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Psyc 231 Final > Chapter 12 > Flashcards

Chapter 12 Flashcards

1
Q

what does plant et al. say about tokenism and affirmative action related to positioning?

A

it can reduce prejudice amongst minority groups, and put them at prestigious positions to prove their minority doesn’t make them incompetent

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2
Q

what does unzuet et al. say about tokenism and affirmative action related to self-esteem?

A

it can increase self esteem if hirees are not aware that they were hired as part of a policy

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3
Q

what do Dutton and Lake say about tokenism and affirmative action related to deflecting accusation?

A

more extreme acts can be a way to delft association of prejudice

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4
Q

reverse discrimination

A

people who harbour negative attitudes openly displaying pro-minority behaviour (not lasting)

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5
Q

tokenism

A

favouring a minority group over a majority group member in isolated episodes

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6
Q

Moral credentialing

A

tokenism makes it easier to engage in subsequent acts of discrimination (often self-enhancement)

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7
Q

What do Monin and Miller say about tokenism and moral credentialing?

A

those who were given the opportunity to hire well-educated black applicants were more likely to discriminate against women or blacks in subsequent hiring because they “proved” themselves that they are not prejudice

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8
Q

what does Kouchaki say about witnessing tokenism and moral credentialing?

A

even witnessing other members of the ingroup being egalitarian increases out own likelihood of discrimination

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9
Q

affirmative action

A

policies designed to promote the employment of people from disadvantaged minorities

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10
Q

what does Heilman say about affirmative action and competence?

A

people are seen as less competent if they were hired under an affirmative action policy

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11
Q

what does Chacko say about tokenism and self-esteem?

A

tokens have lower self-esteem

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12
Q

tokenism is ______ for both parties because……..

A

a) dangerous

b) because the organization may fail to be progressive, and the employees feel worse about the organizations efforts

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13
Q

Positive feedback bias

A

the processes of giving more positive feedback (or less critical feedback) on work believed to have been performed by a minority group member rather than a majority group member

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14
Q

what does Harber say about positive feedback bias?

A

teachers mark work highly (and less critically) if they think it is from a minority group

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15
Q

what did Massey et al. find about positive feedback bias and the affects on the minority groups?

A

it can harm minority student’s education because it can cause them to misdirect their efforts as improvement

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16
Q

what did crocker et al. find about positive feedback bias and its affects on the minority group?

A

it demoralizes them by suggesting praise reflect their race rather than their achievements

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17
Q

What does Harper say about positive feedback bias?

A
  • it’s self-serving
  • most bias when the marker’s morality is threatened
  • did not affect ratings of supposedly white students
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18
Q

What was “The Troubles” about?

A

high violent and conflict between the separation of Northern Ireland and the UK
- intergroup reconciliation through segregation (‘peace walls’)

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19
Q

what is contact theory?

A

All port’s theory that bringing members of opposing groups together will improve intergroup relations, reduce prejudice, and reduce discrimination

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20
Q

what are the four optimal conditions of Allport’s contact theory?

A
  1. equality of status (at lease the perception of equality in a given situation)
  2. common goals
  3. intergroup cooperation
  4. the support of authorities, law, or custom (to stamp legitimacy and establish acceptance as the new norm
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21
Q

What did Pettigrew and Tropp find in their meta-analysis on contact theory?

A

contact doesn’t require all four of Allport’s conditions to be successful

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22
Q

extended contact effect

A

finding that people are less prejudice if they are friends with an ingroup member who as a good friendship with outgroup members

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23
Q

what is the issue with extended contact theory?

A

could be begging the question (does having extended contact lead to lower prejudice, or does lower prejudice lead to having extended contact)

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24
Q

imagined contact effect

A

merely imagining encounters with people of minority groups will make people feel more positive towards that group

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25
Q

what did Crisp and Turner find on imagined contact?

A

prejudice can be temporarily reduced by imagining a positive episode with an outgroup member
- can also reduce implicit prejudice on an Implicit Association Test

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26
Q

what did West et al. find about imagined contact and it technicalities?

A

imagined contact can also amplify pre-existing tensions and negative associations if the imagined contacts is threatening or challenging
- can be reversed if positive aspects are included

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27
Q

Miller & Brewer’s decategoriazation

A

group members emphasize individual (personal) differences rather than group identity
- focus on personal rather than group identity

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28
Q

common ingroup identity model

A

categorization based approach to prejudice reduction asserting that a common group identity will improve intergroup attitudes

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29
Q

Minimal categories –> _____

More inclusive and complex categories –> _______

A

a) more prejudice

b) less prejudice

30
Q

what do Gaertner and Dovidio say about common in-group identity?

A

if members of opposing groups recategorise themselves as members of the same group, attitudes improve

31
Q

what did Hornsey and Hogg find about the common ingroup identity model

A

maintaining subordinate categories is important

32
Q

cross categorization

A

categorizing oneself or someone else on more than one dimension at the same time can decrease the perception of differences between groups

33
Q

mutual differentiation model

A

model arguing that people are committed to some subordinate groups and experience ‘distinctiveness threat’ when a subordinate identity looks as though it may replace distinctive subordinate groups

34
Q

feeling threatened can _____ (increase/decrease) prejudice towards the other group

A

increase

35
Q

Roccas and Brewer’s social identity complexity

A

the extent to which a person’s important social identities or group memberships overlap with each other

36
Q

if a person is considered to have a high complexity under the social identity complexity, what would that mean? and what does that usually say about one’s tolerance/attitude towards outgroups

A

they would values personal power less; value tolerance more, and feel more positive towards outgroups (lower overlap)

37
Q

the _____ (more/less) separate your social identities are, the easier it is to cope with identity threats

A

more - your entire identity is not at threat if one if

38
Q

What did Crandall & Eshleman find about values-based approached?

