Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Social Psychology > Lecture Two - Prejudice and Discrimination > Flashcards

Lecture Two - Prejudice and Discrimination Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

Prejudice

A

The systematic discrimination of a group by the people in power. Usually more hostile and based on stereotypes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Stereotyping

A

Making a categorisation of a group of people and changing behaviour based on that (either positively or negatively)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Discrimination

A

Not allowing/helping others to have equal opportunities because of something they can’t control. Acting on the prejudice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Schreer, Smith and Thomas (2009)

A

With everything else accounted for ethnic minorities are treated with more suspicion in public places

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Mendelsohn, Shaw Taylor, Fiore, & Cheshire (2014); West (2018); West, Lowe, & Marsden (2017)

A

Ethnic minorities are less desirable by romantic partners

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Bertrand & Mullainathan (2004); Booth, Leigh, & Varganova (2012); Pager (2003)

A

Ethnic minorities are less likely to receive employment offers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Sommers & Ellsworth (2000); West & Lloyd (2017)

A

Ethnic minorities are judged more harshly for the crimes they commit

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Correll, Park, Judd and Wittenbrink (2007); Plant and Peruche (2005)

A

Ethnic minorities are more likely to be shot by police.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Green et al (2007)

A

Ethnic minorities are less likely to receive adequate care from physicians

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Auspurg, Hinz and Sauer (2017)

A

Women are offered less pay for the same work

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Milkman, Akinola and Chugh (2015)

A

Women are offered less support when joining organisations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Neumark, Bank, and Van Nort (1996)

A

Women are less likely to be offered high paying jobs and more likely to be offered low paying jobs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Bruckmüller, Ryan, Rink, and Haslam (2014); Ryan et al. (2016)

A

Women are offered fewer leadership positions, disproportionately offered risky or precarious leadership positions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

West and Eaton (2019)

A

Men, compared to women, are less likely to notice or respond to sexism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Augoustinos & Every (2010); Bonam, Das, Coleman, & Salter (2018); McIntosh (1988); Nelson, Adams, & Salter (2013); Swim, Aikin, Hall, & Hunter (1995)

A

People in privileged groups deny the existence of bias

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Andreouli, Greenland, & Howarth (2016)

A

Liberal young people tend to believe racism isn’t “that bad anymore”, and that it only occurs rarely and in extreme circumstances

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Norton and Sommers (2011)

A

White people in white countries believe racism is a thing of the past and racism about white people is more serious.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Dunning-Kruger Effect studies (West and Eaton, 2019)

A

Racism and sexism studies support the Dunning-Kruger model. People overestimated their knowledge of these issues and strongest amongst prejudiced participants

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Social Identity Approach

A

A large amount of research has demonstrated that SIT and SCT can explain prejudice… why?

We self-categorise and we have ingroups and we want our group to do better than other groups

We benefit by promoting our group (ingroup) compared to other groups (outgroup) because our group identity is part of our self-concept

If our group does well, then by some measure, we also do well…

The corollary of this is that if our ingroup is threatened then we feel threatened

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Intergroup/Integrated Threat Theory (ITT)

A

The existence of an outgrip can be perceived as a threat. The threats can be real or symbolic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Stephan et al (1998)

A

ITT has been used to predict prejudice towards Moroccan immigrants in Spain and Russian and Ethiopian immigrants in Israel

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Gonzales, Verkuyten, Weesie and Poppe (2008)

A

Symbolic threats (even not realistic ones) predicted stereotyping in Dutch adolescents towards Muslims

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Tausch, Hewstone and Roy (2009)

A

Intergroup anxiety and realistic threat (not symbolic threat) predicted prejudicial responses from Hindus towards Muslims in India

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Von Sikorski, Schmuck, Matthes and Binder (2017)

A

Hostility increased from non-Muslims to Muslims following terrorism-related media

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Watts suburb of Los Angeles (1965)

A
  • Perceived injustice of the arrest of 3 black family members
  • $35 million property was damaged, 34 people were killed
  • Military called in to restore order
  • Notable high level of unemployment, deprivation in African-American communities (99% of population in suburb)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

South Central Los Angeles

A
  • Direct response to the jury acquittal of 4 white policemen for the beating of Rodney King
  • Set against a background of rising unemployment and deep disadvantage in black communities
  • 63 dead and 2383 injured, $1 billion in property damage
  • Attacks symbolised by beating of white truck driver Reginald Denny
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Stereotype Threat

A

The fear we will perform according to a stereotype (whether we believe that stereotype or not) - Steele (1997)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Steele and Aronson (1995)

