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PSYC 231 > Chapter 12 > Flashcards

Chapter 12 Flashcards

1
Q

one important consequence of prejudice is …

A

discrimination

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2
Q

how many who take the Implicit Association Test (IAT) display an automatic White preference

A

three in four people

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3
Q

Whites are equally helpful to any person in need—except …

A

when the person in need is remote (for instance, a wrong-number caller with an appar- ent Black accent who needs a message relayed).

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4
Q

when asked to use electric shocks to “teach” a task, White people have given no more (if anything, less) shock to a Black than to a White person—except …

A

when they were angered or when the recipient couldn’t retaliate or know who did it

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5
Q

when given a poorly written essay to evaluate people rate it how for white vs blacks

A

higher for blacks

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6
Q

Critics note that unconscious associations may only indicate cultural assumptions, perhaps without ….

A

preju- dice (which involves negative feelings and action tendencies)

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7
Q

do people who score high on the IAT show more discrimination

A

yes slightly

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8
Q

black males and females are more likely to be shot

A

f only males = associated with threat

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9
Q

Even when race does not bias perception, it may bias …—as people require less evidence before firing (

A

reaction

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10
Q

shooting minority people: Brain activity in the …, a region that underlies fear and aggression, facili- tates such automatic responding

A

amygdala

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11
Q

T: people’s ideas about how women and men ought to behave.

A

gender norms—

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12
Q

T:—people’s beliefs about how women and men do behave.

A

gender stereotypes

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13
Q

Norms are ….; stereotypes are …

A

prescriptive, descriptive.

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14
Q

gender stereotypes were much stronger than racial stereotypes.

A

t

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15
Q

woman and men beleive women are more emotional

A

t

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16
Q

University students’ stereotypes of men’s and women’s restlessness, nonverbal sensitivity, aggressiveness, and so forth were innacurate

A

f reasonable approximations of actual gender differences.

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17
Q

favourable stereotype for women :T

A

women-are-wonderful effect

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18
Q

T: Women have a superior moral sensibility”

A

bevolent sexism

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19
Q

Once a man commits, she puts him on a tight leash :T

A

hostile sexism

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20
Q

woman rate womens writting more harshly

A

t

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21
Q

“Experiments have not demonstrated any overall tendency to devalue women’s work.

A

t

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22
Q

what is the gender bias like worldwide

A

In the world beyond democratic Western countries, gender discrimination is not so subtle.

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23
Q

Prejudice involves … and these are inevitable:

A

preconceived judgments. Prejudgments

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24
Q

. When a member of a group behaves inconsistently with our expectation, we may explain away the behaviour as …

A

due to special circumstances

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25
Q

The contrast to a stereotype can also make someone seem …

A

exceptional.

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26
Q

when expecting a friendly vs unfriendly person how do students react differently

A

Those who expected him to be unfriendly went out of their way to be friendly, and their friendly behaviour elicited a warm response. But unlike the positively biased stu- dents, their expecting an unfriendly person led them to attribute this reciprocal friend- liness to their own “kid-gloves” treatment of him.

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27
Q

This ….—putting people who deviate into a different class of people—helps maintain the stereotype that police officers are unfriendly and dangerous even after meeting very friendly police officers

A

subtyping

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28
Q

High-prejudice people tend to subtype what group members

A

positive out-group members

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29
Q

Compare out-group member’s behaviour to one’s stereotypes

what happens when they confirm or defy these expectations

A

match: sterotype reinforced
mismatch: search for explanation

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30
Q

what are the 2 types of explanations we make if someones behaviour is mismatched with sterotypes

A

dispositional external attribution

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31
Q

2 types of dispositional attribution

A

typical or atypical group member

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32
Q

what happens if we attribute it to a typical group member

A

we modify sterotype

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33
Q

what if we atribute it to atypical behaviour

A

make a subtype main stereotype unchanged

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34
Q

what happens if we make a external attribution

A

stereotype unchanged

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35
Q

low-prejudice people more often subtype … outgroup members

A

negative

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36
Q

….—forming a subgroup stereotype—tends to lead to modest change in the stereotype as the stereotype becomes more differentiated

A

subgrouping

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37
Q

Subtypes are …. to the group; subgroups are acknowledged as a part of the overall diverse group.

A

exceptions

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38
Q

All- port believed these reactions were reducible to two basic types: (1) …(withdrawal, self-hate, aggression against your own group) and (2) ….(fighting back, suspiciousness, increased group pride).

A

.those that involve blam- ing oneself

those that involve blaming external causes

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39
Q

social beliefs can be …

A

self-confirming

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40
Q

The experimenters concluded that part of “the ‘problem’ of black performance resides . . . ….” As with other self-fulfilling prophecies (recall Chapter 3), prejudice affects its targets.

