PSY 321 Dr. Sanchez
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Transcript of PSY 321 Dr. Sanchez
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PSY 321Dr. Sanchez
Stereotyping, Prejudice, & Discrimination Part II
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How Stereotypes Affect their Targets
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Target’s Perspective
• Stereotype threat• Misunderstandings in Interracial
Interactions• How can prejudice be reduced?
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Stereotype and Social Identity Threat
• Stereotype threat– the apprehension experienced by
members of group that their behavior might confirm a cultural stereotype in a particular domain
– individual does not have to believe the stereotype for it to shape performance
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Steele & Aronson (1995, Study 1)
• Black and White Ps • Make racial stereotype of intelligence
salient– Diagnostic of ability– Nondiagnostic (control)
• Examine test performance on a challenging verbal test.
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Steele & Aronson (1995, Study 1)
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Steele & Aronson (1995, Study 2)
• Black and White Ps• Make racial stereotype of intelligence
salient– Indicate Race– No race question
• Examine test performance on a challenging verbal test.
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Steele & Aronson (1995, Study 2)
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• General Features– Threat is situational– Domain connected– About social identity applies to
many groups
Stereotype Threat
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Stereotype Threat
• Research on Meta-stereotypes– Whites concerned with appearing
prejudiced (Vorauer, Hunter, Main, & Roy, 2000; Vorauer, Main, & O’Connell, 1998; Vorauer &
Kumhyr, 2001)– Concerns can influence judgments,
behaviors, performance on measures of racial attitudes
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• Self-relevant negative stereotype in a particular domain – “Whites are racists.”
• Person identifies with that domain – “I’m egalitarian.”
• Performance in the situation is diagnostic– “I might validate the stereotype.”
Stereotype Threat(Frantz, Cuddy, Burnett, Hart, & Ray, 2005)
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• Investigation of whether stereotype threat is operating during an implicit test of prejudice
• Hypothesis – Participants show more racial bias on implicit
test when they believe the test is diagnostic of racism.
• 3 conditions– Explicit threat condition– Explicit no-threat condition– No instructions condition
Stereotype and Social Identity Threat
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Explicit Threat Instructions
• “The IAT compares your attitudes towards two different racial groups. It is a measure of racial bias. In this study, we are interested in measuring your unconscious racial attitudes toward Blacks and Whites as accurately as possible... This is a challenging task, but it's necessary for the aim of this study. Please try hard to help us in our analysis of individual's racial attitudes.”
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Explicit No-Threat Instructions
• “The IAT is a measure of knowledge of cultural stereotypes. In this study, we are interested in measuring the extent to which people are aware of cultural stereotypes... This is a challenging task, but it's necessary for the aim of this study. Please try hard to help us in our analysis of people's knowledge of cultural stereotypes. ”
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No-Instructions Condition
• “This is a challenging task, but it's necessary for the aim of this study. Please try hard.”
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0
50
100
150
200
IAT
Effe
ct
Explicit Threat Explicit No-Threat
No instructions
Stereotype and Social Identity Threat
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Stereotypes and Multiple Identities
Good at Math
Not Good at Math
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Multiple Identities(Shih, Pittinsky, & Ambady,1999)
• Remind Asian-American women of their– Asian identity (questions about
languages spoken, race, etc.)– Female identity (questions about co-ed
housing)– Neither identity (questions about
telephone service)
• Take a math test
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0.2
0.4
0.6
Asian Neutral Female
Acc
urac
y on
mat
h te
stMultiple Identities(Shih, Pittinsky, & Ambady,1999)
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Interpersonal Concerns with Prejudice• Whites
– Concern with being perceived as prejudiced (Vorauer, Hunter, Main, & Roy, 2000; Vorauer, Main, & O’Connell, 1998; Vorauer & Kumhyr, 2001)
– Concerns influence social judgments about and during interracial contact
• Blacks– Concern with being treated negatively
because of prejudice and being perceived stereotypically (Mendoza-Denton et al., 2002; Shelton, 2003)
– Concerns influence social judgments about and during interracial contact
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Interpersonal Concerns with Prejudice
• Whites and Blacks
– Harbor fear of rejection because of their group memberships
– Fear that out-group members will perceive them in a way that threatens their identity (Steele, Spencer, & Aronson, 2003)
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Pluralistic Ignorance
People observe others behaving similarly to themselves but believe that the same behaviors reflect different feelings and beliefs (Miller & McFarland, 1987, 1991)
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Pluralistic Ignorance
• Own behavior– Reflect fears of social exclusion
• Other person’s behavior– Taken at face value– Reflects the person’s true feelings
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Divergent Attributions
• Predictions– Attribute own failure to make the first
move to fear of being rejected
– Attribute potential partner’s failure to make the first move to lack of interest
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Divergent Attributions
You enter the dining hall for dinner. You are alone because your close friends are in a review session. As you look around the dining hall for a place to sit, you notice several White (Black) students who live near you sitting together. These students also notice you. However, neither of you explicitly makes a move to sit together.
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Divergent Attributions
• Fear of Rejection– How likely is that fear of being rejected because of your
race would inhibit you from sitting with these students?
• Lack of Interest– How likely is that your lack of interest in getting to know
these students would inhibit you from sitting with them?
• Answered for self and other (counterbalanced)
7-point scale where 1 = not at all and 7 = very much
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Black Participants with White Partner
1.01.52.02.53.03.54.04.55.05.56.0
Fear of Rejection Lack of Interest
Self Other
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White Participants with Black Partner
1.01.52.02.53.03.54.04.55.0
Fear of Rejection Lack of Interest
Self Other
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Black Participants with Black Partner
1.01.52.02.53.03.54.04.55.0
Fear of Rejection Lack of Interest
Self Other
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White Participants with White Partner
1.01.52.02.53.03.54.04.55.0
Fear of Rejection Lack of Interest
Self Other
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Divergent Attributions
• Blacks and Whites– Make divergent attributions for own and
out-group members’ avoidance of interracial contact
– Interpersonal Concerns with Prejudice• I’m afraid of being rejected!• They lack interest in interacting!
– Misunderstanding occurs even before the interaction
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What Can We Do?
• Repeated Intergroup Contact that involves
• Individuation
• Common In-Group Identity
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Jigsaw Classroom(Aronson, 1978)• Students separated into diverse six-person
learning groups• Lesson divided into six parts• Like pieces of puzzle, each of the six parts
is required to see the whole picture• Each student learns her/his piece, then
teaches the rest of the group• They need each other to do well on the test• Prejudice diminishes
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Jigsaw Classroom: Why does it Work?
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Self-Esteem in U.S. Minority Groups
From J. M. Twenge and J. Crocker, “Race and Self-Esteem: Meta-Analysis Comparing Whites, Blacks, Hispanics, Asians, and American Indians,” Psychological Bulletin, Vol. 128, 2002, pp. 371-408.
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Coping with Stigma • Stigma = having an attribute that is
viewed by others as inferior, deficient, etc.
• 1) attributing negative feedback to prejudice
• (2) comparing outcomes with those of their ingroup
• (3) selectively devaluing areas in which their group does poorly and valuing dimensions in which their group excels