A

Black participants took either a test of intelligence or a task to develop a new test. In reality they were both testing intelligence. Black participants did much worse than white participants when they knew it was an intelligence test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Stone et al (1999)

A

White and Black students took a golf test that was: A) a test of sports psychology; B) a test of natural athletic ability; C) a test of sports intelligence. All participants did well in the sports psychology condition. Black participants did much worse in the sports intelligence condition. White participants did worse in the natural athletic ability condition.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Aronson et al (1999)

A

White participants do worse if reminded of Asian maths proficiency.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Inzlicht & Ben-Zeev (2000)

A

Female students took a test either in the presence of other women or other men. Women who took the test around other women scored a mean of 70%. Women who took the test around other men scored a mean of 55%

32
Q

Spencer et al (1999)

A

Half of female participants were told that females do worse than males in maths and the other half were not. This caused their performance to dip

33
Q

Cheryan et al (2009)

A

4 studies - female students were primed to prefer STEM subjects due to subtle changes in environment.

34
Q

Social Factors for Stereotype Threat

A

There is a self-fulfilling prophecy that devalue academic identities. It undermines important variables like autonomy, self-efficiency and self-handicapping. Leads to recursive effect and negative feedback cycle.

35
Q

Yerkes-Dodson curve

A

Context and task performance are moderated by learning. We can see that in Social Facilitation research.
1. Mere presence leads to arousal. This is species typical evolutionary response
2. Arousal causes psychological rigidity or inflexibility, ie arousal will encourage the dominant response.
3. The dominant response facilitates well-learnt or easy tasks because the dominant response is likely to be correct for these types of tasks.
In fact, to say that a task is well learnt/easy is to say that the person’s response is usually correct.
The reverse is true for difficult or not well-learnt tasks ie the dominant response will usually be incorrect

36
Q

Cottrell (1968)

A

Participants learnt nonsense words and then performed a difficult recognition task (all the words were new). Performed either in front of an audience or not and performed worse in front of an audience.

37
Q

Vick et al (2008)

A

Measured arterial blood flow and blood pressure (both of which are affected by stress responses). When a test was not influenced by gender the males got more stressed, but when they were told the test was biased against women they got less stressed. Women had no change.

38
Q

Devine (1989)

A

We learn common cultural stereotypes through the media which creates ‘well-learned’ associations automatically

39
Q

Wilson et al (2000)

A

Automatic associations can become dissociated with explicit attitudes

40
Q

Gawronski and Bodenhausen (2006) APE model

A

Implicit associations formed through repeated exposure but explicit propositions require logical analysis

41
Q

Greenwald et al (1998)

A

The Implicit Association Test (IAT) has been used to demonstrate biases even amongst people who claim not to have any.

42
Q

Intelligence and Stereotyping (West and Stanovich)

A

Type 1 = Quick and automatic. Type 2 = Slow and deliberate. When making quick decisions we rely on biases and slow decisions allow us to think of stereotypes

43
Q

Hastie and Kumar (1979)

A

People tend to remember stereotype inconsistent information more easily.

44
Q

Srull and Wyer (1989)

A

Stereotypes are cognitive representations (memory patterns) linked to each other (nodes). We need to resolve inconsistencies sometimes but we need cognitive capacity to do this. Participants under a cognitive load find this harder to do are more likely to recall stereotypes.

45
Q

Allport’s Intergroup Contact Hypothesis (1954)

A

Contact between members of different social groups, under appropriate conditions, can lead to reductions in intergroup bias

Conditions for successful intergroup contact:
Equal status
Cooperation
Common goals
Institutional support
46
Q

Pettigrew (1998); Pettigrew and Tropp (2008)

A

Conditions in Allport’s Intergroup Contact Hypothesis are facilitating rather than essential

47
Q

Pettigrew and Tropp (2006)

A

There is a robust, highly significant, negative relationship between direct positive contact and prejudice

48
Q

Aronson (1978)

A

A class where students teach each other leads to less stereotyping, high self-esteem, and performed well in exams (Walker, 1998).

