RT Article
T1 Social Cognitive Predictors of Bystander Intervention in Racial Microaggressions Among College Students
JF Race and social problems
VO 16
IS 2
SP 249
OP 262
A1 Marks, Laura Reid
A2 Jenkins, Lyndsay
A2 Perez-Felkner, Lara
A2 Templeton, Da’Shay Portis
A2 Verma, Khyati
LA English
YR 2024
UL https://krimdok.uni-tuebingen.de/Record/1888278862
AB Integrating microintervention strategies and the bystander intervention model, we examined social cognitive predictors (i.e., moral disengagement, empathy, and self-efficacy) of the five steps of the bystander intervention model (i.e., Notice, Interpret, Accept, Know, and Act) to address racial microaggressions in a sample of 452 racially diverse college students. Data were collected using an online survey. Path analyses showed that moral disengagement was significantly and negatively related to each step of the model for White students, but for students of color, it was only significantly negatively associated with Act. Empathy was significantly and positively associated with Interpret, Accept, and Act for White students. For student of color, however, there was a significant and positive association solely between Empathy and Act. For both White students and students of color, self-efficacy was positively associated with Notice, Interpret, Accept, Know, and Act. Finally, race did not significantly moderate any relationships. Strengths, limitations, future directions for research, and implications of the study findings are discussed.
K1 Racial microaggressions
K1 Microinterventions
K1 Bystander intervention model
DO 10.1007/s12552-024-09412-2