**Principal Investigator(s):**
Maria Abascal
Brown University
Email: [maria_abascal@brown.edu][1]
Home page: [http://www.mariaabascal.org/][2]
**Sample size:** 781
**Field period:** 01/26/2015-06/18/2015
**Hypotheses:**
- Do socioeconomic resources (education and household income) moderate the effect of Hispanic growth on Blacks’ and Whites’ contributions to Blacks and Whites?
- Does county Hispanic population share moderate the effect of Hispanic growth on Blacks’ and Whites’ contributions to Blacks and Whites?
**Experimental Manipulations:**
- Hispanic growth prime: “Latino Population Grows” (treatment) or “iPhone Shares Grow” (control);
- Recipient with a distinctively white name (e.g., Carrie, Todd) or recipient with a distinctively black name (e.g., Aisha, Darnell)
**Key Dependent Variables:**
Dictator game contribution (out of $10 endowment): “... Below, please indicate how much money you would like to give [recipient name].”
**Summary of Findings:**
Preliminary analyses yield some evidence that education moderates the effect of Hispanic growth. Specifically, Whites with a high school education or less give relatively more to black versus white recipients if they first read about Hispanic growth. Whites with at least some college education, though, give relatively less to black versus white recipients if they first read about Hispanic growth, with the biggest effect among those with middling education (some college or Associate’s Degree). By contrast, Blacks with a high school education or less as well as those with a college degree or more give relatively less to black versus white recipients if they first read about Hispanic growth, whereas Blacks with middling education give relatively more to black versus white recipients if they first read about Hispanic growth. There is no reliable evidence that income or county Hispanic share moderate the effect of Hispanic growth. Analysis of these data is ongoing, and one of the challenges is misrecognition of distinctively white and black first names in the absence of surnames.
**Findings from this project:**
Abascal, Maria. 2016. “A Little Learning is a Dangerous Thing: Education and Reactions to Hispanic Growth.” Chapter 4 in Black White Relations in the Wake of Hispanic Population Growth, Ph.D. diss., Princeton University.
Abascal, Maria. "Relative Group Status Moderates Whites' Reactions to Outgroup Growth." (In preparation)
*Presentations:*
November 2019. "Contraction as a Response to Group Status Threat: The Case of Whites’ Demographic Decline." Department of Sociology, New York University.
August 2018. "Effect of Demographic Change (Real and Perceived) on Intergroup Relations." Invited Session on "Anxiety: Prospects of Demographic Change," Annual Meeting of the ASA, Philadelphia.
[1]: mailto:maria_abascal@brown.edu
[2]: http://www.mariaabascal.org/
