Soc 5-9

Question 1

Define stereotype

Answer 1

A widely shared and simplified evaluative image of a social group and its members.

Beliefs that typical members of the outgroup possess certain characteristics or traits.

Question 2

Is it easy to unlearn stereotypes?

Answer 2

No, it is really challenging.

Question 3

Define prejudice

Answer 3

An antipathy (intense dislike) based upon a faulty and inflexible generalisation.

It may be felt or expressed.

It may be directed toward a group as a whole, or toward an individual because he is a member of that group.

Question 4

Does prejudice categorise individuals?

Answer 4

YES, we are pre juding an individual with their group membership, and saying that they are all like that, and ceasing to see them as individuals

Question 5

Define discrimination

Answer 5

Any negative behaviour directed toward an individual based on his/her membership in a group

Question 6

5 moderating factors involved with stereotypes, prejudice and discrimination

Answer 6

Motivation
Context
Individual differences
Age
Cognitive load

Question 7

What are the 2 developmental stages of Devine’s Disassociation Model?

Answer 7

Development Stage 1: early and continuous learning of cultural stereotypes.

Development Stage 2: critically evaluate the validity of these stereotypes (develop personal beliefs)

Question 8

What is ‘low prejudice’

Answer 8

People after the initial activation of the automatic negative stereotype, consciously inhibit their subsequent response and report positive personal beliefs about racial minority.

Question 9

What is ‘high prejudice’

Answer 9

People after the initial activation of the automatic negative stereotype do not consciously inhibit their subsequent negative response, thus their negative stereotypes and personal beliefs are not in conflict.

Question 10

How does Devine see high and low prejudice interacting with stereotyping level?

Answer 10

It doesn’t matter whether you have low or high prejudice, she sees everything as having the same stereotyping level

Question 11

How does Lepore and Brown see high and low prejudice interacting with stereotyping level?

Answer 11

They see a positive relationship between stereotype level and the prejudice level.

People with a low stereotype level have a low prejudice level and then same applies with high.

Question 12

Out of stereotype, prejudice and discrimination, which have the highest correlation, and which have the lowest?

Answer 12

Highest correlation = prejudice and discrimination

Lowest correlation = stereotypes and discrimination

Question 13

What is Modern Racism Theory?

Answer 13

It proposes that as a result of a change in society’s norms, politically conservative white majorities are no longer comfortable in expressing racism directly, instead they would advocate laws and policy that disadvantage racial minorities.

This anti-welfare stance is a cover up for anti-minority sentiment,

Question 14

Why study both blatant and subtle prejudice?

Answer 14

There is a sufficient unique variance to make each form of prejudice quite distinct

Question 15

When do causal or everyday racism turns blatant?

Answer 15

When society and individuals tolerate jokes or statements by those who did not realise or intend to cause offence.

If the target calls out racism, and it is repeatedly and intentionally booed as a result, it becomes blatant racism.

Question 16

Limitations of the Modern Racism Scale

Answer 16

The scale contains a confound between prejudice and political conservatism.

The scale items appear blatant rather than subtle.

The scale items may have become outdated.

Question 17

What are implicit measures of racial prejudice?

Answer 17

Sentence completion and word fragment completion tasks.

Decision time / RT latency

Physiological measures - eye blink response

The implicit association test

Question 18

What is the implicit association test?

Answer 18

The IAT measures attitudes that people are unwilling or unable to report

Question 19

Reaction time latency implicit measures using positive and negative words with white and black targets

Answer 19

There is no difference between black and white targets when paired with negative words.

When positive is paired with black there is a significantly slower response compared to white target paired with positive words.

EXAMPLE of blatant prejudice as we are reluctant to be positive towards black targets.

Question 20

According to a Human Rights Commission survey, how many Australians said that they had experienced race-hate talk, such as verbal abuse, racial slurs, or name-calling?

Answer 20

1 in 5

Question 21

What is cognitive categorisation theory and what does it imply?

Answer 21

Most categorisation occurs automatically on the basis of race, gender and age.

The problem with this efficient categorisation technique begins when we infer characteristics of the whole group based on information about one specific group member, and respond negatively as a result.

Question 22

What is Social Identity Theory?

Answer 22

The need for positive self-esteem motivates individuals to perceive people in their environment in terms of ingroups and outgroups.

Question 23

Limitations of Social Identity Theory?

Answer 23

Favouring our ingroup does not mean that we must also dislike outgroups.

Outgroup discrimination occurs the more homogenous the outgroup and when an outgroup member does something bad.

We don’t automatically dislike an outgroup.

Question 24

What is contact hypothesis?

Answer 24

The notion that a lack of positive intergroup contact, due to social and physical segregation, can result in people forming their opinions of outgroup members based on faulty generalisations and negative media potrayals

Question 25

How young is prejudice apparent?

Answer 25

Prejudice is present in children as young as 5 years but that it declines as a function of social-cognitive development by 8 or 9 years old.

Question 26

Findings of implicit bias reduction

Answer 26

Implicit bias reduction in the like-dislike group successfully reduced participants implicit prejudice through brief exposure to these negative ingroups and positive outgroup exemplars.

However the implicit bias reduction achieved was only temporary (only 24 hours).

Question 27

What is the point of repeated exposure to unrelated minority group characteristics?

Answer 27

The goal of this alternative approach is to make race non-diagnostic (independent) or unhelpful for the decision-making process in order to encourage unbiased responding.

Repeated exposure to Black and White suspects who were equally likely to have a gun would eliminate the influence of race on future decisions.

Question 28

Who is media exposure particularly biased towards?

Answer 28

Bias towards minority groups.

If media representations were to become more balance, exposed more positive black, negative white at an equal level, and do this consistently, this combined affect may be able to shift the implicit bias and prejudice

Question 29

Example showing long term reduction in implicit racial bias

Answer 29

Devine tested non black students across 12 weeks where they completed the IAT (pre test, 4 and 8 weeks post) and explicit measures of prejudice (pre test, 2 and 6 weeks post)

Devine found:
Empowering people to break the prejudice habit occurred again on implicit bias (IAT) and found this reduction emerged at 4 weeks post and sustained to 8 weeks post
However no effect on the explicit reduction measures at 2 and 6 weeks

Question 30

3 strategies for reducing controlled expression of racial prejudice

Answer 30

1. Direct intergroup contact (can be reduction of prejudice if there is equal status among group members, common goals to orient the contact, contact via coopertion rather than competition and support from authorities to establish norms of acceptance.
2. Extended contact (knowing ingroup members who have outgroup firends, and learning about the positive contact experiences of others, report lower levels of outgroup prejudice)
3. Imagined contact (imagined contact can decrease anxiety towards outgroups and increase the likelihood of future contact situations)

Question 31

What is the Common Identity Group?

Answer 31

Creates a single more inclusive group, showing that stronger perceptions of a common/one-group identity, predicts positive intergroup attitudes

Question 32

What are problems with the Common Identity Group?

Answer 32

You’re asking each individual group to relinquish their identity and adopt a common one (not unique; can’t have dual identity).

Produces superordinate identities that are unstable.

Question 33

What is the Dual Identity?

Answer 33

You find common group between the majority group and minority group, avoiding identity threat that comes with identity relinquishment in the Common Ingroup approach, especially for minority groups