A

within the interaction setting itself

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41
Q

how did the women who felt disfigured explain partners reactions to them

A

They rated their partners as more tense, distant, and patronizing.

42
Q

Majority group members (in one study, White residents of Manitoba) often have beliefs—“…”—about how minorities stereotype them

A

meta- stereotypes

43
Q

People vary in …—in how likely they are to expect that others will stereotype them.

A

stigma consciousness

44
Q

what is the downside of stigma consciousness

A

The downside is that those who perceive themselves as frequent victims live with the stress of stereotype threats and presumed antagonism and, therefore, experience lower well-being

45
Q

what is the upside of stigma conciousness

A

perceptions of prejudice buffer individual self-esteem. If someone is nasty, “Well, it’s not directed at me personally.” Moreover, perceived prejudice and discrim- ination enhance our feelings of social identity and prepare us to join in collective social action.

46
Q

….—a self-confirming apprehension that one will be evalu- ated based on a negative stereotype

A

stereotype threat

47
Q

The media can provoke stereotype threat. how

A

After seeing the stereotypic images, women not only performed worse than men on a math test, they also reported less interest in obtaining a math or science major or entering a math or science career.

48
Q

2 things that happen from stereotype threat?

A

preformance deficits and disidentification with stereotype domain

49
Q

why are minority programs bad

A

If you tell students that they are at risk of failure (as is often suggested by minority support programs), the stereotype may erode their performance, says Steele (1997). It may cause them to “disidentify” with school and seek self-esteem elsewhere

50
Q

how should we treat minority groups in school then

A

challenge them

“Values affirmation”—getting people to affirm who they are—also helps

51
Q

How does stereotype threat undermine performance? It does so in three ways…

A

increased stress
self monitoring
supressing unwanted thoughts and emotions

52
Q

If stereotype threats can disrupt performance, could positive stereotypes enhance it?

A

yes

53
Q

Do Stereotypes Bias Judgments of Individuals?

A

yes

54
Q

what is the good news about stereotypes

A

our stereotypes mostly reflect (though sometimes distort) reality.
people often evaluate individuals more positively than the individuals’ groups

55
Q

Did knowing the person’s gender have any effect on these predictions when they learnt lots about the individual ?

A

None at all. Expectations of the person’s assertiveness were influenced solely by what the students had learned about that individual the day before.

56
Q

(1) general (base-rate) information about a group and (2) trivial but vivid information about a particular group member, which wins

A

the vivid information usually overwhelms the effect of the general information.

57
Q

We know that gender stereotypes (1) are strong, yet (2) …

A

have little effect on people’s judgments of work attributed to a man or a woman. (ignore them for individual basis)

58
Q

One is to use participants from a formal …—an established group of people who have agreed to be contacted about participating in research studies

A

subject pool

59
Q

volunteers have the following characteristics compared with nonvolunteers 6

A

They are more interested in the topic of the research.
• They are more educated.
• They have a greater need for approval.
• They have higher intelligence quotients (IQs).
• They are more sociable.
• They are higher in social class.

60
Q

one important source of such variation is the experimenter’s expectations about how participants “should” behave in the experiment. This outcome is referred to as an …

A

experimenter expectancy effect

61
Q

The way to minimize unintended variation in the procedure is to standardize it as much as possible so that it is carried out in the same way for all participants regardless of the condition they are in. Here are several ways to do this:

A

Create a written protocol that specifies everything that the experimenters are to do and say from the time they greet participants to the time they dismiss them.
• Create standard instructions that participants read themselves or that are read to them word for word by the experimenter.
• Automate the rest of the procedure as much as possible by using software packages for this purpose or even simple computer slide shows.
• Anticipate participants’ questions and either raise and answer them in the instructions or develop standard answers for them.
• Train multiple experimenters on the protocol together and have them practice on each other.
• Be sure that each experimenter tests participants in all conditions.

62
Q

2 times yu cant do double blind?

A

if you are both the investigator and the only experimenter, it is not possible for you to remain blind to the research question. Also, in many studies the experimenter must know the condition because he or she must carry out the procedure in a different way in the different conditions.

63
Q

when do stereotypes influence how we judge individuals

A

stereotypes, when strong, do colour our judgments of individuals

64
Q

Stereotypes also colour how we … events,

A

interpret

65
Q

the “…” of our stereotypes guides and constrains our impressions

A

cognitive prison

66
Q

After completing a test of leadership ability while being watched by a “manager” in an adja- cent room, for example, participants were praised or criticized on their performance by the manager. When they were praised, vs crit how did they react

A

praised, the participants liked a male and female manager equally; but when they were criticized, they evaluated the female manager much more negatively.

