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PYB302 - organisational psychology > WEEK 3 - Influencing Stereotypes, Prejudice and Discrimination > Flashcards

WEEK 3 - Influencing Stereotypes, Prejudice and Discrimination Flashcards

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1
Q

What are stereotypes

A

Generalised beliefs about a group often their characteristics e.g., traits, intelligence

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2
Q

What are descriptive steroytypes

A

Describe the characteristics that group are believed to have
Women talk more than men

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3
Q

What are Prescriptive stereotypes

A

Describe the characteristics that people expect members of that group to have.

Older people should share their life’s savings with their children

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4
Q

What is predjudice

A

Biased evaluations (good-bad) of a group and its members (“pre-judging”)

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5
Q

What are opinions

A

feelings and attitudes about person or group

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6
Q

How are prejudice and emotion linked?

A

“Defeated intellectually, prejudice lingers
emotionally

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7
Q

What is discrimination

A
  • The differential treatment of groups or individuals on the basis of their group membership.
  • Behaviours, policies, practices acting out prejudice or stereotypes
  • Interpersonal discrimination
  • Institutional discrimination
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8
Q

What is sterotype application

A

“the extent to which one uses a stereotype to judge a member of the stereotyped group”

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9
Q

What is the typical working model for stereotypes, prdudice and discrimination?

A

Stereotypes → Prejudice
Prejudice → Discrimination

usually, it starts with stereotypes which leads to prejudice and then from prejudice, it goes to discrimination.

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10
Q

What are other plausable models for stereotypes, prdudice and discrimination?

A

Stereotypes ← Prejudice
Prejudice ← Discrimination

can go the other way around. If you are observing discrimination it may feed into prejudices and then these prejudices can make you form stereotypes.

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11
Q

What was gamergate?

A

An individual (female but no binary) released a game kind of looking at her experience with depression. It was really popular but then the creator and game got heaps of backlash because she was a women.

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12
Q

Stereotypes and prejudice: example women in gaming

A

Stereotypes
 men’s and women’s capacities and interests

Prejudiced attitudes
 Men = interested in and good at games
 Women = not interested in and bad at games

Discrimination
 women’s fewer job opportunities
 greater workplace harassment
Broader influence on society

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13
Q

What is Implicit bias

A
  • Unconscious and/or automatic mental associations
  • Refers to both “implicit stereotypes and implicit prejudices”
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14
Q

What is Implicit association test (IAT)

A

aims to uncover people’s implicit biases
measures on what implicit biases on big topics like sexuality, gender etc.

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15
Q

What is the impact of implicit bias on behaviour?

A

particularly given the potential for this to lead to discrimination in important domains (e.g., health care, law enforcement, employment, criminal justice and education).

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16
Q

Are stereotypes justified

A
  • groups differ in real ways e.g., practices, norms, beliefs
  • stereotypes may contain “grains of truth
  • stereotypes may be Over-generalisation
    –> applied to ALL group members where exceptions occur, ignore these or “bracket them off” (subtyping)
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17
Q

Are stereotypes valid/ what is motivated reasoning?

A

Motivated reasoning (e.g., by prejudice/ discrimination goals)

 e.g., stereotyping to justify poor treatment

 stereotypes may lead to biased hypothesis testing – we look for information that confirms stereotype

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18
Q

What are self-fufilling prophecies

A

When our actions contribute to stereotyped behaviour

Example:
Stereotype employee as lazy
–>
Treat employee as lazy
–>
Employee motivation and performance declines
–>
Employee actually becomes lazy

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19
Q

Is discrimination valid?

A

It is often easier to interact/exchange with in-group members than with outgroup members
- for outgroups, we may need to understand and negotiate different rules and expectations

But in-group bias can undermine benefits to society
- power differentials, marginalised groups, stratified society
- lose access to useful ideas and perspectives

Discrimination may contrast with other cultural values
- e.g., in Australia: equality and tolerance

Social identity perspective
- Our group memberships contribute to how we feel about ourselves (self-esteem or positive self-regard)

Group memberships are defined in relation to other groups
- “in-group” implies “outgroup”
- a specific comparison group (e.g., Australians v. NZ’s)
- a more general “not us”

We favour in-groups over outgroups
- good in-group outcomes contribute to our positive self regard
- findings in real settings are mixed-we don’t always favour in-groups

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20
Q

What are Intergroup approaches (APPROACHES TO REDUCE PREJUDICE & DISCRIMINATION)

A

Intergroup approaches aim to change group interactions and boundaries. Some examples are:

 Contact hypothesis
 Social identity approach
 Interdependence

21
Q

What are Individual approaches (APPROACHES TO REDUCE PREJUDICE & DISCRIMINATION)

A

Individual approaches target prejudiced beliefs and emotions. Some examples are:

 Counter-stereotypes
 Awareness raising
 Perspective-taking
 Normative influence
 Dissonance
 Self-affirmation

22
Q

What is The Contact Hypothesis

A

Having members of antagonistic groups interact under certain conditions to try and help overcome the prejudice and discriminative behaviours.

The optimal conditions of contact are:
1. Equal status between groups
2. Common goals
3. Intergroup cooperation/no competition context
4. Support of legitimate authorities, laws or customs

23
Q

Review of research on the contact hypothesis

A
  • prejudice reduction is greatest when all conditions present
  • some reduction is achieved when only some conditions present
  • Personalisation - the potential to become friends with
    outgroup members is an additional contact condition
24
Q

What did the meta-analysis of the contact hypothesis find?

A
  • 713 independent samples from 515 studies
  • Intergroup contact significantly improved outgroup attitudes
  • Although the effect was stronger when all prerequisite conditions present, contact also improved attitudes in their absence
25
Q

What are the extensions of the contact hypothesis?

