10/29 Stereotyping from Target Perspective Flashcards
Consequcnes for target being stereotyped.
Okay, the obvious: hostility, rejection avoidance,
but what are the 3 subtle ones we focus on?
- attributional ambiguity
- Biased recall as function of self-stereotyping
- stereotype threat
What is attributional ambigutity?
Attributing negative outcomes to prejudice of others
Is it me or them?
I don’t know if they are being mean because they hate women, or because I’m not nice to them.
Maintains self esteem in face of failure.
What question did Crocker and Major have about discrimination and how did they answer it?
Given discrimination, why do minorities not report low self estem?
Can attribute negative outcomes to prejudice
Crocker’s 1991 Experiment showing attributional Ambiguity
Black participants told other P was white
Blinds covered one way mirror or they didn’t
Completed information sheets, then got positive or negative feedback.
RESULTS:
Blinds Down (doesn’t know race): What we expect, positive increases negative doesn’t
Blinds Up: not as much difference between feedback types
Then asked to judge factors that might have effected interaction feedback.
Blinds Up (can see race): negative feedback more to race, but same with positive, more so than positive when blinds down.
Two main effects: Blinds up = more due to race, and negative feedback = more due to race.
Blinds Down (can’t see race): positive has little to do with race, but Negative still does.
Is there a downside to attributional ambiguity?
Yeah. Might mean when you get positive feedback, you can’t accept it as sincere. You can dismiss negative feedback to bias, but if positive, maybe they just want to seem includsive.
Potential cost. For example, skis. Don’t know ability, you crash on the snowhill. Need accurate feedback.
Chatard et al 2007: Self-stereotyping and biased recall.
high school student’s belief in gender stereotypes of math and art related to biased group recall (Results: if you believe stereotypes, influences reconstruction. lower math girls, lower art boys).
Study 2: manipuate the order
1. Evaluate beliefs about men and women’s abilities first (high salience)
2. Evaluate own abilities first (low salience condition)
3. Recall grades
DV: actual vs. reported grades.
Recall bias in arts: Way bigger difference in high salience. Girls higher grades than boys.
Recall bias in math: difference in high salience. Only time someone would underestimate their grades: girl math high salience while boys recall overestimation of grades.
Summary of biased recall and self stereotyping
When we recall stereotype as being true and salient, we apply that stereotype to ourselves.
What did Claude Steele think about stereotyping? Define what he meant by “Stereotype Threat”
What is disidentification? How does it happen ?
Introduced stereotype threat (anxiety) in 1990s.
Idea is that STEREOTYPE THREAT arises in a situation for which a negative stereotype about your group applies, threat of being negatively stereotyped or with prospect of confirming stereotype.
Anxiety directly interferes with performance.
When the situation is chronic, leads to disidentification. Reconceptualize yourself and remove domain as basis for self-evaluation. no longer care about domain.
For example, excel at math, but have a bad test, falter, oh no, maybe I am the stereotype. anxiety. Now you distance your self from the idea that math is important.
Steele & Aronson (1995)’s
stereotype threat manipulation.
Black and white students took difficult verbal GRE items
IV: some told DIAGNOSTIC test of IQ (strength and weakness), others nondiagnostic problem solving unrelated to abilities (these may appear on future test)
Results: diagnostic: white participants did significantly better, no difference in nondiagnostic condition
THEN: word fragment task.
Control: no mention of verbal ability test, just do words.
DV: Some words stereotype related (race, lazy, poor) and some self-doubt related (loser, dumb, lame).
Diagnostic: more stereotype AND self-doubt word while not difference in control or nondiagnostic.
Spencer, Steele, and Quinn (1999)’s work on stereotypes pertaining to GENDER (similar to above with race)
Participants good at math, given hard GRE questions
IVs: said there would be gender difference, other test told no gender differences.
DV: math performance. if told gender differences, do better or worse.
What did Shih, PIttinsky, and Ambady 1999, especially shih do that turned the stereotype threat research around?
People have conflicting stereotypes: asian american women.
Completed questionnaire about residence life at university that either focused on asian or female identity then did math test
Results: Asian > Control > Women when it came to scores.
Stone, Lynch, Sjomeling, and Darley (1999)’s Golf experiment.
What was unique about this one?
Even white male majority can face the threat of stereotypes.
Black athletes = skill, white = intelligence of sport
Frame task about as about natural ability or sports intellegence
These are people good at golf.
Natural ability: black participants did better
Sports Intelligence: White participants did better
Yeung and von Hippel (2008):
Driving stereotype women.
Concurrent task - 4 episodes
Told to complete journey fast as possible in speed limit, stay center of lane, obey traffic signs. BUT also engaged in “conversation”. Sentence concurrent task. “does b preceed A, true or false”
In the end: suddenly people appear out of no where. 3.1 seconds to slam breaks. Depends on if attention divided at the time.
Divided Attention: More likely to hit the people
BUT! Even in full attention, if the threat was activated, still likely to hit them.
Concurrent task accuracy wasn’t different.
What did Schmader think the mediating mechanism of stereotype threat was, if not vague anxiety? How does it work?
Working memory capacity
Why? **You are now monitoring to check if you confirm or fail the stereotype and now you have fewer resources to focus on task that matters and dismiss irrelevant info. **
Stereotype threat = uncertainly about ability in domain you’d like to excel in, so now you’re vigilant for signs of stereotype. It hijacks the Central executive processor needed for complex tasks.
How did Schmader and Johns (2003) show that WM was a mediating mechanism in stereotype threat?
tell them measure of memory or gender differences in quantitative capacity
WM math task while remembering words
Control (memory): women higher WM capacity
Stereotype threat: women lower WM capacity, which mediated effect on math performance.