67
Q

the more people experience discrimination, the more anxious and depressed they are

A

f believe they experience it

68
Q

what is the other side of beleiving you experience discrimination

A

believing that you experience discrimination can also protect your self-esteem.

69
Q

do discriminated groups have lower self esteem?

A

no

70
Q

why do discriminated groups not have lower self esteem

A

one way such groups protect their self-esteem is by attributing the negative evaluations they face in specific situations to prejudice.

71
Q

But do such attributions of prejudice protect self-esteem?

A

yes

72
Q

So, do perceptions of prejudice help or hurt?

A

The answer seems to be that it depends on whether these perceptions are chronic or in response to a specific situation. Those who perceive chronic prejudice in their lives suffer; in response to a specific negative event, however, believing that the event was due to prejudice can protect one’s self-esteem.

73
Q

what do most women think about gender bias

A

most women deny feeling personally dis- criminated against. belelive other women face it

74
Q

This personal/group discrimina- tion discrepancy, why is it good

A

enables individuals to maintain a perception of control over their performance and rela- tionships

75
Q

Curiously, however, personal/group discrepancy extends to nondiscriminatory events. what would this look like

A

People also see others as more likely than themselves to be affected by, say, an economic recession, rising health costs, and better physical fitness facilities

76
Q

con- cerns that members of dominant groups have about the stereotypes that others have of them—sterotypes about stereotypes:T

A

meta sterotypes

77
Q

highly prejudiced White students expereice less meta sterotype than non prejudiced students

A

f expected to be perceived in terms of the meta-stereotype more than less prejudiced students.

78
Q

…. were more important in predicting their reaction to the situation than the students’ level of prejudice itself.

A

These meta-stereotypes

79
Q

In general, … predicts tolerance

A

contact

80
Q

As interracial contact has increased, expressed prejudice has diminished. But was interracial contact the cause of these improved attitudes?
Might the frequency of interracial contact also be a factor?

A

yes and yes!

81
Q

contact reduced prejudice. But on the flip…

A

prejudice also minimized contact

82
Q

Prejudice, however, is not the only obstacle to contact. … also helps explain why participants in interracial relationships may engage in less intimate self-disclosure than those in same-race relation- ships

A

Anxiety

83
Q

The lack of mixing stems partly from “….” Many Whites and Blacks say they would like more contact but misperceive that the other does not reciprocate their feelings.

A

pluralistic ignorance

84
Q

how does intergroup contact reduce prejudice?

A

decreasing percieved threats, reducing anxiet, increasing empathy and increasing knowledge

85
Q

T: (enabling people to discover their similarities),

A

enhancing knowledge

86
Q

“…” (visibility) also helps bridge divides between people. If you forever think of that friend solely as an individual, your affective ties may not generalize to other members of the friend’s group

A

Group salience

87
Q

to reduce prejudice and conflict, we had best initially minimize group diversity, then acknowledge it, and then transcend it.
but is all contact good

A

no negative contact is harmful

88
Q

As we have seen, such unequal contact breeds attitudes that merely justify the continuation of inequality. So it’s important that the contact be …

A

equal-status contact.

89
Q

what kind of contact is needed?

A

cooperative contact. Consider what happens to people who face a common predicament. Shared threats and common goals breed unity.

90
Q

Closely related to the unifying power of an external threat is the unifying power of …

A

super- ordinate goals,

91
Q

After … the eagles and the rattlers rated each other unfavourably.

A

competition,

92
Q

Unity is fed by striving for and …superordinate goals.

A

reaching

93
Q

Without compromising academic achievement, could we promote interracial friendships by replacing competitive learning situations with cooperative ones?

A

yes

94
Q

Are students who participate in existing cooperative activities, such as interracial ath- letic teams and class projects, less prejudiced?

A

yescooperative learning “is the most effective practice for improving race relations in desegre- gated schools that we know of to date.”

95
Q

But in ethnically diverse cultures, how do people balance their ethnic identities with their national identities? They may have a … identity, one that identifies with both the larger culture and their own ethnic and religious culture

A

“bicultural” or “omnicultural”

96
Q

“…” people, who have neither a strong ethnic nor a strong mainstream cultural identity (Table 12–1), often have low self-esteem.

A

Marginal

97
Q

if you have a strong identification with both the ethnic and majority group you have … identity

A

bicultuural

98
Q

if you have strong ethnic and weak majoirty you have …

A

assimilated

99
Q

if you have weak ethnic and weak majoirty you have …

A

marginal

100
Q

if you have strong majority and weak ethnic you have …

A

seperated

101
Q

those in the majority racial group have been more likely to favour ..

A

assimilation.

102
Q

By forging…., immigrant countries, such as the United States, Canada, and Australia, have avoided ethnic wars.

A

unifying ideals

PSYC 231 (15 decks)

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