A

(the other forms of contact where conditions can still be met)

  • Extended contact
  • Imagined contact
  • Vicarious contact
  • Virtual contact
26
Q

What is extended contact

A

When you are apprehensive about a group and refuse to interact with them. However, your friend interacts with that group so you start to think if that friend can interact with that group then perhaps there is an opportunity for me to try and do the same - willgness to interact with that group is higher.

Uses a mediator as a bridge to question weather our apprehension is actually justified or not and this might help us overcome apprehension.

27
Q

What is imagined contact?

A

-Imagined contact is when in your head you are trying to break down those barriers where you are trying to think of scenarios that will enable you to reach out to the other group.

  • The imagined contact concept was met with sceptacism but a meta-analysis done found that there was a significant, small effect on…
  • Implicit attitudes & explicit attitudes
  • Emotions
  • Behavioural intentions
  • Actual behaviour
  • Is it useful in conflict heavy situations?
  • Short lived?
28
Q

What was the imagined contact study?

A
  • 129 white children (Age: 7 years to 9 years/11 months)
  • Large drawn picture (park, birthday party, beach), laminated pictures of related objects (dog, cake)
  • Photo of themselves and an Asian child (gender match)

 Some information on Asian child provided (resembled
friendship)

  • Significantly higher similarity between self and outgroup and significantly more willing to interact with outgroup
29
Q

What is vicarious contact?

A
  • Vicarious contact is where the proxy/mediator you might use to reevaluate your thinking about a group is further removed (for example someone in the public eye/ celebrity)
  • Integrates ideas of extended contact with principles of social learning theory
  • Observing the actions of another person (whom one
    identifies with)
  • Inhibit or disinhibit inclinations, new knowledge, understanding and skills

E.g., TV, radio, internet, newspaper
Potential…
Longevity??

30
Q

What is virtual contact

A
  • Computer mediated communication enabling contact between individuals (who wouldn’t otherwise meet)
  • Well-suited for optimal contact??
  • Controlled and protected
  • Multiple contact sessions across a longer time
  • Growing support in literature
  • Smaller effects than direct or extended contact
31
Q

What are mediators/ how are mediators promoting change?

A

Affective processes - Effect how behaviours come about and how effective change is:

  • Group based anxiety
  • Empathy and perspective-taking
  • Stronger mediators than enhanced knowledge of the other group
  • Alteration of perceived norms for intergroup behaviour
  • Learning that in-group member has positive outgroup contact – more inclusive norms!!
  • > impact than altering individuals’ attitudes
32
Q

What is a moderator?

A
  • How typical are encountered outgroup members?
  • “The strength of a perceiver’s associative link between a specific exemplar and the stored representation of the
    respective social category”. (So the more typical the person is viewed of that out group, the better the relationship will be.If you can break down those barriers and actually get
    this interaction going)
  • Contactless effective at improving attitudes when outgroup members are atypical.
33
Q

Group Status

A
  • Positive contact more effective (stronger and consistent) for advantaged groups toward disadvantaged groups (idea that the stronger group is more advantaged)
  • Research is mixed
34
Q

Valence of Contact

A
  • Contact quality vs. quantity

sometimes it might be important to have a huge amount of meetings for people to interact or sometimes it can be 1 or 2 meetings of really high quality that can change behaviour.

35
Q

Contact outcomes

A

Typically focused on explicit attitudes/stereotypes More recently - Implicit attitudes
 Contact quality - explicit attitudes/stereotypes
 Contact quantity - implicit attitudes

36
Q

What ate the three social learning approaches?

A

Decategorization

Recategorization

integration

37
Q

What is Decategorisation

A

downplay group identity and focus on individual identity

you do not think about them as a group anymore you think about them as individuals

38
Q

What is Recategorisation

A

downplay separate group identities by focusing on shared superordinate group

example: instead of thinking of psych students vs fashion students you just recategorize them as QUT students (all part of the same group)

39
Q

What is intergration

A

recognize both group differences and commonalities

40
Q

What are interdependence

A

 people can overcome prejudice in the short-term when their own outcomes depend on it
 e.g., performing on a joint work-task
 repeated experiences over time can change long-term
prejudiced views

41
Q

What are counter stereotypes

A
  • Present different, non-stereotypical images of group members
  • highlight group members who don’t fit stereotypes
  • highlight activities common in group that don’t fit stereotypes
42
Q

What is awarness raising

A
  • Make people aware of their own stereotypes or prejudice
  • Tell people to suppress stereotypes (often counterproductive)
  • Tell people to remember their past prejudiced behaviour
  • can induce guilt and hence willingness to repair relationships
  • Make people aware of stereotypes they take for granted
43
Q

What is perspective raising

A

Encourage understanding of experiences of other
groups

44
Q

What is Normative influence

A
  • conveying that prejudice against target is not normative for
    a relevant in-group
  • conveying general norms for tolerance in in-group
45
Q

What is Dissonance

A
  • Highlight how their prejudice is inconsistent with their other views and actions
  • e.g., after being required to write a statement in favour of pro-black policies, white participants weakened anti-black attitudes
46
Q

What is Self-affirmation - increased self-worth

A

When people feel good about themselves they’ll be less
likely to derogate others

47
Q

Public communication (media)

A
  • entertainment (e.g., sit-coms, performances)
  • advertisements
48
Q

What are Intervention strategies?

A

Public communication (media)
- entertainment (e.g., sit-coms, performances)
- advertisements

Interactions between prejudice agents/targets
- joint activities

Targeting prejudiced group members
- perspective taking interventions
- cultural awareness and diversity training
- one-on-one (conversations, counselling)

PYB302 - organisational psychology (11 decks)

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