4. second-class citizenship 5. assumption of inferior status 6. micro-assaults 7. environmental micro-aggression
34
English et al online disc study GENERAL FINDINGS
101 Ps reported 5606 experiences of discrimination across 88 items over 2 weeks since they only received 12 items a day > ~5 experiences of disc per day
35
English et al online disc study - average number of disc experiences per day
about 5 per day
36
English et al online disc study - DETAILED FINDINGS
1. INDIVIDUAL ONLINE EXPERIENCES were more frequent than vicarious teasing, vicarious general & individual general experiences 2. VICARIOUS ONLINE EXPERIENCES were more frequent than individual teasing, vicarious teasing, vicarious general & individual general 3. INDIVIDUAL ONLINE and VICARIOUS ONLINE were equally common 4. black youth overall report MORE DISC ONLINE than in person
37
English et al online disc study - SUMMARY
1. discrimination (among Black American teens) is MUCH MORE COMMON than previously thought IF you measure it comprehensively via EXPERIENCE SAMPLING 2. majority of these ~5 experiences a day are coming through DIRECT and VICARIOUS DISCRIMINATION experiences online
38
Marciano et al study - online discrimination and LGB adults - SETUP
1735 Israeli LGB adults questions were about discrimination across NUMEROUS ASPECTS OF IDENTITY, APPEARANCE, BELIEFS not experience sampling
39
Marciano et al study - online discrimination and LGB adults - types of disc that were MORE COMMON ONLINE than OFFLINE for this group
age height weight/body shape skin tone religion/religiosity general appearance sexual preferences HIV status political ideology other (veganism, feminism) *fact that these were all more common online underscores the prevalence of online disc
40
Weinstein et al study QUESTION
how are ONLINE and OFFLINE BULLYING and RACIAL DISCRIMINATION related to each other OVER TIME among racially minoritized adolescents?
41
Weinstein et al study - SETUP
n = 735 American youth aged 10-19 Black (46%) Latinx (32%) Multiracial (10%) Asian (8%) 3 waves of data - 10-12 months apart (longitudinal study)
42
Weinstein et al study - MEASURES
1. offline bullying/harassment - "I got hit and pushed by other students" - general bullying, not race related 2. online bullying/harassment - "people have posted mean things about me online" - online bullying, not race related 3. offline racial discrimination - "treated you with less respect because of your race/ethnicity" - race related 4. online racial discrimination - "people have shown me a racist image online" - race related
43
Weinstein et al study - FINDINGS
1. positive correlations between ALL MEASURES - they all predict each other 10-12 months later - people who experience any of these mistreatments are more likely to also experience ALL of the other ones - ie. kids who get bullied online, also get bullied offline, and also get racially discriminated against 2. offline bullying/harassment is related to greater time spent online one year later 3. more bullying in person = more time spent online 10-12 months later 4. the more offline bullying at time one, the more online bullying at time 2 5. the more online bullying at time 2, the more offline bullying at time 3 6. offline bullying at time 1 predicts greater offline racial disc 10-12 months later
44
Weinstein et al study - WHAT SETS EVERYTHING INTO MOTION?
offline bullying predicts greater later online bullying, and more time spent online maybe sensitizes you to these experiences early on maybe affects your construals maybe bullying becomes more specific/targeted with age
45
Weinstein et al study - what measures are kinda on their own?
offline racial discrimination and online racial discrimination 1. they don't predict each other 2. they don't predict greater general bullying either
46
Weinstein et al study - SUMMARY
1. kids of colour that are victimized tend to be victimized BOTH GENERALLY and based on their ETHNICITY/RACE - both in person and online 2. offline bullying leads to increases in online bullying and offline racial discrimination 1 year later 3. online racial discrimination exposure not longitudinally predicted by other forms of victimization
47
Weinstein et al study - kids of colour that are victimized tend to be victimized...
both GENERALLY and based on their RACE/ETHNICITY both IN PERSON and ONLINE
48
Weinstein et al study - offline bullying leads to...
increases in: - ONLINE BULLYING - OFFLINE RACIAL DISC 1 year later
49
Weinstein et al study - online racial disc exposure...
NOT LONGITUDINALLY PREDICTED by other forms of victimization
50
Volpe et al - Liberatory Media Literacy as protective against posttraumatic stress for emerging adults of colour - STUDY QUESTION
what is the association between race/ethnicity-related ONLINE TRAUMATIC EVENTS experienced and PTSD symptoms among emerging adults of colour? does liberatory media literacy protect individuals against the harmful effects of online trauma exposure?
51
Volpe et al - Liberatory Media Literacy as protective against posttraumatic stress for emerging adults of colour - STUDY SETUP
n = 325 emerging adults aged 18-24 43.7% black 28.6% white latinx 16.9% asian 2.5% multiracial 2.5% native american *60% of sample identified as Latinx across these groups
52
liberatory media literacy
4 components 1. inclusive media and technology (IMT) 2. content creation and social action (CONS) 3. awareness of power relationships in media and technology (AW) 4. personal action through media and technology (PA) does competence in these 4 areas protect against racially traumatic online events?
53
Volpe et al - Liberatory Media Literacy as protective against posttraumatic stress for emerging adults of colour - STUDY FINDINGS
1. exposure to race/ethnicity-related traumatic events online = between a FEW TIMES A YEAR and a FEW TIMES A MONTH ie. seeing videos/images of beatings, arrest, detainments, being shot by a police officer 2. black & latinx emerging adults reported MORE EXPOSURE to racially traumatic events & PTSD symptoms than those from other racial groups 3. online exposure to traumatic events associated with more PTSD symptoms 4. only the INCLUSIVE MEDIA AND TECHNOLOGY component of liberatory media literacy moderated impact of PTSD symptoms
54
inclusive media and technology (IMT)
part of liberatory media literacy "I recognize how white standards of beauty are valued over others in the media"
55
content creation and social action (CONS)
part of liberatory media literacy "I am able to use my coding skills to fight racism"
56
awareness of power relationships in media and technology (AW)
part of liberatory media literacy "I understand how social media platforms can use my likes/posts to benefit certain groups"
57
personal action through media and technology (PA)
part of liberatory media literacy "I use technology to help me reach my full potential"
58
Volpe et al - Liberatory Media Literacy as protective against posttraumatic stress for emerging adults of colour - WHAT COMPONENT OF LIBERATORY MEDIA LITERACY MODERATED IMPACT OF PTSD SYMPTOMS?
inclusive media and technology (IMT) ie. "I recognize how white standards of beauty are valued over others in the media"
59
Volpe et al - Liberatory Media Literacy as protective against posttraumatic stress for emerging adults of colour - MODERATED EFFECT EXPLAINED
online trauma experience leads to PTSD symptoms moderated by IMT specifically, online trauma exposure WASN'T associated with greater PTSD ONLY for people who reported ENDORSED IMT at 4.48/6 or higher
60
Volpe et al - Liberatory Media Literacy as protective against posttraumatic stress for emerging adults of colour - PROTECTIVE FACTOR
IMT (inclusive media and technology) for people high in IMT, the more online racial trauma they experienced wasn't associated with more traditional PTSD symptoms
61
Volpe et al - Liberatory Media Literacy as protective against posttraumatic stress for emerging adults of colour - SUMMARY
1. online racial trauma exposure is fairly common (few times a year - few times a month) 2. it predicts greater PTSD symptoms, except for those who endorse high IMT

Psyc 411 (25 decks)

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