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According to some social psychologists, people tend to overemphasize internal factors as explanations—or attributions—for the behavior of other people. They tend to assume that the behavior of another person is a trait of that person, and to underestimate the power of the situation on the behavior of others. They tend to fail to recognize when the behavior of another is due to situational variables, and thus to the person’s state. This erroneous assumption is called the fundamental attribution...
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Related Experiment Video

Updated: Jul 25, 2026

Measuring Attentional Biases for Threat in Children and Adults
08:25

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Published on: October 19, 2014

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Racial attention deficit.

Sheen S Levine1, Charlotte Reypens1, David Stark2,3

  • 1The University of Texas at Dallas, Richardson, TX 75080, USA.

Science Advances
|September 17, 2021
PubMed
Summary

White Americans exhibit a racial attention deficit, paying less attention to Black peers even when it benefits them. Witnessing Black peers' accomplishments, rather than being told, reduces this deficit, potentially explaining racial disparities.

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Area of Science:

  • Social Psychology
  • Organizational Behavior
  • Racial Equity Studies

Background:

  • Minority group members often report being ignored and their contributions undervalued in organizations.
  • Despite diversity and equity efforts, persistent disparities suggest underlying mechanisms need investigation.

Purpose of the Study:

  • To experimentally investigate patterns of attention and their racial disparities in a large-scale, multiyear study.
  • To provide causal evidence for a 'racial attention deficit' where White Americans pay less attention to Black peers.

Main Methods:

  • A baseline incentivized puzzle study where participants' willingness to follow White vs. Black peers' examples was examined.
  • Two intervention studies: one providing information on past accomplishments, and another allowing direct observation of accomplishments.

Main Results:

  • White participants presumed Black peers were less competent and did not learn from their choices in the baseline study.
  • Providing information about past accomplishments reduced evaluation disparities but did not eliminate the attention deficit.
  • Directly witnessing Black peers' accomplishments significantly reduced the racial attention deficit.

Conclusions:

  • A 'racial attention deficit' exists, where White Americans underattend to Black peers, impacting perceived competence and learning.
  • Experiential learning (witnessing accomplishments) is more effective than informational learning in mitigating this deficit.
  • This deficit may contribute to documented racial gaps in science, education, health, and law.