Lecture 11 Reducing Racial Discrimination

Question 1

Top-Down Bias-reduction interventions

Answer 1

National anti-racism strategy
- organisations in aus– formal campaign suporters
- workplace cultural diversity tool
- develop ads from gov’t
challenging racism project (2015)
- asked ps= thoughts about racism, attitudes towards specific people= 80% think racism present in AUS
- prevalence of racism decreased= reason can be varied– media, # of students at school on that day

Question 2

top-down action?

Answer 2

• gov’t interventions + policies

Question 3

bottom-up action?

Answer 3

interventions in schools + uni

Question 4

pederson + barlow (bottom- up education experiment)

Answer 4

• uni students
• 6 week cultural psych unity= lecs on indigenous cultures
• educating them on diff cultures= reduce stigma
• measured attitudes towards indi before exp and after
• low opportunity for low class people= because of societal norms
  = more acceptance of indi.
  = decrease in prejudice
  = reduced false beliefs
  = more people thought that minority groups getting special treatment was a good thing

Question 5

kernham + davis (bottom- up education experiment)

Answer 5

• white undergraduates
• either took: psych of prejudice + racism vs. behavioural stats
• before and after unit= asked about attitudes abt racism + how they would feel in scenario
• walk into store. 2 black customers waiting. white saleslamn looks at you and is relieved= comes help you first, ignores black customers. what do you think of this salesman?
• no diff between groups before unit
• those in psych of prejudice + racism= improved attitudes after course
  = more aware of white privilege, feel more discomfort about situation, feel the need to correct action (responsibility)

Question 6

aberson (bottom- up education experiment)

Answer 6

• uni students
• longitudinal data (4 yrs)
• T1: attitudes towards affirmative action
• T2: attitudes towards affirmative action, extent of exposure to diversity activities
• how attitude changed over 4 yrs
• how much they participated in diversity activities
• participate more= supportive
• BUT= white stu= increased in belief that affirmative action hurts uni quality
• how long does it last?= short term effect only

Question 7

prejudice involves…

Answer 7

intergroup relationship

- SO= need strategy that: involves and benefits majority + minority groups

Question 8

bottom-up-contact: what are the contact conditions

Answer 8

• cooperation
• goal
• equal status
• authority support

Question 9

bottom-up-contact: what are the contact types

Answer 9

• face to face= direct
• imagined= indirect
• internet- E-contact

Question 10

white + harvey

Answer 10

E-contact overcomes problems of:
- segregation: maj + min might be far apart (can’t do face to face)
- anxiety: high prejudice in min + maj groups= negative face to face interaction
E-contact + dual identity recategorisaiton

Question 11

E-contact + dual identity recategorisaiton

Answer 11

Arts stu Science stu—> usyd students

- think of them as a whole (what is there in common?)

Question 12

white + abu-kayya

Answer 12

• muslim + catholic stu from diff HS
• E-contact chat room
• 10 week cooperative project to consider how their religious identities could lead to environmentally sustainable future for AUS

Question 13

white + abu-kayya: dependent variables

Answer 13

• ingroup bias
• anxiety
• blatant + subtle prejudice
• religious knowledge

Question 14

white + abu-kayya: results

Answer 14

• those in experimental= greater reductio in intergroup bias than control group
• but catholic= didn’t last that long (short term)
• muslim= changed mindset afterwards
• no short term or long term effects of blatant + subtle prejudice or religious knowledge

Question 15

white + abu-kayya: design

Answer 15

experimental: 2 muslims + 2 catholics
- Muslim Catholic–> australians
control: 4 muslims / catholics
- 4 Muslim
- 4 Catholics
= no recategorisation, no contact

Question 16

individual bias– reduction interventions– social norms

Answer 16

• social norms= unwritten rules on how people should behave
• manipulate social norms= suggest that racism is unacceptable
• stronger influence if norm comes from group you identify with= their ingroup (ex. if you white and you see white celebrity commenting about positive things abt min group= change attitude)

Question 17

changeable differences

Answer 17

ex. acculturation orientations
- can be changed with interventions= indirectly reduce bias
- incorporate integrationist + individualist acculturation orientations into intervention= + outgroup attitudes

Question 18

static (unchangeable differences) (ex. sex)

Answer 18

• test people who are more racist= because they will benefit the most
  Hodson
• social dominance orientation (SDO)= think group inequality is justified, that there are group hierarchies
• higher SDO= higher ingroup bias
• so target those who have a higher SDO

Question 19

interactive acculturation model (IAM)

• shows diversity in maj ingroup attitudes
• 5 diff acculturation orientations

Answer 19

• integrationist
• individualist
• assimilationist
• segregationist
• exclusionist

Question 20

• integrationist

Answer 20

accept min, but also adapt to mainstream maj culture

Question 21

individualist

Answer 21

accept min as individuals= don’t see them as a group

Question 22

assimilationist

Answer 22

think that min should stop their cultural identity and adopt mainstream

Question 23

• segregationist

Answer 23

maj people think that min would separate themselves from mainstream

Question 24

• exclusionist

Answer 24

can’t tolerate min maintaining their cultural identity + don’t want them to adopt mainstream