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Social > Lecture 5 - Stereotypes, Prejudicism and Discrimination > Flashcards

Lecture 5 - Stereotypes, Prejudicism and Discrimination Flashcards

1
Q

Outline Hilton and Von Hippel 1996 definition of a person schema

A

Widely shared generalisations about members of a social group

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2
Q

Outline Amodio and Devine 2005 definition of a person schema

A

Function organise and facilitate the processing of info about members different social and/or ethnic groups

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3
Q

Define a schema

A

Underlying cog structures shape judgements and perceptions
Organise info, characteristics, impressions

Idiosyncratic personal constructs

What’s salient activate stereotypes

Dominated key characteristics. Impression formation - central traits

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4
Q

Outline Asch 1946 Configural Model for impression formation

A

Gestalt
Overall impressions more important individual pieces

Central traits carry more influence to peripheral traits

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5
Q

Accounting for the primary-recent effect in impression formation

A

Positive aspects put first more likely see individual as positive
First impressions do matter

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6
Q

How does early information affect impression formation

A

Early info is real person

Attention greatest making initial impressions

Early info affects meaning later info

Ignore info different to test as want to avoid cognitive dissonance

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7
Q

Who investigated Unified Impression Formation

A

Asch 1946

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8
Q

Outline the study for the Unified Impression Formation by Asch 1946

A

Adjective list but insert different adjective for each ppt

Warm/Cold, Polite/Blunt

Rate this person

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9
Q

Outline the study results for the Unified Impression Formation by Asch 1946

A

Depending what central trait provided warm/cold polite/blunt changed judgement

Warm/Cold central traits

Polite/Blunt peripheral traits

Central traits rest on relationship with other traits

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10
Q

What is the algebraic model

A

Average info received

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11
Q

What is the configural model

A

Certain elements dominate and influence interpretation of others

Cognitive dissonance - reappraise discrepant elements

Drive unified and organised impression shapes of mental processing

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12
Q

Discuss impression formation by Haire and Grune 1950

A

Asked ppts describe working man from stereotype consistent info
Lists adjectives, write description
Fine until presented piece info inconsistent ‘intelligence’

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13
Q

Discuss impression formation by Haire and Grune 1950 FINDINGS

A

Either ignored word
Took long time include it
Promoted them as manager
Changed/Distorted word

Difficult integrate one piece inconsistent info

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14
Q

What is the Cognitive stereotyping function

A

Save energy - cognitive misers, simplifies how we think

Make predictions - dispositional inferences

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15
Q

What is the Motovational stereotyping function

A

Maintain positive self esteem

Social identity and self concept

Through comparison with less competent others

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16
Q

Outline the stereotyping Process

A

Assign individual to group - categorise
Based salient/accessible characteristic

Activate belief all members behave same way

Respond individual on this basis

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17
Q

Who investigated Illusory Correlation

A

Hamilton and Gifford 1976

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18
Q

Define Illusory Correlation by Hamilton and Gifford 1976

A

Relationship when non exists or exaggeration of relationship

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19
Q

Define Associative meaning and Illusory Correlation by Hamilton and Gifford 1976

A

Based schemas
Monitoring groups, negative attributes

Occur previously thought things go together and do not want to break schema

Only remember instances where these ideas confirmed and ignore those where it does not occur

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20
Q

Give examples of Associative meaning and Illusory Correlation by Hamilton and Gifford 1976

A

Minority’s groups and negative attributions

Wives tales

Urban myths

Superstitions

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21
Q

Define Paired Distinctiveness and Illusory Correlation by Hamilton and Gifford 1976

A 
Minority groups (less of them) 
Negative events (occur less)

As a result salient to us and stand out

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22
Q

Criticisms of Illusory correlation by Hamilton and Gifford 1976

A

Only with memory based judgements as memory required

Not Illusory - rational and functionally adaptive favour in group and highlight differences out group - Oakes, Haslam and Turner 1994

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23
Q

Define the stereotype features

A

Use readily categorise
Especially when social tensions and conflict exit
Early age.
Change slow and response wider social change

