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Chapter 10 Flashcards

1
Q

diversity among group members can result in harmful consequences

A

t ower achievement and productivity, closed-minded rejection of new information, increased egocentrism, and negative relationships characterized by hostility, rejection, divisiveness, scapegoating, bullying, stereotyping, prejudice, and racism

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2
Q

the outcomes of diversity depend on your abilities to 8

A
  1. recognize diversity as a valuable resource
  2. build own identity
  3. understand internal cognitive barriers
  4. understand dynamics of intergroup conflict
  5. understand social judgement process
  6. create cooperative context
  7. constructively manage conflict
  8. internalize democratic learning
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3
Q

Three major sources of diversity can be identified

A

demographic characteristics, personality characteristics, and abilities and skills

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4
Q

T: includes culture, ethnicity, language, handicapping conditions, age, gender, social class, religion, and regional differences

A

democratic diversity

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5
Q

T: such as age, gender, communication style, economic background, and so on

A

personal diversity

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6
Q

both social and technical—they bring to the group. e.g. Experts from a variety of fields T

A

abilities and skills

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7
Q

do all groups have a variety of skills

A

yes they must

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8
Q

T: have objective standards for performance evaluation and require the proficient use of perceptual and motor skills

A

performance tasks (better when dissimilar)

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9
Q

T: have objective standards for performance evaluation and require the proficient use of perceptual and motor skills

A

performance tasks (better when dissimilar)

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10
Q

review table 10.2

A

…

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11
Q

T: are problem-solving tasks with correct answers

A

intellective tasks

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12
Q

heterogeneity doesn’t matter on intellective tasks

A

f helps having people of different backgrounds or abilities

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13
Q

T: involve reaching a consensus about the best solution to a problem when the “correct” answer is not known

A

decision making tasks

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14
Q

is hererogenity important for decision making tasks

A

more creative problems solving

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15
Q

when were heterogeneity groups (open groups with interaction) function at a less optimal level

A

some studies say that but most support working on complex, nonroutine problems (a situation that requires some degree of creativity), groups are more effective when composed of individuals with diverse types of skills, knowledge, abilities, and perspectives

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16
Q

the range of skills and abilities a group can access in its diverse members affects its performance on creative and decision-making tasks

A

t

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17
Q

heterogeneity improves conflict

A

f can increase it

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18
Q

how does demographic heterogeneity influence performance

A

no research on it (Heterogeneity of membership, both in personal characteristics and abilities and skills does facilitate)

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19
Q

Impact of Group Composition on Outcomes: what are the 5 types of outcomes

A

conflict, cohesion, decision making, intellective and production tasks

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20
Q

go over table 10.3

A

…

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21
Q

number of barriers exist to interacting effectively with diverse peers : name 4

A

stereotyping, prejudice, the tendency to blame the victim, and cultural clashes.

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22
Q

T: is defined as a belief that associates a whole group of people with certain traits

A

stereotype

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23
Q

4 features of stereotypes

A
  1. cognitive
  2. reflect related beliefs not isolated info
  3. describe attributes
  4. shared by individuals of the group holding them
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24
Q

2 steps to developing a stereotypes

A

they categorize by sorting single objects into groups rather than thinking of each one as unique. Second, they differentiate between ingroups and outgroups.

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25
Q

T: People commonly assume that the members of outgroups are quite similar but recognize that the members of the ingroup they identify with are quite diverse

A

outgroup homogeneity effect

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26
Q

stereotyping can be an efficient cognitive system

A

t reduces cost expended for info (gain lots of info for little effort)

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27
Q

T they attribute negative behavior on the part of a minority-group member to dispositional characteristics

A

fundamental attribution error

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28
Q

4 ways stereotypes are perpetuated and protected

A
  1. what we remember and perceive (expectation effect what we see and remember)
  2. oversimplified picture of them
  3. overestimate the similarity of behavior among outgroup members
  4. scapegoating
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29
Q

The … the outgroup, the more likely it is that oversimplifications occur.

A

larger

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30
Q

T: is a guiltless but defenseless group that is attacked to provide an outlet for another group’s pent-up anger and frustration.

A

scapegoat

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31
Q

problems for those being stereotyped against?

A

treated unfairly and may accept for themselves

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32
Q

T: The tendency for people to overestimate the association between variables that are only slightly correlated or not correlated at all

A

illusionary correlation

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33
Q

T: People tend to process information in ways that verify existing beliefs

A

confirmation bias

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34
Q

T: believing that most other people share your stereotypes

A

false consensus bias

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35
Q

Your stereotypes tend to be self-fulfilling. how?

A

Stereotypes can subtly influence intergroup interactions in such a way that the stereotype is behaviorally confirmed.

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36
Q

T: found that negative stereotypes about blacks’ intellectual ability created a “situational pressure” that distracted black students and depressed their academic performance

A

stereotype threat

37
Q

can stereotypes be changed

A

yes through personal experience, energy put in and motivated to form accurate perception

38
Q

T can be defined as an unjustified negative attitude toward a person based solely on that individual’s membership in a group other than one’s own

A

prejudice

39
Q

T is the tendency to regard one’s own ethnic group, nation, religion, or culture as better or more “correct” than others

A

ethnocentrism

40
Q

Ethnocentrism often is perpetuated by …

A

cultural conditioning (how we see things are right to fit into our culture and then see different as wrong )

41
Q

T: is prejudice directed at people because of their race or ethnic membership

A

racism

42
Q

does having racist thoughts make you a racist

A

f

43
Q

When prejudice is acted on, it is …

A

discrimination

44
Q

what is discrimination

A

is an action taken to harm a group or any of its members

45
Q

4 steps to stop stenotypes prejudice act ?

