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psych 456 exam 2 > Social system and inequality > Flashcards

Social system and inequality Flashcards

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1
Q

What are the 3 categories for inequality across all societies/nations:

A

Age: adults over children
Gender: Men over women
- societies differ in degree but all are patriarchies
arbitrary-set: race/ethnicity; class; religion

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2
Q

processes, procedures, and values that directly or indirectly serve to maintain group dominance, hierarchy, and/or inequality

A

Hirearchy-enhancing (HE) processes

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3
Q

processes, procedures, and values that directly or indirectly serve to attenuate group dominance, hierarchy, and/or inequality

A

Hireatchy-attentuating (HA) processes

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4
Q

the relative ability to meet and influence others
to get what one needs/wants or create deficits in needs of others

A

power

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5
Q

How are hierarchies and inequality maintained?

A

Power

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6
Q

What are the 5 types of power?

A
  1. Harm/threat
  2. Control of resources
  3. Knowledge
  4. Legitimacy (belief that a personal has a right to make formal demands)
  5. asymmetrical responsibilities
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7
Q

an enduring generalized preference for hierarchy and inequality

A

Social dominance orientation (SDO)

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8
Q

What are some examples of Social dominance Orientation?

A
  • preference for gender, race, class hierarchy
    (racism, sexism, dehumanization)
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9
Q

How can SDO affect individual actions?

A
  • shapes participation in intergroup and institutional processes that produce better outcomes for advantaged groups
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10
Q

What do people with high SDO have?

A

lower empathy
more pleasure from suffering of others

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11
Q

Whereas low SDO people are more likely to obtain careers in HA institutions, high SDO are more likely obtain careers in HE institutions

A

Divergent Career choices as a function of SDO

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12
Q

What are some preferences of people with high SDO in…
workplace hiring?
college admissions?
giving resources?

A
  1. High SDO more likely to hire applicants with a history of racism
  2. High SDO more likely to prefer legacy admissions over affirmative action admissions
  3. High SDO more likely to allocate resources based on merit vs need
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13
Q

factors that provide moral or intellectual justification for group-based inequality

A

Hierarchy enhancing legitimizing myths

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14
Q

What is the Majority’s group prejudice regarding allocation of resources?

A

majority group more likely to be biased against, allocate less resources, and support removal of minorities

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15
Q

What are some examples of segregated institutions?

A

education
employment opportunities
environmental quality of life
opportunities for healthy living (availability of grocery stores)

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16
Q

How do powerful people become the framework for norms?

A

powerful/advantaged groups are viewed as the standard for appropriate behavior

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17
Q

Why are there misperceptions of inequality?

A
  1. people underestimate the level of inequality between groups
  2. misperception of inequality are associated with lack of support for policies that redistribute resources to disadvantaged groups
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18
Q

People in privilege are more likely to think in individual terms than in terms of their privileged group-based identity

A

failure to think about privilege

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19
Q

How does privilege blindness cause people to react to group-based policies to alleviate inequality?

A

people in privilege groups teen to react with anger and oppose these policies

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20
Q

Individuals show a bias to evaluate
existing policies, procedures, and practices as good, right, and the way things ought to be

A

Existence bias

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21
Q

Tendency to assume that longstanding
states of the world are better and more right than more recent counterparts

A

Longevity bias

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22
Q

What are some differences in high and low class in decision making (3)?

A
  • those with less wealth have less control over their lives
  • less wealth focus more on short term goals over long term goals
  • lower class more focused on tasks that address immediate needs
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23
Q

for members of a stereotyped
group highly invested in the domain, the threat of being judged and treated stereotypically or possibly fulfilling the stereotype leads them to preform worse in the domain

A

stereotyp threat

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24
Q

Explain this example of stereotype threat:
white and black students asked to complete the same test but the test is labeled as IQ test and Problem Solving test.

Problem Solving test yielded similar results for white and black students, but IQ test performance by black students was worse than whites

A

poor IQ test performance stereotypes on black students cause them to perform worse when they think about it

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25
Q

Occurs when a person possesses (or is
believed to posses) some attribute or characteristic that conveys an identity is devalued in a particular social context

A

stigmatization

26
Q

What are some examples of stigmatization?

A

race/ethnicity, gender, coming from a specific place

27
Q

How can having a stigmatized identity negatively affect one’s life?

A

-put them in increased exposure to stressful situations
- lower self-esteem
- achievements
- health outcomes

28
Q

Masculinity and the decision to shoot:
white participants were actual police officers

they were shown a screening of different race (black or white) victims either armed or unarmed.

the officers ranged in insecurity of one’s masculinity

what was the outcome of this study?

A

officers more insecure about their masculinity were more likely to shoot black suspects relative to white

29
Q

This technique is mostly used by police in US and Canada during an interrogation

tries to distinguish who is guilty and who is innocent by analyzing a person’a verbal and non-verbal behaviors.

