Intergroup Relations & Prejudice

Question 1

Fazio (1999)

Answer 1

Motivation and opportunity as determinants model - motivating force or opportunities are necessary to indulge I’s to engage in cognitive processing. If motivation/opportunity low, Bx guided by automatic processing

Question 2

Turner and Oakes (1989)

Answer 2

Self-Categorization Theory - as social categories become salient, there is a qualitative shift in individuals’ cognitive structures such that they begin to depersonalize their identities and view themselves and others more as representatives of social categories than as unique persons.

The relationship between personal and social self-views is hydraulic. As salience of group identities increase, salience of personal identities decrease.

As social categorization increase in salience, one is more likely to perceive people in terms of shared stereotypes that define the social categorization rather than personal differences

SC leads people to seek positive distinctions for their group and discriminate in favor of ingroups and against out group members. explicit intergroup comparison enhances polarization.

Explains intergroup conflict; stereotyping; group Bx;

Question 3

Major and O’Brien (2005)

Answer 3

Model of Stigma-Induced Identity Threat - holding a stigmatized identity may increase one’s exposure to potentially stressful situations. Identity threat when one appraises the demands imposed by stigma-relevant stressor as harmful to identity and exceeding their resources to cope. Responses can be voluntary (coping efforts) or involuntary (anxiety) leading to negative outcomes in terms of health, self-esteem, academic achievement

Situational cues - being outnumbered by dominant group, exposure to images that reinforce stereotypes

Question 4

Bodenhausen and Richeson (2010)

Answer 4

Covers prejudice, stereotyping, and discrimination and explains why stereotypes and prejudice arise

Stereotypes, prejudice, and discrimination are interlocking phenomena! Cognitive appraisals give rise to affective reactions which then shape intentions and behavior. This causal chain operates in conscious (controlled) and subconscious (automatic) processing channels

categorization leads to stereotyping/prejudice as it accentuates between group differences while minimizing within-group variability

Ways to reduce prejudice - reduce automatic evaluations; perspective taking; Increasing motivation, opportunity, ability for controlled processing when subjected to biased mental representations

Question 5

What is prejudice?

Answer 5

Antipathy based on a faulty/inflexible generalization

Question 6

Brewer (2010)

Answer 6

Chapter on intergroup relations/intergroup conflict. Social categorization leads to competitive Bx.

Group conflict arises out of competition over resources/power; realistic/symbolic threats; negative stereotypes

3 ways to respond to negative social identity - social mobility, social creativity, social competition

Improving Intergroup relations - Contact hypothesis (Allport, 1954), Decategorization (personalization); Recategorization (thinking of one more inclusive group rather than 2 groups), Mutual Differentiation

Question 7

Pettigrew and Tropp (2006)

Answer 7

Meta on efficacy of Intergroup contact theory. Found that it does indeed, reduce prejudice

Question 8

Jost and Kay (2010)

Answer 8

Handbook chapter on social justice. 3 forms of justice - distributive (equity/allocation of resources), procedural (outcomes/decision making rules), interactional (daily interpersonal treatment)

Anger in response to injustice is one of the most robust
predictors of collective action/motivation for social change

obstacles to social justice - authoritarianism, SDO, System Justification

Question 9

Mendes, Major, McCoy, and Blascovich (2008)

Answer 9

Measured motional, physiological, and behavioral responses of White/Black Ps to same-race or different-race evaluators following acceptance and rejection feedback.

Ingroup interactions yielded deleterious responses to social rejection and benign responses to social acceptance.

In intergroup interactions, social rejection from different-race evaluators engendered more anger and activation responses.

Question 10

Paluck and Green (2009)

Answer 10

Reviews literature on prejudice reduction techniques in observational, lab, field experiments. Causal effects of many interventions like workplace diversity training/media campaigns are unknown. They’ve over-relied on lab studies. We need more field experimentation.

Lab evidence at personal level -education; conscious raising; contact hypothesis

Field experiments - Aronson’s Jigsaw Classroom

Question 11

Sherif (1998)

Answer 11

More detail on Robbers Cave Experiment. Competition led to intergroup conflict and decreased when both groups working together towards a common goal

Question 12

Fiske (2000)

Answer 12

evolutionary view of why people are in groups. BUCET.
Belonging (people are motivated to maintain affiliations and bonds with others); Understanding (in order to get along in a group, one must share a common understanding of the environment and each other e.g., categorization, stereotypes); Controlling (people want to be able to have control over their social environment); Self-​Enhancing​ (more affective than cognitive, to maintain and possibly improve self-esteem); Trusting (also affective, trusting (ingroup) others, parallel to one enhancing oneself)

3 theories of prejudice - Modern/Symbolic Racism; Ambivalent Racism; Aversive Racism

Question 13

Nosek et al. (2007)

Answer 13

Meta on IAT responses. strengths of the IAT such as ease of administration, easy adaptability, good reliability, and large effect sizes.

