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PSY2003 > Strategies to Reduce Bias > Flashcards

Strategies to Reduce Bias Flashcards

1
Q

What are the issues with “increasing control” as a bias reduction strategy?

A
  • Stereotype activation/application relatively automatic
  • May not be aware of these effects on our behaviour
  • Unable to inhibit relatively unconscious behaviours
  • Requires effort and not everyone is motivated to expend this energy
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2
Q

How does “increasing control” affect stereotype activation?

A
  • Actively engaging control to suppress prejudice can lead to automatic inhibition of stereotypes
  • Ex. Negating stereotypes -> becomes easier with practice -> reduces stereotype activation
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3
Q

What are the motivations to control prejudice?

A
  • Internal motivation -> Stems from a personal belief that prejudice is wrong
  • External motivation -> Social pressure
  • These are separate processes, wherein some people can only experience one while some experience both
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4
Q

How do internal motivations typically influence prejudice?

A
  • Associated with lower prejudice
  • Even if prejudiced associations are activated, those with high internal motivation are more likely to recognise conflict between prejudices and actions
  • Additionally, those with higher internal motivation likely approach interracial interactions with the goals of treating the other person fairly and having a friendly conversation
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5
Q

How do external motivations typically influence prejudice?

A
  • Associated with higher prejudice
  • Those with high external motivation likely feel pressured to appear unprejudiced and thus they feel irritated and resentful
  • Doesn’t necessarily prevent discrimination
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6
Q

How do diversity initiatives play a role in reducing stereotypes?

A

They are often conducted to try to foster motivations to reduce stereotyping and prejudice

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7
Q

What are the issues with diversity initiatives?

A
  • Trainings that are made mandatory don’t always improve diversity, even though it does bring in more people
  • Voluntary trainings are more effective because it fosters internal motivation BUT it can have low attendance
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8
Q

Explain the relationship between motivation and control (and internal & external motivation)

A
  • Motivations are essential for control
  • Internal motivations lead to higher vigilance for behavioral errors, monitoring for potential misapplication of stereotypes
  • External motivations do not decrease prejudice or stereotype application, does not lead to engagement of control
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9
Q

What is the ERN?

A
  • Error-related negativity
  • To capture how much control we are allocating to a certain behaviour
  • Occurs 50-80 ms after response
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10
Q

What do negative deflections indicate in ERNs?

A
  • Greater amplitudes after errors
  • Index of engagement of monitoring for errors and engagement of self-control (Controlled processes)
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11
Q

What are the consequences of suppression?

A
  • Requires effort
  • Is effective while person is focusing on avoiding the unwanted action
  • Often dependent on motivations (internal vs external)
  • HOWEVER, we cannot be sure of what would happen when suppression stops or when we are too fatigued to inhibit actions
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12
Q

Why does “stereotype rebound” occur?

A
  • Suppression takes cognitive effort
  • When resources are depleted, people cannot continue suppression
  • Stereotypes break through due to heightened salience in memory -> Acts like primes and influence behaviour
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13
Q

What is “stereotype rebound”?

A

Unwanted thoughts return in greater strength after suppression
- Stereotypes are used to a greater extent after suppression stops
- Can exceed stereotype use compared to when not suppressing the stereotypic thoughts

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14
Q

What is “perspective taking”?

A
  • Imagining the world from another person’s points of view
  • Participants make an active, conscious effort to take someone else’s perspective
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15
Q

What are the effects of “perspective taking”?

A
  • Can reduce prejudice toward outgroups
  • Thought to promote empathy/understanding of outgroup
  • Consistent with multiculturalism approach to diversity
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16
Q

How can we facilitate the act of “perspective taking”?

A
  • Writing “a day in the life” essay about a social group member
  • Listening to interview based on someone’s experiences with discrimination
  • Having a face-to-face meeting with an outgroup member
17
Q

What are the advantages of “perspective taking”?

A
  • Leads to more positive attitudes about the outgroup overall
  • Perspective takers exhibit less bias explicit and implicit evaluations
18
Q

What are the disadvantages of “perspective taking”?

A
  • Can backfire for people who strongly identify with their ingroup
  • Taking the perspective of someone from one social group doesn’t change attitudes towards members of other groups
  • Participants may also lack the depth knowledge (/the full context) of outgroups’ daily experience
19
Q

Explain the importance of context in “perspective taking”

A
  • If we do not know the extent of discrimination experienced by an outgroup, we may not be able to fully emulate their perspective
  • Traditional manipulations (e.g. writing essay) are limited by our own imagination and do not recreate first-hand experiences
20
Q

Go over slides 12-14

A
21
Q

What is the Contact Hypothesis?