Not necessarily wrong - help make sense particular intergroup associations

Efficient, useful

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24
Q

Who investigates the Princeton Trilogy

A

Katz and Braly 1933

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25
Q

Outline the Princeton Trilogy by Katz and Braly 1933 experiment

A

Assign traits using adjective checklist 84 traits

Which typical target groups

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26
Q

Outline the Princeton Trilogy by Katz and Braly 1933 experiment results

A

High consensus stereotype attribution - even group unfamiliar

Favourable own group - Ethnocentrism and Social Identity Theory

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27
Q

Outline the Princeton Trilogy by Katz and Braly 1933 experiment results over the years

A

Reluctant participate

Stereotypes communicated much less negatively

Positive intergroup relations

Stereotypes faded over years

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28
Q

Who replicated the Princeton Trilogy by Katz and Braly 1933

A

Gilbert 1951

Karlins, Coffman and Walters 1969

Same procedures and set of adjectives

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29
Q

Evaluation of the Princeton Trilogy by Katz and Braly 1933

A

Ambiguity instructions

No assessment prejudicial

Adjective list outdated - advantage and disadvantage - difficult compare

Actual prejudicism not reduced

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30
Q

Who extended the Trilogy to look at stereotyping of Africa Americans

A

Dovidio et al 1996

Negative traits diminishing over years

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31
Q

Outline Madon et al 2001 replication of the Princeton Trilogy

A

Stereotypes changed in content over time NOT fading

Increases condense more people exposed stereotypes more agreement. More favourable

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32
Q

Why does Madon et al 2001 replication of the Princeton Trilogy believe increase consensus stereotypes

A

Structural and societal changes

Increased intergroup contact = travel, communication

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33
Q

Who investigated the Stereotype Content Model

A

Fiske et al 2002

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34
Q

Outline Fiske et al 2002 Stereotype Content Model

A

Fundamental perception generate thoughts and behaviours towards people
Universal principles regarding aspects content

Primary dimensions warmth and competence underlie emotion and behavioural responses

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35
Q

How do warmth and competence underline emotional and behavioural responses according to Fiske et al 2002 Stereotype Content Model

A

Perceived status -> Competence (positive relationship)

Competition -> Warmth (negative relationship)

Different combinations produce different emotional and behavioural responses

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36
Q

Outline the Racism Implicit Association task

A

Give exemplars with picture in centre
Repeated pairings
Then exemplars switched

Indicated which of 2 categories more related by ppt responding quicker

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37
Q

Who investigated Project Implicit

A

Nosek et al 2007

38
Q

Outline Project Implicit by Nosek et al 2007

A

68% ppts Implicit preference white

Stronger effect sizes than found in self report. Suppressing automatic response

39
Q

Explain how Project Implicit by Nosek et al 2007 is driven by Own Race Preference

A

European and American preferences also found in Asians, Hispanics and mixed race

African Americans not demonstrate implicit preference own race

40
Q

Explain how Project Implicit by Nosek et al 2007 is driven by Personal attitude or cultural knowledge according to Uhlmann, Poehlman and Nosek

A

Primarily personal

But
Both attitudes shaped and influenced by culture

41
Q

Outline Devine 1989 study NUMBER ONE on deliberate or automatic stereotyping process

A

Asked both groups list adjectives associated black cultural stereotype
No difference high and low prejudicism ppts

Doesn’t produce reactants
Do not differ knowledge culture associations

42
Q

Outline Devine 1989 study NUMBER TWO on deliberate or automatic stereotyping process

A

Subconscious priming black stereotype to lesser or greater degree

Then interpretation ambiguous hostile behaviour in Donald paragraph

Asked make evaluative judgements Donald who’s race not stated

High and low prejudice ppts rated more hostile after greater stereotype priming

43
Q

Outline Devine 1989 study NUMBER THREE on deliberate or automatic stereotyping process

A

List thoughts black people under anonymous conditions

High prejudice - negative traits
Low prejudice - contradict cultural stereotypes, emphasis equality, inhibit automatic stereotype
Consciously moderating and controlling