A

encouraging toleralnce, multiculturalism, and egalitarianism increases positive attitudes and behaviours towards outgroups; whereas discouraging hateful or competitiveness decreases negative behaviours and attitudes

39
Q

What did Dovidio find about value-based approaches and stereotypes?

A

more inclusive values have resulted in less negative stereotypes (defused negative intergroup relations)

40
Q

Multiculturalism

A

the ideology that diversity in a society should be acknowledged and celebrated

41
Q

assimilationism/integrationism/colour blindness

A

the idea that diversity in a society should be downplayed and attempts should be made to downplay differences between groups

42
Q

what did Richeson and Nessbaum find about multiculturalism in comparison to colour blindness?

A

participants read statements endorsing one or the other, then were asked to summarize 5 key reasons supporting the approach, and conduct other racial biasing tests
- participants in the multicultural condition expressed less bias in all the tests

43
Q

feeling thermometer

A

a rating scale (resembling a thermometer) designed to measure feelings of “warmth” or “coldness” towards people of different groups

44
Q

what did crandall et al. find about the power of social norms?

A
  • one group asked to rate how acceptable it is to express prejudice, another asked how they personally felt about a group
  • the more participants perceived prejudice as socially acceptable (establishing norm), the more the other group expressed prejudice
  • 0.96 correlation
45
Q

the effect of social norms is ___ times as much as contact

A

4

46
Q

do norms have to be large scale to be affective?

A

no! can be local norms too

47
Q

which is more effective when suppressing prejudice? Intrinsic or extrinsic motivation

A

intrinsic

48
Q

what did Plant and Devine find about motivations for suppressing prejudice?

A

people who are intrinsically motivated to suppress prejudice feel emotions if they don’t live up to the standards

49
Q

what did Monteith find about suppressing prejudice?

A

the more people suppress prejudice over time, the more certain psychological cues or feelings (guilt and self-reflection) help them control prejudice

50
Q

what did Macrae find about suppressing prejudices??

A

participants were able to suppress stereotypes during the experiment, but were later ever MORE prejudice (sat further away)
- rebound effect of thought suppressing

51
Q

Macrae’s rebound effect of thought suppressing

A

the finding that after suppressing an unwanted thought, it can come back stronger than before

52
Q

ironic monitoring

A

the idea that monitoring mental content for signed of unwanted thoughts can ironically activate the unwanted thought

53
Q

what happened in Paluck’s case study in Rwanda?

A
  • 10% of the population killed (75% of the minority Tutsi)
  • radio communication fuelled the conflict because it was the most important mass media
  • 10 years after, they implemented a radio show the try and address the mistrust between the groups and reduce prejudice
  • groups who listened to the programmes were more likely to negotiate and cooperate with the other group
54
Q

what is one possible alternative explanation for Paluck’s Rwanda case study?

A

age of the listeners - maybe the listeners were younger and more susceptible to media influence

55
Q

what is the purpose of an apology?

A

to allow the perpetrator and victim groups to reconcile

56
Q

name 5 or the 10 elements of a good apology

A
  1. show remorse
  2. accept responsibility
  3. admit injustice or wrong
  4. acknowledge harm or suffering
  5. promise to act better
  6. offer reparations
  7. address identity concerns
  8. minimize resistance from own group
  9. praise current system
  10. dissociate from the past
57
Q

what is another important attribute of an apology found by Giner-Sorolla et al.?

A

emotions of guilt or shame

58
Q

T/F: Blatz & Philpot found that apologies have a big impact on forgiveness

A

False: apologies have little impact on forgiveness

59
Q

T/F: memory of apologies are often poor

A

true

60
Q

what is one reason why apologies are often ineffective (found by Wohl et al.)

A

the outgroup is often perceived as less able to experience complex emotions such as remorse

61
Q

benefit of communication and negotiation as found by Bornstein and Rapoport

A

enables people to cooperate and overcome conflict

62
Q

T/F: communication/negotiation is more effective face to face

A

true

63
Q

name and define the three elements of good communication in conflict reduction

A
  1. bargaining - offering something and negotiating an acceptable outcome
  2. mediation - an independent body coming to help
  3. arbitration - an independent body imposing a settlement on both groups
64
Q

is communication effective in the real world?

A

hell to the yeah, but not if groups are too suspicious of each other

65
Q

Graduated and reciprocated initiatives in tension reduction (GRIT)

A

a conflict reduction technique that relies on both groups reciprocating a series of de-escalating actions

66
Q

what are the three elements of GRIT

A
  1. “give and take” in small amounts
  2. de-escalation of confict
  3. both groups need to cooperate
67
Q

Collective action

A

the pursuit of goals by more than one person; coordinated actions of disadvantaged group members in order to change intergroup relations

68
Q

when is collective action necessary

A

when intergroup relations are marked by inequality

69
Q

what did Thomas and McGarty find about collective action?

A

it is often taken on behalf of the wider cause of justice and needs of other groups

70
Q

give examples of collective action

A

protests, lobbying, organised charity/volunteering, feminist and gay rights movements

71
Q

what are the three interrelated variables of the ‘Integrative social identity model of collective action” (SIMCA)

A
  1. high identification of the group
  2. perceived injustice
  3. perceived efficacy of the group to change its situation
72
Q

what does Jane Elliot’s “blue eyes” demonstration suggest about prejudice reduction techniques?

A

enabling people to experience prejudice themselves may reduce their prejudice (no research evidence, just speculation)

Psyc 231 Final (5 decks)

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