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Social Psychology > Week 5 - Stereotypes > Flashcards

Week 5 - Stereotypes Flashcards

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1
Q

Stereotype

A

A belief that associates a group of people with certain traits/characteristics

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2
Q

Prejudice

A

Negative feelings toward people based on their membership in certain groups

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3
Q

Discrimination

A

Negative behaviour directed against persons because of their membership in a particular group

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4
Q

Modern racism

A

A form of prejudice that surfaces in subtle ways

  • Safe
  • Socially acceptable
  • Easy to rationalize
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5
Q

How is implicit measured empirically

A

IAT, bona fide pipeline

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6
Q

realistic conflict theory & prejudice

A

Hostility between groups is caused by direct competition for limited resources
doesn’t need to be real - perception of competition may be enough

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7
Q

three phases of Robbers Cave study & prejudice

A

Study phases:
-Formation of group identity
Eagles vs. Rattlers

-Competition for resources
Resulted in intense conflict

-Reduction of inter-group conflict
Creation of superordinate goals was the only successful attempt

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8
Q

Social Identity theory

A

We favor ingroups over outgroups in order to enhance our self-esteem

Two predictions about how SIT leads to prejudice:
1. Threats to one’s self-esteem heighten the need for ingroup favouritism

  1. Expressions of ingroup favouritism enhance one’s self-esteem
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9
Q

social identity theory and ingroup favouritism

A

Tendency to discriminate in favor of ingroups over outgroups

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10
Q

cultural factors and social identity

A

Collectivists are more likely than individualists to value their connectedness

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11
Q

Human tendencies towards dehumanisation

A

Lasana Harris and Susan Fiske (2006). When participants in their research saw pictures of people from a variety of groups, fMRI showed activation in their medial prefrontal cortex, which is thought to be necessary for social cognition. However, this activation was not evident in response to images of either nonhuman objects or people from psychologically distant outgroups, such as addicts or the homeless.

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12
Q

Illusory correlation

A

Overestimate the association between variables that are slightly or not at all correlated

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13
Q

attributional processes

A

Fundamental attribution error can perpetuate stereotypes

Interpret stereotype consistent information as a result of internal causes

Interpret stereotype inconsistent information as a result of external causes

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14
Q

subtyping

A

People will often create subgroups of the larger group to explain individuals who are discrepant with the stereotype

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15
Q

confirmation biases

A

People often process information in a manner that will confirm our expectations
Especially when behaviour is ambiguous

People seek information that will confirm the stereotype

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16
Q

automatic stereotype activation

A

May be activated without our awareness

Factors:
Exposure to the stereotype
Cognitive factors
Motivation

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17
Q

factors that impact the influence of stereotypes on social judgements

A

People’s very quick judgments are not influenced by a stereotype unless they actually believe the stereotype to be true.

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18
Q

real world examples of stereotype influence

A
  • sexism -racism
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19
Q

intergroup friendships

A

A recent meta-analysis by Kristin Davies and others (2011) on 135 studies supports the idea that cross-group friendships are associated with more positive attitudes and behaviors toward outgroup members.

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20
Q

extended contact effect

A

knowing that an ingroup friend has a good and close relationship with a member of an outgroup can produce positive intergroup benefits in ways similar to direct contact

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21
Q

contact hypothesis

A

Direct contact between members of rival groups will reduce discrimination

Outgroup members must display traits and
behaviours that challenge the negative stereotype

22
Q

conditions that enable intergroup contact to reduce prejudice

A 
ONLY IF:
Equal status
Personal interaction
Cooperative activities
Social norms
23
Q

trust

A

interventions against stereotype threat effects is that the individuals feel a sense of trust and safety in the situation

24
Q

belonging

A

stereotype threat reduces individuals’ sense of belonging

One of the reasons the brief affirmation task was so successful in the study at the middle school is because affirmation helped protect students’ sense of belonging.

