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Social Psychology - YEAR 2 > Stereotypes > Flashcards

Stereotypes Flashcards

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1
Q

Define stereotypes, prejudice and discrimination

A

Stereotype: belief/knowledge schemas about certain attributes of a group - COGNITIVE

Prejudice: based on stereotypes; negative/positive attitudes towards a certain group - EMOTION

Discrimination: unfair treatment of members based on group - BEHAVIOUR

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2
Q

Define dehumanisation

A
  • denying human characteristics to a group - objectification
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3
Q

Describe the stereotype content model (Fiske, Cuddy and Glicke)

A
  • judgements of attributes based on: warmth (likeable?) and competence (intelligent?)
  • mapping this out allows for the formation of stereotype
  • Low competence, low warmth = white trash = contempt/fear
  • Low competence, high warmth = elderly = pity
  • High competence, low warmth = rich people, feminist = resentment
  • High competence, high warmth = our ingroups = admiration
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4
Q

Describe economic causes for stereotypes

A
  • competition with outgroups over valuable/scarce resources
  • Realistic group conflict theory - Levine and Campbell:
  • groups competing for territory, jobs, power limited resource
  • prejudice greatest when group has a lot to lose
  • e.g. after civil rights movement, more antiblack and thus white working-class conflict - jobs
  • can cause scapegoating - blaming entire groups for issues - not logical
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5
Q

Describe the Robber’s cave (Sherif et al) study and how it applies to economic causes of stereotypes

A
  • 22 young boys in groups and do activities to foster unity
  • beginning; didn’t know about the other group
  • put together in competition with reward (limited) - group becomes obstacle
  • led to conflict and ingroup favouritism
  • tried and failed to reverse conflict by just putting them in a non-competitive setting
  • reduced conflict successfully when adding superordinate goals; working together to gain rewards (water break/lorry) - prejudices went away
  • economic competition sufficient to create biases and as competition increases with ingroups, cohesion increases with outgroups
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6
Q

Briefly describe motivation causes for stereotypes

A
  • identification with an ingroup, frustration or social identity
  • wanting to improve our own self-esteem - idea of basking in the reflected glory
  • positive ingroup evaluations and negative outgroup evaluations encourage high self esteem
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7
Q

What is social identity theory?

A
  • motivational causes
  • a persons concept/esteem derived from personal identity and ignoring status
  • viewing ingroup favourable to enhance self-concept and self-esteem
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8
Q

What is the minimal group paradigm?

A
  • group biases can be based on limited information

- showing preferences and biases for ingroup even when distinctions are meaningless and arbitrary

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9
Q

What is Schaundefraudre?

A
  • pleasure from outgroups pain

- Cikara - people feel good when bad things happen to the other group (opposing sports team)

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10
Q

Describe a study understanding motivational causes and stereotypes (Feris and Spencer, 1997)

A
  • ppts told they failed/aced a test - their self esteem was threatened or affirmed
  • watched an interview of a jew/non jew
  • ppts rated job applicant and person self-esteem
  • when they were affirmed, equal rating of the candidates
  • when threatened, jew rated lower - helps cope and boosts self-esteem again
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11
Q

Briefly describe cognitive causes for stereotypes

A
  • fast and frugal with thinking patterns

- stereotypes/prejudices; shortcutting information and reconstruct simply (world is too complex)

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12
Q

Describe Duncan’s study on construal

A
  • white ppts witnessing two men in discussion
  • black either shoves white or white shoves black
  • when black pusher = coded as aggressive behaviour
  • white pusher= coded as playful behaviour
  • based on the context of stereotypes
  • cognitive perspective; assumes prejudice is a function of people trying to use less mental resources
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13
Q

What is the outgroup homogeneity effect?

A
  • assumes all outgroups are all alike and members ingroup vary and have distinctive features
  • Princeton and Ruger’s student study:
  • ppts watching student make a decision, 1/2 though the student was from Princeton and 1/2 thought from Rugers
  • asked what percent of students at the same uni as the student would make the same choice
  • ppts made higher % estimates when they though the student was from other uni
  • they assume that their own group would be more variable in the opinion
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14
Q

What is the illusory correlation?