A

admit it !

  1. identify the stereotype and reflect and modify
  2. idnentify actions “ “
  3. seek feedback
46
Q

Blaming the Victim and Attribution Theory why does this happen

A

we assume its a just world

47
Q

3 errors in making inferences

A

relying on small samples
biased samples
Underutilization of base-rate information

48
Q

T People tend to pay more attention to a single concrete instance than to valid base-rate information, perhaps because the single concrete instance is vivid and salient and thus more compelling.

A

Underutilization of base-rate information

49
Q

2 errors in cognitive heuristics

A

avalibilitiy and representativness heuristic

50
Q

what is availability heuristic

A

Estimating the frequency of some event by the ease with which you can bring instances to mind. People tend to overestimate the frequency of events that are easy to remember.

51
Q

T. Seeing how well the information matches some imagined average or typical person in the category; the closer the person is to the prototype, the more likely we are to judge the person to be in the category.

A

representativeness heuristic

52
Q

3 problems with weighing info

A

positive or negative frame and post decision rationalization

53
Q

People avoid risks and opt for the “sure thing.”

A

positive frame

54
Q

what is negative frame

A

People take risks to avoid costs.

55
Q

postdecision rationalization is what

A

The alternative chosen becomes more attractive and the alternatives not chosen become less desirable.

56
Q

So what happens when situations appear to be unjust?

A
  1. blame victim
57
Q

why does blaming the victim occur

A

we try to find a cause for events

58
Q

T This process of explaining or inferring the causes of events has been termed

A

causal attribution

59
Q

when do we start making attributions

A

early in life

60
Q

dimension of attributions: what if its internal and stable

A

ability

61
Q

internal and unstable

A

effort

62
Q

external and stable

A

difficulty

63
Q

external and unstable

A

luck

64
Q

People make causal attributions to explain their …

A

successes and failures (often self serving)

65
Q

attribute academic failure to lack of ability, it can eventually lead to ….(the feeling that no amount of effort can lead to success)

A

learned helplessness

66
Q

do attributions change how hard we work

A

yes

67
Q

Teacher sympathy for failure tends to be interpreted as indicating … whereas teacher anger toward failure seems to be interpreted as indicating ..

A

low ability

low effort.

68
Q

is a conflict over basic values that occurs among individuals from different cultures

A

culture clash

69
Q

most common culture clash

A

The most common form occurs when members of minority groups question the values of the majority.

70
Q

Common reactions by majority-group members when their values are being questioned are feeling..3

A

threatened
confused
enhanced

71
Q

explain how you can respond with enhancement

A

Their responses include heightened anticipation, awareness, and positive actions that lead to solving the problem.

72
Q

can cultural clashes be good

A

yes enhancing

73
Q

4 things that must be done so groups can capitalize on their differences

A
  1. ensure high positive interdepedance
  2. create subordinate group identity
  3. personal relationships = understanding of differences
  4. clarify miscoms
74
Q

consistent set of attitudes that defines “who you are”

A

personal identity

75
Q

4 subidentities?

A

gender, religious, ethnic and cultural

76
Q

4 steps to having parts act as a whole

A
  1. I respect, appreciate, and value my religious, ethnic, and cultural background.
  2. ”” others
    3superordinate identity as American
    4 I have pluralistic values
77
Q

what are pluralistic values

A

I value democracy, freedom, liberty, equality, justice, the rights of individuals, and the responsibilities of citizenship. (several values that may be correct)

78
Q

critical aspect of developing a historical, cultural, and ethnic identity is whether … is inherent in one’s definition of oneself.

A

ethnocentricity

79
Q

you can either act …. about how to act appropriately within many different cultures and perspectives; they are courteous, well-mannered, and refined

A

sophpistocated

80
Q

the oppositve of sophistocated is …

A

provincial (knowing how to act appropriately only within their narrow perspective)

81
Q

3 things you need to gain sophistocation

A

actual interaction, trust and cantor

82
Q

how does one act with candor

A

be candid openly discussing their personal opinions, feelings, and reactions with you.

83
Q

T: conscious and unconscious reinforcement of stereotypic attitudes, behaviors, and prevailing norms. (made worse through provincial)

A

collude

84
Q

People collude with discriminatory practices and prejudiced actions through… 4

A

ignorance, silence, denial, and active support

85
Q

To communicate effectively with people from different cultural, ethnic, social class, and historical backgrounds, you must increase your… 2

A

language sensitivity

Awareness of stylistic elements of communication

86
Q

Your ability to communicate with credibility to diverse peers is closely linked to your use of …

A

language (sophistocated)

87
Q

Diversity among members is advantageous, but it is not easy to manage. what are the downfalls

A

Heterogeneity in groups also increases the difficulty of developing cohesive relationships among members and increases the potential for conflicts among members.

88
Q

3 main The most notable barriers to positive diversity

A

are prejudice, blaming the victim, and culture clash.

89
Q

matching on page 459

A

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