People tend to hold the following implicit attitudes: pro-young (even older adults); anti-black (except among Blacks); anti-arab/muslim; pro-jewish; pro-abled; pro-straight; pro-thin (even among obese); Blacks/Weapons; male-sciences/female-humanities; male-career/female-family

Question 14

Devine, Forscher, Austin, and Cox (2012)

Answer 14

1st RCT to produce long term reductions in implicit race bias. Intervention framed as breaking a bad habit. Ix had 5 components -Stereotype replacement (replacing stereotyped responses with non SR); Counter-Stereotypic Imaging (imagine in detail counter-stereotypic others); Individuation (preventing stereotypic inferences by obtaining specific information about group members; evaluate the person not the group); Perspective taking (taking the perspective in first person of a stigmatized person); Increasing opportunities for contact (engage in positive interaction with outgroup members)

Question 15

Pratto, Sidanius, and Levin (2006)

Answer 15

Summarized findings regarding SDO across the literature. SDO useful for measuring prejudice across a variety of groups.

Hierarchy maintained through legitimizing myths, hierarchy enhancing myths, hierarchy attenuating myths

Institutional discrimination reinforces the hierarchy

SDO linked to rape myths, nationalism, patriotism, pro death penalty, anti-immigration, anti-gay rights

Based on SDT (Pratto and Sidanius, 1999)- general support for domination of certain groups over others based on some group criteria.

Question 16

Steele (1997)

Answer 16

Presents Stereotype Threat Theory - Posits that domains in which certain groups are negatively stereotyped poses a threat to the stigmatized individual who identifies with that domain. Also explains their lower performance due to anxiety in regards to confirming the stereotype. Also explains how stereotype threat may lead to de identification in certain domains

Disruptive pressures such as evaluation apprehension, test anxiety, choking, and token status have long been shown to disrupt performance through anxiety, distracting thoughts, self-consciousness

“Wise” Schooling practices to reduce stereotype threat: optimistic teacher-student relationships; giving challenging work to students regardless of stereotype; stress growth mindset of intelligence over fixed mindset.

Question 17

Tajfel and Turner (1986)

Answer 17

People’s self-concepts are based on their membership in social groups. people join groups to gain self esteem, cognitive benefits (clarity, reduced uncertainty) and security/belonging. They engage in social comparisons to differentiate groups to which they do (ingroup) and don’t belong (outgroup) which serves to emphasize similarities within group memberships and differences between groups. Individuals seek a positively valued distinctiveness for their own group compared to other groups to achieve a positive social identity.

Social Identity Theory of intergroup behavior - Whenever there is unequal division of scarce resources, ethnocentrism and antagonism occurs between groups.

Dominant groups engage in discrimination in order to maintain a positive social identity and guard against identity-threats

Question 18

Devine (1989)

Answer 18

Dissociation model of prejudice​ - investigates automatic and controlled processes involved in prejudice. high- and low-prejudice persons are equally knowledgeable about cultural stereotypes, produce stereotype-congruent evaluations of ambiguous behaviors when their ability to monitor stereotype activation is precluded, and only low-prejudice subjects inhibit automatically activated stereotype-congruent thoughts while replacing them with egalitarian views. outlines the differences in terms of processing between low and high prejudiced individuals. Likens the process to breaking of bad habit.

Question 19

Van Zomeran, Postmes, and Spears (2008)

Answer 19

Provides an integrative ​social identity model of collective action​ (SIMCA) which is based on metas of 3 perspectives of collective action: ​Injustice​, ​efficacy​, and ​identity​

Individuals who identify with a social movement (​identification​), those who feel injustice​, or those who feel they that collective action can meet goals of group (​efficacy​), are more likely to engage in collective action

Question 20

Fiske, Cuddy, Glick, and Xu (2002)

Answer 20

Stereotype Content Model - all group stereotypes and interpersonal impressions form along two dimensions: Warmth and Competence

Question 21

Contact Hypothesis

Answer 21

Allport (1954)

Question 22

Aronson’s Jigsaw Classroom

Answer 22

(Aronson et al., 1978) - cooperative learning lessons engineered so students must teach and learn from one another. Leads to intergroup friendships, reduced bias.

Question 23

Jost and Banaji (1994)

Answer 23

System justification theory - people are prone to finding ways to justify the status quo and endorse beliefs of a just world. Captures needs to support the status quo with legitimacy and to see it as good, fair, natural, desirable, and even inevitable