Prejudice from the Target's Perspective

Question 1

Individual differences in perception of prejudice

Answer 1

Group Identification, Stigma consciousness, and person-group discrepancy

Question 2

Group Identification

Answer 2

Higher identification with group, greater expectation of prejudice

Question 3

Stigma Consciousness

Answer 3

Higher expectation that people will perceive them in terms of their group membership → greater perception of prejudice

Question 4

Person-group Discrepancy

Answer 4

• Motivation to avoid perception of prejudice
o Optimism
o Belief that society is fair to preserve sense of stability and predictability

Question 5

Sports Mascot Study

Answer 5

o Native American students
o IV: Exposed to sports mascots images or to descriptions of stereotypically negative outcomes (e.g. alcoholism) or nothing (control)
o DV1: Word associations
o DV2: Self-esteem
o DV3: Community worth
o Participants exposed to stereotypically negative outcomes:
• More negative word associations
• Lower self-esteem and lower community worth
o Participants exposed to sports mascots:
• More positive word associations
• Lower self-esteem and lower community value

Question 6

Self-fulfilling Prophecy

Answer 6

o Stereotypic perceptions can influence behavior towards the target or stereotype which can cause the stereotype to become reality

Question 7

Teacher Expectations Study

Answer 7

• Elementary school teachers were told that certain students were “bloomers” that would likely experience a spurt in academic growth (names of “bloomers” chosen randomly
• DV: IQ of Children in classroom
 10 IQ points (experimental 79% control 49%)
 20 IQ points (experimental 47% control 19%)
 30 IQ points (experimental 21% control 5%)
• Students in “bloomers” group experienced greater increases in IQ compared to the rest of the class
• Teachers formed high expectations of “bloomers” teachers were more attentive tot heir needs and gave them more encouraging feedback → students in the bloomers group actually improved more
• → the initial expectation became reality

Question 8

Stereotype Threat

Answer 8

o Concern that one might do something that will confirm the stereotype (ex. Performing poorly on a test)

Question 9

Verbal Intelligence Study

Answer 9

• White and African American solved challenging verbal problems
• IV: p’s were told that the test was diagnostic of verbal intelligence, or they were told that it was a simple lab exercise
• DV: performance on the test
• Score:
 Diagnostic= black 5% white 11%
 Non-diagnostic= black 9% white 10%
• African-Americans show lower performance than whites, only when the test is presented as measuring intellectual ability
• The two groups show the same performance when the test is presented as a simple exercise
• Negative stereotype about intellectual performance activated in mind → increased anxiety and self-doubt → depletes cognitive resources

Question 10

Coping with Prejudice

Answer 10

1. Identification with role models
   a. Exposure to people from their social group (people like them) who are successful can change stereotypes and inspire them to do well.

Question 11

Calculus Professor Study

Answer 11

i. Male and female college students enrolled in calculus course
ii. IV: male or female professor
iii. DV: Attitudes towards math
iv. Attitudes:
1. female student= female professor 0.25 male -.1
2. Male student= female professor 0.28 male 0.35

Question 12

Self-Affirmation and Academics Study

Answer 12

Self affirmation is: being reminded of their values can protect people from the negative effects of stereotypes

Study:
• White and African American middle school students
• IV: write about their own core values, or about the values of other people (control)
• DV: Grades
• % of students earning a d or below in course
o historical norms= African American 25% white 8%
o control condition= African American 20% white 6%
o affirmation condition= African American 9% white 8%