Suchergebnisse

The purpose of this study was to determine if there were differences in clothing values between Black and White middle-income women patronizing the primary and second-order markets, and to determine if there were differences in the clothing buying practices between these groups in the two markets. A self-administered questionnaire was distributed to a purposive sample of 250 Black and White women residing in three metropolitan areas. The clothing values measured were economic, political, religious, and conformity. Eighteen clothing buying practices were included in this study. N1ne practices were speclfical1y directed toward the second-order market shoppers. Variations were found in the rank order of clothing values within the two groups. Blacks ranked the religious value higher and conform1ty lower than the Whites. Blacks scored higher on the economic and re1igous clothing values while Whites scored higher on conformity. Significant differences between Black and White middle-income women in their clothing buying practices were found in: (1) the method used to acquire the majority of clothing; (2) the percentage of personal clothing items purchased in primary stores; and (3) buying pattern for a dress costing more than $50.00. Significant differences between Black and White middle-income women who used the second-order market were found in: (1) length of time respondents had purchased used-clothing; (2) satisfaction with price when making used-clothing purchases; (3) shopping the Salvation Army, Goodwill, and thrift stores; purchasing of (4) pants; and buying used-clothing to wear for (5) work and (6) school. Middle-income women who used the primary market exclusively scored higher on the conformity clothing value than did those who used the second-order market. Black consumers who used the second-order market held higher religious clothing values and lower conformity values than did the White women. ; Ph. D.

Class discussions of White privilege can increase sociocultural and international awareness in our students. Therefore, instructors should be encouraged to teach this topic in introductory college survey courses (e.g., psychology and sociology), although negative reactions by White students can affect student evaluations of an instructor's teaching skills. We decided to further explore college students' cognitive and emotional reactions to this topic. Principal components analysis revealed four factors. Agreement with items related to the factor Societal (e.g., American society is not a meritocracy) was associated with understanding White privilege. Agreement with items associated with the factor Personal (e.g., feeling personally attacked) was associated with failure to understand this concept. The remaining two factors, Denial and The Bad Guys (feeling like one of "the bad guys" in society), were not significantly associated with understanding White privilege. These findings are discussed in the context of successfully teaching antiracism.