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Title Can Historical Learning Generate Belief in Structural Racial Inequality and Reduce Racial Resentment?
Post date 06/08/2019
C1 Background and Explanation of Rationale Political theorists, historians, and racial justice activists have argued that learning about the historical and structural roots of contemporary racial inequalities (which, for the sake of brevity, we refer to throughout the pre-analysis plan and study as "historical learning") is necessary to perceive contemporary racial inequalities as systemic policy problems that require systemic policy solutions. Despite the ubiquity of this claim across multiple scholarly traditions, the extent to which Americans accept (or reject) historical information when making sense of contemporary racial inequality and how this information affects policy beliefs and attitudes regarding racial inequality are questions that are not well-understood empirically. We have designed a survey experimental test of whether information about the historical and structural roots of present-day inequalities can generate belief in structural racial inequality and reduce racial resentment.
C2 What are the hypotheses to be tested? There are three main quantities of interest, each of which we estimate separately for Democrats, Independents, and Republicans (i.e., these are all conditional average treatment effects), are: 1. Effect of historical learning on belief in the existence of structural black-white inequality. 2. Effect of historical learning on belief in structural causes of present-day racial inequality. 3. Effect of historical learning on belief in individualistic or cultural causes of present-day racial inequality.
C3 How will these hypotheses be tested? * We have designed and will field a three-arm experiment using an online survey involving a census-balanced nationally representative sample of subjects recruited using Lucid. For each quantity of interest, we will estimate conditional average treatment effects using OLS and test the null hypothesis that the conditional average treatment effect is equal to zero using a two-sided test. See the attached PAP for additional details.
C4 Country United States
C5 Scale (# of Units) 2500
C6 Was a power analysis conducted prior to data collection? No
C7 Has this research received Insitutional Review Board (IRB) or ethics committee approval? Yes
C8 IRB Number Yale University IRB Protocol 1312013102
C9 Date of IRB Approval 12/02/2013
C10 Will the intervention be implemented by the researcher or a third party? Researchers
C11 Did any of the research team receive remuneration from the implementing agency for taking part in this research? not provided by authors
C12 If relevant, is there an advance agreement with the implementation group that all results can be published? not provided by authors
C13 JEL Classification(s) not provided by authors