Processes in racial discrimination: Differential weighting of conflicting information

The present research explored how White college students may exhibit response patterns associated with a subtle and rationalizable contemporary bias, aversive racism. In the study, higher and lower prejudice-scoring participants evaluated applicants for admission to their university, for whom information about high school achievement and college board scares (aptitude and achievement test scores) was independently varied as strong or weak. As predicted, discrimination against Black applicants relative to White applicants did not occur when the credentials were consistently strong or weak; however discrimination by relatively high prejudice-scoring participants did emerge when the credentials were mixed and hence ambiguous. Moreover relatively high prejudice-scoring participants weighed the different, conflicting criteria in ways that could justify or rationalize discrimination against Black applicants. The implications of these data for understanding contemporary racism and their relation to the shifting standards model of bias are considered.