44
Q

Outline the Theory of New Racism - Aversive Racism by Gaertner and Dovidios 1986

A

Conflict between prejudiced attitudes and modern egalitarian values

Racism expressed egalitarian values weak and individuals are in homogenous groups where prejudicism is accepted

45
Q

How do we detect new racism

A

Unobtrusive - racism and by stander Effect
Non-verbal
Language use - linguistic intergroup bias effect
Indirect - reaction time tasks

46
Q

Outline language use and the linguistic intergroup bias effect of detecting new racism

A

More likely use negative outgroup descriptions abstract and harder prove wrong

Positive in group more likely be specific

47
Q

Who investigated prejudicism and the Bystander Effect

A

Gaertner and Dovidio 1977

48
Q

Outline the prejudicism and bystander effect and Gaertner and Dovidio 1977

A

Ppts heard emergency in next room - victim either black or white
Ppt alone or with 2 helpers

Bystander effect magnified victim was black. Likely if help on their own

No overt prejudicism

49
Q

Outline category activation by Bargh 1999

A

Which schema activated dependent on processing goals and general attitude
Salient, relevant, situation, context

Change over time

Consciously endorsed and adjusted

Bigots and humanitarians categorical representations differ

50
Q

Define prejudicism

A

Unfavourable attitude towards social group and its members

Strong, highly accessible negative attitude

Cognitive bias and negative stereotypes

51
Q

Define discrimination

A

Singling out members of social group for prejudice based on attributes of group membership

Based unjust treatment certain group

Reluctance help

Tokenism

Reverse discrimination

52
Q

What is tokenism

A

Small trivial act to appear un prejudice
Not really tackling normative situation
Employing minorities

53
Q

Define reverse discrimination

A

Extreme tokenism

Favour minority group membership

54
Q

Disadvantages of tokenism

A

Benefits short term

Long term consequences

Hired because a woman, be less satisfied, committed

55
Q

Who investigated Tokenism

A

Chacko 1982

56
Q

Outline tokenism by Chacko 1982

A

Explored sexism workplace

Asked female managers rate factors contributed being employed organisation commitment and job satisfaction

Females believed hired token reported lower commitment and satisfaction

Hired due to ability rates higher commitment and satisfaction

57
Q

Outline Social Processes as Theories of Prejudice and Discrimination

A

Mere exposure effect

Social learning theory

Social identity theory

58
Q

Define the personality theories of prejudice and discrimination

A

Authoritarian

Dogmatism

Social dominance theory

59
Q

Outline Mere Exposure Effect by Zajonc 1968

A

Familiarity increases liking

Preference own race

60
Q

Outline Social Learning by Bandura 1977 in regards to Prejudicism and Discrimination

A

Young children use obvious perceptual features to categorise

Can easily pick up adult prejudices

Observational learning, instrumental conditioning, classical conditioning

61
Q

Outline Social Identity and Self Categorisation for Prejudicism and Discrimination

A

Membership important reflect individual self, in group bias, depersonalisation

Emphasis differences between groups

62
Q

Outline frustration Aggression hypothesis for Prejudicism and Discrimination

A

Frustration causes aggression
Aggression causes frustration

Target unavailable displace and scapegoat

Generalisation - spill over onto similar others

63
Q

Who investigates the frustration-aggression hypothesis

A

Dollard et al 1939

64
Q

What is Berkowitz 1962 criticism of the Frustration Aggression Hypothesis

A

Frustration can occur without aggression

Aggression can occur without frustration

Only explain subset

65
Q

Who investigates personality and authoritarianism

A

Adorno et al 1950

66
Q

Outline Authoritarian personality by Adorno et al 1950

A

Racism
Respect authority, obsession rank and status
Developed childhood excessive harsh and disciplinarian practices
Displace anger and resentment onto weaker groups

