Consequences for learning about American History: How learning about historical trauma might not be equal for everyone

The current study investigated psychological processes that occur when individuals learn about traumatic history from an intergroup emotions theory (IET) perspective. Specifically, White American and Black American participants were randomly assigned to read one of two versions of a narrative concerning slavery in the Southern United States. In one condition participants read about regulations being placed on slave owners; in the other condition participants read about regulations being placed on slaves. After reading the narrative participants completed a measure of intergroup emotions and a measure of intentions to approach, confront, or avoid the outgroup. Relative to White Americans, Black Americans reported more intergroup fear. Intergroup fear was linked to a desire to avoid the outgroup (i.e., White Americans). Relative to Black Americans, White Americans responded with more intergroup guilt. Intergroup guilt was linked to intentions to approach the outgroup (i.e., Black Americans). Finally, racial identity centrality was shown to moderate Black Americans desire to confront White Americans such that when Black Americans were reminded about slavery in the southern United States via reading about restrictions being placed on slaves' rights, racial identity centrality was negatively related to a desire to confront the outgroup. However, when Black Americans were reminded about slavery in the United States via reading about restrictions on slave owners' rights, racial identity centrality was positively related to a desire to confront the outgroup. Racial identity centrality did not moderate White Americans desire to confront Black Americans. The current study demonstrates how common learning experiences, such as learning about slavery in the American South, can have unique consequences for Black and White Americans.