CONSEQUENCES OF PREJUDICE

Question 1

Ways being a member of a stigmatized group affects group members

Answer 1

• internalization of stereotypes
• attributional ambiguity
• stereotype threat

Question 2

Ways stigmatized groups affect non-group members

Answer 2

• self fulfilling prophecy

- shooter bias

Question 3

What is the internalization of stereotypes?

Answer 3

when one privately accepts that descriptive stereotypes of one’s group is an accurate description of oneself

Question 4

What is attributional ambiguity?

Answer 4

• difficulty interpreting feedback from others
• uncertain whether feedback reflects performance or other’s biases
• negative feedback = did i do poorly or is the person prejudiced?
• positive = did i do well or are they compensating for their biases?

Question 5

Stereotype threat group examples

Answer 5

• Latinx and academic performance
• women and math
• low SES and academic performance

Question 6

How to reduce negative effects of stereotype threat

Answer 6

• not emphasizing social category
• self affirmation
• emphasizing incremental models of ability
• learning about it can reduce its effect
• reframing the test

Question 7

What is the self-fulfilling prophecy?

Answer 7

• expectations of another person lead you to engage with them in ways that confirm those expectations
• perceiver’s expectations –> perceiver’s behaviour towards target –> target’s behaviour toward perceiver

Question 8

What is shooter bias?

Answer 8

• tendency among police to shoot black civilians rather than white - even when when civilian is unarmed
• IRL –> unarmed + black = 3.5x more likely to be shot by police than unarmed + white

Question 9

What is contact hypothesis?

Answer 9

• hypothesis that increased contact between members of various social groups can be effective in reducing prejudice between them
• examples = desegregation, jigsaw classroom (interracial group work)

Question 10

Superordinate goals

Answer 10

• social outcomes = more positive attitudes toward outgroup

- academic outcomes = improvement for minority - no change for minority

Question 11

Clark doll experiments

Answer 11

• Black children were shown black and white baby doll
• Asked which dolls were
   the “black” doll
   the “pretty” doll
   the “nice” doll
   the “bad” doll
   the “ugly” doll
• when asked why white baby is pretty and nice (“she is white and has blue eyes”)
• when asked why the black baby is ugly (“because she’s black”)

Question 12

Steele and Aronson - Aptitude test study

Answer 12

• Participants = black and white Stanford students
• All took test (difficult verbal passage from GRE)
• 1/2 told test was diagnostic of intellectual ability – 1/2 told it was not diagnostic - telling Black participants test was diagnostic = poor score
• telling Black participants not diagnostic = better score
• White people did better when told it was diagnostic rather than opposite

Question 13

Pygmalion in the classroom study

Answer 13

• Experimenter and school principal worked together + went to elementary schools
• told teacher the names of 5 random students they expect to be “late bloomers” based on a school test
• the 5 students were re-assessed 8 months later and ended up performing way better than the rest of the students
• Pygmalion effect = phenomenon that states higher expectations lead to an increase in performance

Question 14

Shooter bias study

Answer 14

• if person in picture has gun –> press “shoot” button
• if person does not have gun –> press “do not shoot” button
• points for correct decisions
• Black + unarmed = more errors and longer reaction time
• Black + armed = less errors and very short RT

Question 15

What is stereotype threat?

Answer 15

• a self confirming apprehension that one will be evaluated based on a negative stereotype
• cultural stereotypes –> stereotype threat –> performance deficits + disidentification w/ stereotyped domain