67
Q

Outline Pettigrew 1958 criticism of the authoritarian personality

A

Few differences between racist and non-racist groups

68
Q

Who researched personality and dogmatism closed mindedness

A

Rokeach 1948

69
Q

Outline Dogmatism close mindedness personality by Rokeach 1948

A

High dogmatism = high authoritarian
Prejudicism not restricted those authoritarian
Generalised with focus cognitive style

70
Q

How does Dogmatism and close mindedness Theory of personality by Rokeach 1948 categorise close mindedness

A

Resistance to belief in change in light of new info

Isolation contradictory belief systems rather than adjustment

71
Q

Criticisms of personality theories of prejudicism and discrimination

A

Fail account sudden attitude change - increase anti-Muslim sentiment after 9/11

Fail account situational factors

Aggregates individual behaviour without understanding social processes

72
Q

Who investigates the personality theory of Social Dominance Theory

A

Sidanius and Pratto 1999

73
Q

Outline the personality theory of social dominance theory by Sidanius and Pratto 1999

A

Most societies 1 group with disproportionate power and privileges

Desire own group be dominant - high social dominance orientation

Maintain status quo even if part of subordinate group

74
Q

How does the Social Dominance Theory by Sidanius and Pratto 1999 propose that 1 group maintains its disproportionate power

A

Stable inequality maintained through oppressive actions and discrimination

Discrimination hidden through legitimising myths - national security

75
Q

Who investigates the Belief Congruence Theory

A

Rokeach 1960

76
Q

Outline the Belief Congruence Theory by Rokeach 1960

A

Similar beliefs - liking and social harmony
Dissimilar beliefs - dislike and prejudice
Beliefs more important than race
Operates where institutionalised prejudicism doesn’t exist

77
Q

Outline the evaluation of the Belief Congruence Theory by Rokeach 1960

A 
Very restrictive 
Empirical support weak 
Belief similarity just one contributing factor others may be stronger 
Over simplified 
Most prejudicism historic in culture
78
Q

Outline sex stereotypes and discrimination according to Friske 1998

A

Women - nice
Men - competence
Held across cultures and genders

79
Q

Outline sex stereotypes and discrimination according to Martin 1987

A

People don’t describe themselves as such through stereotypes

Often don’t notice discrimination

80
Q

How do individuals represent the sexes as a subtype?

A

Women:
Housewife, sexy, career or feminist/athlete/lesbian

Man:
Businessman or Macho man

81
Q

Outline sex stereotypes and discrimination according to Lorenzo-Cioldi et al 1995

A

Men and women see women more homogenous than men

82
Q

Why do sex stereotypes persist

A

Sex roles
Men - our home full time jobs
Women - home makers
Minor differences in intrinsic personality that are exaggerated

Certain roles sex typed

83
Q

Outline Eagly and Steffen 1984 study on sex stereotypes and discrimination

A

Asked male and female ppts rate imaginary people in different roles
Home makers seen more feminine

Supports certain roles sex typed

84
Q

Outline the glass ceiling effect

A

Stereotypes prevent promotion due to competence perceptions

E.g. females in upper management and makes as flight attendants

85
Q

How are sex stereotypes maintained

A

Media largely

Face-ism - greater prominence head and less to body for men and vice versa for women

Success in men seen justified/deserving as down to ability

86
Q

Outline Deaux and Emswiller 1974 study on sex stereotypes and attribution

A

Looked men and women performing masculine and feminine tasks

Female performing masculine task down to luck

Male performing feminine task attributes same amount luck as female performing female tasks

87
Q

Outline the illegality of sexism

A

Overt sexism much reduced

Sex stereotypes more subtle

88
Q

Who looked at the ambivalent sexism inventory

A

Glick and Fiske 1996

89
Q

Outline the Ambivalent Sexism Inventory by Glick and Fiske 1996

A

Sexists benevolent and hostile attitudes

Benevolent towards traditional women

Hostile towards non-traditional women

90
Q

Outline the recent reviews findings of sex stereotypes and discrimination

A

Reduced tendencies devalue women’s work

Positive female stereotype emerging

BUT only in western democratic countries

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