A

Under the proper conditions, interaction between ingroup and outgroup members leads to positive change

22
Q

What are the conditions for success in intergroup contact?

A
  • Equal status between groups
  • Cooperation in achieving common goals
  • Acquaintance potential
  • Institutional support
23
Q

Explain the importance of equal status in intergroup contact

A
  • If status is unequal, members of ingroup may devalue or stigmatise the lower-status outgroup
  • This is context-dependent (e.g. some societies or orgs are more committed to eqalitarianism and correcting social inequalities than others
24
Q

Explain the importance of cooperation in intergroup contact

A
  • Having members of ingroup and outgroup cooperate on tasks to achieve same goal improves intergroup attitudes
  • ex. Cooperative contact in team sports improve attitudes (For individual sports, attitudes are unrelated to amount of contact)
25
Q

Explain the importance of acquaintance potential in intergroup contact

A
  • Ideally, acquaintance leads to friendship
  • Intergroup friendships are related to lower prejudice
  • Quality of friendship more important than quantity
26
Q

What is acquaintance potential?

A

Opportunity for members of interacting groups to get to know each other as individuals

27
Q

Explain the importance of institutional support in intergroup contact

A
  • Authorities or organisations must establish expectation for lower prejudice and less discrimination
  • Can create structures that facilitate positive intergroup relations
  • Creates cognitive dissonance
  • Attitudes can change to match behaviours
28
Q

How effective is intergroup contact in reducing bias?

A
  • When necessary conditions are met, intergroup contact has moderate effect on reducing prejudice
  • Effect applies to many outgroups
  • Greater effect on attitudes toward more stigmatised outgroups
  • More effective in situations that promote intergroup cooperation
29
Q

What are the advantages of intergroup contact? (What does it increase?)

A

Increases
- Knowledge about outgroups
- Empathy for outgroups
- Interest in other cultures
- Motivation to control prejudice

30
Q

What are the limitations of intergroup contact?

A
  • Positive contact is clearly more effective (and more common)
  • When negative contact occurs, it can be especially harmful (reinforces stereotypes and increases stereotype application)
  • Positive-negative contact asymmetry
  • Asymmetry may be stronger when negative emotions are aroused (e.g. anger) and when contact is brief or one-off
31
Q

For whom might intergroup contact not be effective?

A
  • People high in prejudice
  • People who may avoid contact with members of groups they dislike
  • People with high intergroup anxiety
  • People who lack confidence that they can have a positive relationship with outgroup members
32
Q

What are the three forms of indirect contact?

A
  • Extended contact
  • Media contact
  • Imagined contact
33
Q

Explain indirect contact: extended contact

A
  • Having an ingroup friend who has outgroup friend(s) is associated with lower prejudice and reduced
  • Demonstrates intergroup relationships are permissible and possible
  • Shows outgroup members are open to such relationships
34
Q

Explain indirect contact: media contact

A
  • Seeing outgroups in media is a form of extended contact
  • Positive portrayals in the media can improve intergroup attitudes
  • Works for “real life” and fictional characters
  • Watching characters in media is a form of perspective taking
35
Q

Explain indirect contact: imagined contact

A
  • Mentally practicing a “positive, relaxed and comfortable” first meeting with an outgroup member
  • Rehearsal of these interactions plays a key role in self-regulation of emotions and planning of behaviour during potential contact
  • Allows people to develop a script for the interaction
36
Q

What are the advantages and disadvantage of imagined contact?

A

Advantages:
- Reduces negative intergroup emotions
- Physiological arousal in response to intergroup contact
- Increases perspective-taking

Disadvantage:
- May be less effective than face-to-face contact

37
Q

Explain the personalisation aspect of how contact works

A
  • Intergroup contact reduces prejudice if people see members of the outgroup as individuals (i.e. individuation)
  • Leads to more liking and less prejudice toward the outgroup
  • Awareness that members of both ingroup and outgroup have complex social identities lessens the importance of group boundaries
38
Q

Explain the salient categorisation aspect of contact

A
  • Positive attitudes generated by contact will generalise to the group only if the outgroup members are seen typical of their group
  • Categories must remain salient if positive attitudes are to apply beyond the immediate contact situation
  • Outgroup members must be seen as typical of their group and still disconfirm aspects of the group stereotype
39
Q

Explain the common ingroup identity aspect of contact

A
  • Ingroup and outgroup members re-categorise themselves into a single group that shares a common identity

HOWEVER,
- Majority group members might define the common ingroup in terms of themselves (assimilation perspective)
- Assume other group will take on their group’s norms and values

PSY2003 (10 decks)

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