October 31: Discussion Section Flashcards

1
Q

Lenses: What are they?

A

Identity-specific schemas for categorizing others (race, gender, religion, etc.)

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2
Q

What paper is the lenses paper?

A

Petsko

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3
Q

What does the lenses paper show across experiments in general?

A
  1. Tend to use just one lense at a time
  2. This lense can be singular and simplistic (just gender) or intersectional (gender + race)
  3. Lenses prescribe categorically distinct sets of stereotypes that perceivers use as frameworks for thinking about others
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4
Q

Lens Accessibility

A

Ease with which a social lens can be retrieved from memory

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5
Q

Lens fit

A

Extent to which a lens explains normatively or comparatively patterns of ingroup behavior in a context

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6
Q

Perceiver Goals

A

Desired end states that motivate the use of some lenses over alternatives

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7
Q

Distinctiveness

A

Extent to which lens-associated identity is rare and thus attention-grabbing in a social context

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8
Q

What is the name of the situational factor that was manipulated in the lens experiments (1a and 1b) and what is it?

A

Comparative fit: extent to which intergroup behavior correlates with target’s social identities in a social context.

Example: see black vs. white or women vs. men. What lense do you use?

Predicted that memory errors = compartmentalized patterns of social categorization.

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9
Q

Lense Experiment 3: What was cool about it?

A

When stereotypes agree: old women = church, higher effect than when stereotypes disagree (example: Black women = aggressive)

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10
Q

Wu and Cai’s paper

A

Gender beliefs about math

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11
Q

Gender math bias

A

Even when girl’s scores higher, students still believed boys innately better.

Peer-environemtn also contributes to stress among girls about parent expectations.

Stereotype activation reduced math abilitys in college students

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12
Q

Do perciever’s use one lens at a time when categorizing intersectional targets? Does different lens use result in applying different stereotypes to intersectional targets?

A

Experiment 1a and b of Petsko

Perceivers use 1 lens at a time

No evidence different lens use is associated with applying different stereotypes to intersectional targets

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13
Q

Do perceivers apply particular stereotypes to targets while a particular lens is made contextually salient?

A

Yes, only when salient. True for age and gender and race and age

Exp a and b of Exp 2

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14
Q

Can percievers use an intersectional and complex lens? And if so, are they distinct from the simplistic lens?

A

3a: categorical pattern of intersectionality (black women)
3b: pronounced. intersectional more strong (age and women with Church)

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15
Q

Different lens bring to percievers’ minds

A

CATEGORICALLY DISTINCT sets of stereotypes, which are framworks for their perception of targets

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16
Q

How do negative stereotypes lower girl’s math performance?

A

Lower motivation. Less involvement in extracurricular math activities.

17
Q

What evidence suggests stereotypes impact performance specifically where belief is held?

A

Chinese students math scores, effect in math scores, but not Chinese or English

Exp 1

Less extracurricular math participation

18
Q

How might lense selection work when you aren’t told what lense to use?

A

Context

Women vs. men, black vs. white, what is going on?

19
Q

Take aways of gender bias stereotype research?

A
  1. Impact where the stereotype is relevant
  2. Stereotyped beliefs transmitted in ambient environment and affect academics
20
Q

Exposure to peers’ pro diversity attitudes was who? Based on what?

A

Murrar et al.

Engage in behavior percieved to be more common.

21
Q

Experiment 2 in gender stereotyping experiment

A

impact of gender stereotypes on IMMEDIATE PERFORMANCE

Video reinforcing stereotype or neutral video on memory strategies. Esposed to stereotype activitating video did worse in math.

22
Q

Describe the prodiversity experiments (why did there have to be 6 this sucks).

A

Social norms poster in waiting room then did surveys, posters in classrooms then survyes wweek slater, video then surveys, an other one with social norms vidoe vs. control, vs. microaggression video, social norms video in class then test scores.

Poster: more inclusive, less racist, motivated to be not predjudice. Higher inclusive climate scores now and weeks later for poster and video. Appreciated diversity, + attitudes, climate more +, incrased sense belonging.

Effects on marginalized students come fro privileged changing behavior. CLose achievement gaps.

Communicating social norms: what peers do, influences behavior.

23
Q

Pro diversity take away: we need to make pro diversity norms

A

Salient