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Social Psychology > Chapter 5 > Flashcards

Chapter 5 Flashcards

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1
Q

Prejudice and discrimination based on a person’s racial background, or institutional and cultural practices that promote the domination of one racial group over another.

A

Racism

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2
Q

What is an example of how an institution can perpetuate racism?

A

By tending to accept or hire individuals similar or connected to the people who already are in the institution, and popular culture may signal what kinds of people are most and least valued.

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3
Q

What are the different types of racism?

A
  1. Systemic Racism
  2. Modern Racism
  3. Aversive Racism
  4. Implicit Racism
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4
Q

Policies and practices that exist throughout a whole society or organization, and that result in and support a continued unfair advantage to some people and unfair or harmful treatment of others based on race

A

Systemic Racism

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5
Q

A form of prejudice that surfaces in subtle ways when it is safe, socially acceptable, and easy to rationalize.

A

Modern Racism

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6
Q

What is an example of modern racism as discussed in lecture?

A

Eberhardt, Parrott, & Sprunger (2015) demonstrates modern racism

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7
Q

What are the methods of the Eberhardt, Parrott, & Sprunger (2015) study?

A

a. Presented teachers with information about a child misbehaving
b. Teachers rated how troubled they would be by the behavior & severity of punishment (how troubling is the situation and how severe should the punishment be for the child misbehaving)
c. Teachers then were given information about 2nd infraction from student & repeated ratings (remember this child that was misbehaving? They are doing it again)
d. Manipulated: name of students (stereotypical black or white name)

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8
Q

What were the results and implications of the Eberhardt, Parrott, & Sprunger (2015) study?

A

a. No difference for first infraction, but higher ratings & more severe punishment for 2nd infraction if student’s name was stereotypically black.
b. In criminal justice – black offenders may be punished more harshly

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9
Q

Racism that concerns ambivalence between fair-minded attitudes and beliefs, on the one hand, and unconscious and unrecognized prejudicial feelings and beliefs, on the other hand.

A

Aversive racism

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10
Q

Racism that operates unconsciously and unintentionally

A

implicit racism

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11
Q

A belief or association that links a whole group of people with certain traits or characteristics.

A

Stereotype

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12
Q

How does stereotyping relate to the ABCs?

A

Belief or association
Cognition aspect

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13
Q

Negative feelings toward persons based on their membership in certain groups

A

Prejudice

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14
Q

How does prejudice relate to the ABCs?

A

Negative emotions
Affect aspect

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15
Q

Behavior directed against persons because of their membership in a particular group

A

Discrimination

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16
Q

How does discrimination relate to the ABC’s?

A

behavior/acts
behavior aspect

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17
Q

Prejudice and discrimination based on a person’s gender, or institutional and cultural practices that promote the domination of one gender over another.

A

Sexism

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18
Q

How are gender stereotypes different from other stereotypes?

A
  1. They tend to be prescriptive rather than descriptive
  2. Can be associated with perceptions about gender roles
  3. Deviations from expectations are viewed as negatives
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19
Q

A form of sexism characterized by attitudes about women that reflect both negative, resentful beliefs and feelings of affectionate and chivalrous but potentially patronizing beliefs and feelings.

What are the two types?

A

Ambivalent sexism

  1. Hostile sexism
  2. Benevolent sexism
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20
Q

Negative and resentful feelings about women’s abilities, value, & challenge to men’s power

A

hostile sexism

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21
Q

Affectionate & misguided chivalry toward women which may be viewed as patronizing (insulting)

A

Benevolent (attempting to do good) sexism

22
Q

When women are viewed or treated more as mere bodies or objects and less as fully functioning human beings.

A

Objectification

23
Q

When women accuse a male of sexual abuse, not much if anything changes but if roles were reversed, action would be taken

A

Double Standards

24
Q

What is the implicit association test (IAT)?

A

Measures the extent to which two concepts are associated

25
Q

What is the implicit association test (IAT) designed for?

A
  1. Measure the underlying automatic evaluation between two concepts
  2. Emphasizes quick reactions rather than slow & deliberate responses
26
Q

What are the implications of research involving this implicit association test (IAT) assessment?

A

Targets-concept discrimination and attribute dimension (pleasant vs. unpleasant)

27
Q

Being persistently stereotyped, perceived as deviant, and devalued in society because of membership in a particular social group or because of a particular characteristic

A

Stigmatized

28
Q

The experience of concern about being evaluated based on negative stereotypes about one’s group

A

Stereotype threat

29
Q

How does stereotype threat influence performance?

A

Negatively impacts performance

30
Q

The Steele & Aronson (1995) study examines stereotype threat. How?

A

a. Black and white students took verbal section of SAT
b. Exact same test presented as either “test of intelligence” or “problem-solving task unrelated to ability”
c. Expect all students to struggle
i. However, if test was related to intelligence, Black students would experience stereotype threat in addition to test stress
ii. There is a belief of stereotype threat against intelligence for black students

Results:
Black students performed significantly worse when test was “related to intelligence”

31
Q

The classification of persons into groups on the basis of common attributes.

A

Social categorization

32
Q

The theory that people favor ingroups over outgroups in order to enhance their self-esteem.

A

Social Identity Theory

33
Q

Groups with which an individual feels a sense of membership, belonging, and identity

A

ingroups

34
Q

Groups with which an individual does not feel a sense of membership, belonging, and identity.

A

outgroups

35
Q

The tendency to assume that there is greater similarity among members of outgroups than among members of ingroups

A

outgroup homogeneity effect

36
Q

The tendency to discriminate in favor of ingroups over outgroups

A

Ingroup favoritism

37
Q

What predictions does social identity theory make about perceived threats to self-esteem?

A
  1. Threats to one’s self-esteem = increase of ingroup favoritism
  2. Expressions of ingroup favoritism enhances one’s self-esteem
38
Q

Fein & Spencer (1997) study Methods

A

Study conducted on campus with popular negative stereotype of the “Jewish American Princess”

Participants were given a test, upon completion they were given either positive or negative feedback (social & verbal)/(inaccurate feedback, deliberately manipulating what feedback students were given)

Then participants viewed interview of “Julie Goldberg” or “Mario D’Agostino” & evaluated their job interview performance (Names given were deliberately manipulated as well)

39
Q

Fein & Spencer (1997) study Findings

A
  1. Negative feedback received prompted lower evaluation of “Jewish” candidate
  2. Post-experiment increase in self-esteem when permitted to belittle “Jewish” candidate
40
Q

Fein & Spencer (1997) study Implications

A

When people feel a threat to self-esteem they are inclined to engage in downward social comparison or to “look down” on somebody

Example:
Bullying

41
Q

A desire to see one’s ingroup as dominant over other groups and a willingness to adopt cultural values that facilitate oppression over other groups.

A

Social dominance orientation

42
Q

A theory that proposes that people are motivated (at least in part) to defend and justify the existing social, political, and economic conditions.

A

system justification theory

43
Q

Which study demonstrates the influence of parents that represents a double standard? How?

A

Morrongelio & Dawber (2000)

a. Showed others video of children engaging in risky behaviors on playground
b. Ask them to stop the video and indicate what they would normally tell child
c. Mother’s with daughters: stopped more & expressed more caution about child getting hurt
d. “You could fall” vs. “Good job! Let me see you go higher!”

44
Q

Muzafer Sherif et al. (1954) - Robbers Cave Park Experiment Method and findings

A

a. “Rattlers” vs “Eagles”
Two separate groups of well adjust white middle-class 11-year-old boys

Groups turned hostile toward one another once aware of each other and once aware of a competition (the boys burned flags, ransacked cabins, etc.)

They found that if they made the boys from both groups work together on a common goal, friendships would begin to form.

45
Q

Muzafer Sherif et al. (1954) - Robbers Cave Park Experiment

How was conflict created? How was it resolved?

A

Conflict created:
The two groups didn’t know about each other until it was announced a tournament (competition) would be held between them

Resolution:
Created superordinate goals (mutual) which changed hostilities into intergroup friendliness because they had to work together

46
Q

Muzafer Sherif et al. (1954) - Robbers Cave Park Experiment

What role do superordinate goals have in changing hostilities?

A

By allowing them to work together, it made room for intergroup friendliness

47
Q

The theory that hostility between groups is caused by direct competition for limited resources

A

Realistic conflict theory

48
Q

What is the importance of socialization and stereotyping, prejudice, and discrimination?

A

Socialization is the process by which people come to learn about social norms, rules, & information about their culture and/or group

We learn two ways
1. Implicit
2. Explicit

We then form beliefs, feelings, and behave in a way that matches our schemas

49
Q

Interactions between members of different social groups

A

Intergroup contact

50
Q

The theory that direct contact between hostile groups will reduce intergroup prejudice under certain conditions.

A

contact hypothesis

51
Q

What are four conditions for resolving conflicts?

A
  1. Equal status
  2. Personal Interaction
  3. Cooperative activities
  4. Social norms
52
Q

Knowing that an ingroup friend has a good and close relationship with a member of an outgroup can produce positive intergroup benefits in ways similar to direct contact.

A

Extended contact effect

Social Psychology (11 decks)

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