A
  • incorrect belief that two things are related when they aren’t
  • two low frequency events would form a co-association and seem stronger
  • superstitions
  • distinctive events capture attention
  • cognitive bias/ distinctive (low freq - minority)
  • minority - low freq and low freq of negative events
  • but negative behaviours from minority are dubly distinct
  • creates a pairing

Study- even tho the proportions are similar, minorities are seen as more negative

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15
Q

Are stereotypes efficient when being a cognitive miser?

A

Bodenhausen - 1990

  • pre-screened ppts to see circadian rhythms
  • read scenarios where main character is accused of cheating on a test
  • ppts at low point of circadian - more likely to use stereotypes - less mental energy

Another:

  • ppts had to perform 2 tasks (form impression of person whilst listening to tape; cog load)
  • 1/2 were accompanied with stereotype for traits
  • end - quizzed on both tasks
  • people who had stereotypes given to them remembered both as less energy required to form an impression of just traits
  • did better on the distraction task as better at remembering as less cog burden
  • stereotypes are useful
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16
Q

What are implicit and explicit attitudes?

A
  • people report low prejudices on explicit measures but hold implicit ones
  • outward/inward
  • Implicit association test - common measurement to asses attitudes towards different groups

e. g.
- black and white faces; black associated with bad words and white with good words (and then swapped)
- easier for ppts to carryout the task which highlights the association (black as bad) and made more mistakes when they believed the association was weaker
- this was IMPLICIT, especially as it occurred even with black people/civil rights people

17
Q

What is the affective priming technique?

A
  • could explain why implicit attitudes may not always be a representation
  • techniques where concepts are activated through exposure, affecting then cog associations and behavioural tendencies
  • implicit association may be a bias or may just be awareness of the biases in society
18
Q

What is auto vs controlled processing?

A

Dovidio et al

  • white students
  • measured explicit and implicit attitudes towards African Americans
  • engaged in 3 minute convos with either a black or white person
  • judges either saw entire video or without audio clip
  • explicitly attitudes predicted differentially friendly were on whole vids and ppts rating own levels
  • implicit attitudes predicted how differentially friendly they were in visual only vids and conversation ranking
  • non-verbal reveals implicit attitudes
  • implicit attitudes can affect automatic behaviours (revealed by ‘thin slices’) and explicit can affect controlled behaviours
19
Q

Describe shooter bias (implicit bias) and evidence

A

Correll et al - shooting blacks

  • ppts play video game with virtual movement
  • unpredictable pop-outs of white people, black people either holding gun or neutral
  • ppts were most likely to shoot unarmed black man
  • ppts were most likely to fail shooting the armed white target
  • implicit biases - stereotypes associating with blacks, hostility, the target race primes how the perceive the objects they are holding
  • extensive experience with this practice may reduce the tendency
20
Q

What is attributional ambiguity?

A
  • members of a stigmatized group are uncertain if the treatment they receive is due to personality or group membership

Crocker et al

  • 1/2 white, 1/2 black
  • 1/2 positive, 1/2 negative
  • 1/2 thought they were being watched, 1/2 did not
  • self-esteem for white increased after positive and down after negative in all cases
  • self-esteem for black only changed if they thought the other person couldn’t see them (and thus judging them on colour)
  • discounting principle
21
Q

What is the self-fulfilling prophecy?

A

Word et al

  • interview study
  • white Princeton UG’s interview black/white
  • when with black, interviewers moved further back, subtly hostile
  • follow up: actors watched interviewers and replicated both behaviours to all whites
  • new judges rated the applicants
  • raters gave more negative to those who were interviewed the way the black people were
  • when treated like crap, you act like crap
  • blacks performed less well when treated poorly
22
Q

What are stereotype threats?

A
  • group members typically know the stereotypes that others had
  • fear we will confirm the stereotype
  • performance after stereotype is poorer under the fear, we end up conforming
  • gender differences - men performed better, females worse as they were aware of the stereotype and didn’t want to seem dumber
23
Q

Describe methods to reduce prejudice

A
  • contact hypothesis
  • mutual interdependence
  • common goals
  • equal status
  • informal personal contact
  • multiple contacts
  • social norms of equality

Social Psychology - YEAR 2 (10 decks)

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