A

Reid technique

30
Q

what are some verbal behaviors of truthful suspects according to the REID Technique?

A

Direct, spontaneous, helpful, concerned about the crime

31
Q

what are some verbal behaviors of deceptive suspects according to the REID Technique?

A

hesitate before denying their involvement, mumble, ambiguous language

32
Q

What are some non-verbal behaviors of truthful suspects?

A

sit comfortably, sit upright, face the interrogator, eye contect

33
Q

What are some non-verbal behaviors of deceitful suspects?

A

grooming gestures, anxiety, avoiding eye contact

34
Q

Bias in investigation study:
interrogators, wither trained or untrained in the REID technique, were to determine who was guilty and innocent when they interrogated several suspects

they were measured on their accuracy of determining who was guilty and who was innocent, as well as how confident they were in their decisions

what were the results?

A

interrogators that underwent training were less accurate, but more confident in their judgements

35
Q

What are the five steps to securing a confession, according to the REID technique?

A
  1. control the situation
  2. distort perceptions of crime
  3. sympathize with the suspect
  4. encourage self-doubt
  5. introduce false evidence (yes this is actually legal)
36
Q

Five steps to securing a confession:
1. Control the situation

How?

A

by interrogating in a small room
- this can control rewards and minimize distractions

37
Q

Five steps to securing a confession:
2. Distort perceptions of the crime
maximization: _________
minimization: __________

A
  • makes the crime sound worse than it is
  • make it sound less serious than it is
38
Q

five steps to securing a confession:
3. sympathize with the suspect

how?

A

playing good cop/ bad cop
- this is where one cop is aggressive towards you while the other is sympathetic to get info out of you

39
Q

five steps to securing a confession:
4. Encourage self-doubt
how? (hint: physical)

A

they call out physical symptoms like ‘ur. hands are sweating’

40
Q

five steps to securing a confession:
5. providing fake evidence
how?

A

lie and say they found your fingerprints or DNA at the crime scene
- instances like that

41
Q

How can powerful situations change a way a person acts?
-for example, interrogating innocent people using REID technique

A
  • people can act counter to what you expect them to
  • innocent people interrogated can provide false confessions because they are under pressure
42
Q

psychology of false confessions:

a type of confession that involves no external pressure

A

voluntary

43
Q

a type of confession where the person knows they are not guilty, but confesses to receive a promised reward ( or avoid punishment)

A

coerced-compliant

44
Q

a type of confessions where an innocent suspect is induced to believe (maybe temporarily) that they are guilty

A

coreced-internalized

45
Q

what did the Power of Innocence (Kassin and Norwick) demonstrate about people signing away their miranda rights?

A

people who were truly significant innocent are significantly more likely to sign a waiver of their Miranda Rights

46
Q

defense attorneys & Plea-Recommendations

a robbery at a grocery store where defense attorneys gave sentences to either white or black suspects

what can you suspect about the length of sentectes?

A

longer for black suspects, compared to whites

47
Q

Looking Deathworthy

looking at death penalty rates between stereotypically black (facial features) vs non stereotypically black suspects

what was the result?

A

stereotypically black received death penalty much more than latter

48
Q

the effect when after witnessing an event, if you hear misinformation about it, you might incorporate the misinformation in your brain as true

A

misinformation effect

49
Q

a type of bias where people are better at recognizing faces of their own race

A

own-race bias

50
Q

presence of gun impairs eyewitness’s
ability to accurately identify a perpetrator’s face

A

weapon focus

51
Q

recalling events that never occurred or occurred differently

A

false memory

52
Q

What dies the principle-implementation gap suggest about powerful and privileged groups supporting/ not supporting equality policies?

A

there is a sizable gap among the powerful and privileged about supporting equality and implementation policies

53
Q

perceived fairness of procedures, processes,
or methods for determining allocation of resources

A

procedural justice

54
Q
  1. opportunity for participation (voice),
  2. neutrality of authority (lack of bias or agenda),
    3.trustworthiness
  3. respect for all parties
A

what fair procedures include

55
Q

perceived fairness of outcomes or resources
received

A

distributive justice

56
Q

Receiving information that suggests fair
process/procedures first, biases people in favor of unequal outcomes

A

fair process effect

57
Q

Contingency theory of justice:

A

an individual justice reasoning within situation is prone to change based on economics, social needs, morality

58
Q

what is the economic perspective of contingency theory?

A

money and economic goals can change a person’s mind, aslo used to threaten them

59
Q

what is the social aspect of the contingency theory?

A

need to belong, social status, we may change our perceptions of justice in order to fit in

60
Q

what is the morality aspect of contingency theory?

A

basic right and wrong drives decisions, this usually happens after material and social are satisfies

61
Q

how does moral hypocrisy apply to our standards of justice?

A
  1. things we do wrong seem right to us but when others do the same thing its bad, same knowledge for outgroups

psych 456 exam 2 (6 decks)

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