25
Q

reducing stereotype threat

A

trust, belonging,

26
Q

exerting self-control

A

Researchers have distinguished between two kinds of motivation to control prejudiced responses and behaviors. One kind is externally driven—not wanting to appear to others to be prejudiced. A second type is internally driven—not wanting to be prejudiced, regardless of whether or not others would find out

Internal more successful

27
Q

group (stereotypes)

A

: Two or more persons perceived as related because of:

  • Interactions with each other over time,
  • Membership in the same social category, or
  • Common fate
28
Q

social categorisation

A

The classification of persons into groups on the basis of common attributes

29
Q

How are stereotypes formed?

A

Culture
Social categorization
Ingroups vs. outgroups

30
Q

How are stereotypes maintained?

A
  • Illusory correlations
  • Attributions
  • Subtyping
  • Confirmation biases
  • Self-fulfilling prophecies
31
Q

Cultural impacts on stereotype formation

A

Affect how and when we will categorize people

32
Q

social categorisation

A

The classification of persons into groups on the basis of common attributes

33
Q

In groups vs outgroups

A

Groups you do vs. do not identify with

34
Q

Outgroup homogeneity effect

A

Greater similarity amongst members of outgroups than amongst members of one’s own group

35
Q

The two processes between illusory correlations

A
  1. Overestimate the association between distinctive variables
  2. Overestimate the association between variables that they expect to go together
36
Q

Self-fulfilling prophecy

A

Our stereotypes can cause us to treat others in ways that encourage them to behave in a stereotypical manner

37
Q

Word, Zanna, & Cooper, 1974 - when job applicant was black

A

interviewers:

  • Sat further away
  • Ended the interview 25% sooner
  • Made 50% more speech errors
38
Q

Word, Zanna, & Cooper, 1974 white applicants treated like black applicants

A

More nervous
Less effective performance
Perceived interviewer as less adequate and friendly

39
Q

Theories relating to prejudice

A

Realistic Conflict Theory

Social Identity Theory

40
Q

Stigmatized

A

Individuals who, by virtue of their membership in a particular social group, are targets of negative stereotypes and are devalued in society

41
Q

Stereotype Threat (Claude Steel)

A

Fear among members of a group that they may confirm or be judged in terms of a negative stereotype

42
Q

reducing discrimination

A
  • Intergroup contact
  • The Jigsaw classroom
  • Decategorization & Recategorization
43
Q

Jigsaw classroom

A

Regular classroom settings foster competition

Divide children into groups
Each member responsible for one aspect of lesson
Children need each other in order to learn

44
Q

Decategorisation

A

Pay less attention to group boundaries & see group members as individuals

45
Q

Recategorisation

A

Leads to changes in people’s conceptions of groups

46
Q

Racism - individual and cultural/institutional level

A

At the individual level, as this definition reflects, any of us can be racist toward anyone else

as institutional and cultural practices that promote the domination of one racial group over another

47
Q

Sexism - Individual and cultural/institutional level

A

as prejudice and discrimination based on a person’s gender

or

Institutional and cultural practices that promote the domination of one gender (typically men) over another (typically women).

48
Q

Jennifer Richeson, Nicole Shelton, and their colleagues found that (re interracial prejudice)

A

found that white participants high in implicit racism are more likely to perform worse on a simple cognitive task after interacting with a black than a white confederate—evidence that the interaction was cognitively draining for them

49
Q

Plant & Butz (2006) found (re avoidant interractial interactions)

A

people sometimes try to avoid interracial interaction for fear of appearing racist or being treated in a racist way,

when nonblack participants with this avoidant concern interacted with a black confederate, they had shorter and less pleasant interactions

50
Q

Norton et al (2006) guess who study

A

participants were significantly less likely to ask about the race of the person in the photograph when playing the game with a black confederate than a white confederate, even though this hurt their ability to win the game

Social Psychology (12 decks)

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