In Bersieker, Shelton, and Richeson’s 2010 study (Hint: It is a Research Deep Dive Study) on self-presentation behavior, how did black and white participants’ behaviors differ in same-race vs. interracial dyads?

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Question restatement: The prompt asks how black and white participants’ self-presentation behaviors differed in same-race versus interracial dyads in the 2010 study by Bersieker, Shelton, and Richeson.
Option A: 'In same-race interactions, white students displayed more behaviors related to being liked, whereas black students displayed more behaviors related to appearing competent. However, in interracial interactions, there were no differences in behaviors across black and white students.' This option asserts a difference in same-race interactions that favors white students being liked and black students appearing competent, but then claims no racial differences in interracial interactions. If the original finding indicated racial differences emerging specifically in interracial contexts, this option misstates both the direction for same-race interactions and the presence of differences in interracial contexts, making it inconsistent with typical patterns reported in this literature.
Option B: 'In interracial interactions, white students displayed more behaviors related to appearing competent relative to black participants. In same-race interactions, there were no differences in participants’ behaviors, regardless of race.' This one suggests interracial differences in appearance of competence but claims no differences in same-race settings. However, if there were reported differences in interracial dyads, the claim of no differences in same-race dyads may be plausible; the specific pairing of 'appearing competent' with whites and no differences in same-race would need alignment with the study’s exact wording. The potential issue is whether this option captures the full pattern across both contexts as reported, or if it isolates a single dimension without acknowledging other behavioral differences that might have been observed.
Option C: 'In same-race interactions, there were no differences in behaviors across black and white students. However, in interracial interactions, white students displayed more behaviors related to being liked, whereas black students displayed more behaviors related to appearing competent.' This option presents a clean two-part pattern: no racial differences in same-race dyads, and a distinct split in interracial dyads with whites aiming to be liked and blacks aiming to appear competent. The structure aligns with a common interpretive pattern in self-presentation research where cross-racial interactions heighten motives related to social acceptance (being liked) for some groups while other groups emphasize perceived competence. The phrasing here captures both contexts explicitly and allocates the behaviors to the correct racial groups in the interracial condition.
Option D: 'In same-race interactions, black participants displayed more behaviors related to being liked compared to white students. In interracial interactions, white students displayed more behaviors related to being liked compared to black students.' This option posits that blacks lead in liking-behavior in same-race contexts and that whites lead in liking-behavior in interracial contexts. If the study’s findings emphasized differences in interracial contexts along the lines of liking versus competence rather than a straightforward 'more liked' pattern across both contexts, this option would misstate the expected cross-race shift and makes a stronger, less nuanced claim about liking cues that may not match the reported results.
Summary of option analyses: Option C most closely reflects a two-context pattern where same-race interactions show no differences, while interracial interactions reveal a divergent pattern—whites focusing on being liked and Blacks focusing on appearing competent. Options A, B, and D either misstate one or both contexts, or propose a pattern that conflicts with the commonly reported interpretation of the study’s findings.
Note: The assessment above follows a careful reading of the options, weighing whether each option coherently describes behavioral shifts across both same-race and interracial contexts and whether the directional claims about which group emphasizes which behavioral facet (liking vs. competence) are consistent with typical frameworks in self-presentation literature. The real study wording should be consulted for precise phrasing, but option C best aligns with a plausible and balanced cross-context pattern described in this set of choices.

PSYC260.001.SP25 260 Exam 02 Sp25

In Bersieker, Shelton, and Richeson’s 2010 study (Hint: It is a Research Deep Dive Study) on self-presentation behavior, how did black and white participants’ behaviors differ in same-race vs. interracial dyads?

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