49
Q

Pettigrew (1998) - interrelated processes operate through these stages:

A

Learning about the outgrip, changing behaviour, generating affective ties and in-group reappraisal

50
Q

Greenland and Brown (1999)

A

Intergroup anxiety – the anxiety that an individual may feel when anticipating or experiencing contact with someone from another group

51
Q

Wright, Aron, Mclaughlin-Volpe and Ropp (1997)

A

Knowledge that a person in an in-group has a good relationship with an outgroup member leads to more positive intergroup attitudes

52
Q

Wright et al (1997)

A

White participants who knew someone had a friend of a different race they had weaker prejudice. The greater the number of diverse friends the less prejudice

53
Q

Paolini et al (2004)

A

Extended contact among Catholics and Protestants in Northern Ireland are associated with positive out-group attitudes

54
Q

Vazzali et al (2014)

A

Extended contact has been found to influence attitudes towards a number of groups by reducing intergroup anxiety and increases intergroup empathy and trust

55
Q

Zhou et al (2019)

A

A significant positive relationship (r = 0.25) between extended contact and intergroup attitudes.

56
Q

Mazziotta, Mummenday and Wright (2011)

A

Vicarious contact - observation of an in-group member interacting with an outgroup member

57
Q

Mazziotta et al (2011)

A

German who saw two clips of a German and Chinese person interacting positively showed less prejudice towards Chinese people

58
Q

Schiappa et al (2005)

A

Viewing television programs that portrayed positive intergroup contact has been shown to be was associated with lower levels of prejudice.

59
Q

Fisch, Truglio, and Cole (1999); Lovelace and Scheiner (1994); Vittrup and Holden (2011)

A

White children reported more positive outgroup attitudes after watching episodes of Sesame Street

60
Q

Crisp and Turner (2009, 2012)

A

Mentally imagining a friendly interaction between an in-group and outgroup

61
Q

Turner et al (2007)

A

Participants who were asked to imagine a positive interaction with an out-group member (eg an old person) subsequently expressed more positive attitudes, and stereotyped less than participants who did not

62
Q

Groups where positive contact was shown to help:

A

People with schizophrenia (West et al, 2011)
People with depression (Na and Chasteen, 2015)
People with HIV (Derose et al, 2014)
Ethnic minority groups (Turner and Crisp, 2010)

63
Q

Miles and Crisp (2014)

A

Imagining friendly outgroup situations produces more positive perceptions of out-group, improves explicit and implicit attitudes, reduces stereotyping

64
Q

West et al (2015)

A

Imagining positive outcome interactions reduces physiological responses to outgroup members

65
Q

West et al (2011)

A

Intergroup anxiety mediates the relationship between imagined contact and positive outgroup attitudes

66
Q

Miles and Crisp (2013)

A

Imagined contact is a reliable small-to-medium effect across all measures of intergroup bias

67
Q

White and Abu-Rayya (2012)

A

E-contact - computer contact with an outgroup member

68
Q

White et al (2012)

A

After E-contact intergroup bias and intergroup anxiety decreased significantly for Christian and Muslim students and outgroup knowledge increased significantly

69
Q

White et al (2018) - Catholics

A

E-contact improved both Catholic and Protestant participants’ expectations of outgroup contact, reduced intergroup anxiety and improved outgroup attitudes

70
Q

White et al, 2018 - Homosexuals

A

E–contact has been effective for improving intergroup relations between:
Heterosexuals and homosexuals

71
Q

Maunder et al (2019)

A

E-contact reduces stigma against those with mental illnesses like schizophrenia

72
Q

Indirect contact approaches have some advantages over direct contact

A
  1. Evoke less intergroup anxiety
  2. Less reliant on contact opportunities, indirect contact can also be applied in contexts characterised by high levels of segregation
  3. Does not require one to know outgroup members personally, its consequences therefore can potentially reach a larger audience
  4. Indirect contact approaches are potentially a more flexible tool than direct contact
73
Q

Paolini et al (2007); Crisp and Turner (2010); Vezzali et al (2014)

A

Direct contact is preferable because it affects a wider range of outcomes and because direct personal experience creates stronger and longer-lasting attitudes

74
Q

Hutter and Crisp (2005) - Constituent vs Emergent attitude

A

Constituent attribute – generated for combination would be one that was also included by participants describing either of the constituents

Emergent attribute – concept only used when describing the category combination

75
Q

Clair et al (2001)

A

Imagining a (counter-stereotypic) strong woman, participants demonstrated weaker implicit gender stereotypes than participants who engaged in neutral or stereotypic mental imagery (imagining a weak woman or a strong man), or participants who had not engaged in any imagery.

76
Q

Dasgupta et al (2004)

A

When white participants were exposed to positive black group members, they demonstrated weaker associations between black and negative stimuli on a measure of implicit prejudice, even 24 hours after the experimental manipulation.

77
Q

Vasijevic et al (2013)

A

Thinking counter-stereotypically has been shown to lead to generalised tolerance, with participants showing less prejudice and stereotyping towards a number of unrelated out-groups.

Social Psychology (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions