12.2 Prejudice & Intergroup Flashcards Preview

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Flashcards in 12.2 Prejudice & Intergroup Deck (15)
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1
Q

Old-Fashioned and Modern Racism

A

People less willing to endorse the “old-fashioned” items

Old Fashion:
“black not as smart”
“I like laws that permit black to rent housing”
Likert scale

Modern Racisum
3 min facets:
denial that blacks are discriminated against
Antagonisum towards blacks demands
resentment of special favours
“Discrimination against blacks is no longer a problem in North America”
Likert scale

2
Q

Research shows that people who are high in the following dimensions are more likely to hold negative attitudes towards out-groups than are others: 3

A

–Right-wing authoritarianism
–Religious fundamentalism
–Social dominance orientation

3
Q

Right-wing authoritarianism:

A
  • high degreee of submission towards authority
  • agression towards groups that are targeted by authority
  • high degree of conformidy to rules of the suthority figures
  • Who’s the authority figure? Trump? Patriarchy prone.
  • Hard to change their attitudes, very resistant to change. So study says that if you can change the norms or the leader than it can change attitudes in pople with RWA.
4
Q

Religious fundamentalism

A

–Believe in the absolute and literal truth of one’s religious beliefs.
–Believe that their religion is right and that forces of evil are threatening to undermine the truth.
–Not to be confused with being religious.
–evil forces are threatening their truth

5
Q

Social dominance orientation

A

–Believe that groups of people are inherently unequal.
–Believe it is acceptable for some groups to benefit more than others, and for some groups to receive poorer treatment than others.
–Better for some to have poorer treatment
–self identified men have higher SDO on average then women
–people who score high on SDO tend to seek out hiarchy inhancing profession (law enforcement, mmilitary, politics and buisness)
–people who score low on SDO seek heiarchy attenuating jobs like social work and counceling
–SDO conceptually distince from RWA and religous fundementalisum. They’re correlated but very dif.

6
Q

racialized poverty

A

refers to the fact that poverety becomes disportioinatly concentrated and reporduced amoung racialized group members.

7
Q

Stereotype Threat

A

•a situational predicament in which people are or feel themselves to be at risk of conforming to stereotypes about their social group
•dude noticied that his african american students were getting lower scores than their SAT scores predicted.
•They all started equal at the start of their standford schooling
•(started noticing race dif in trajectories of scores)
•ST is not an internalization of stereotypes
–Group members don’t believe the stereotype
•ST is situationally induced

-Stereotype Threat

8
Q

Study
Black and White participants
Either Diagnostic: Test of verbal ability
Or Non-diagnostic: “not going to evaluate your verbal ability”
GRE Verbal Problems

A
  • When people are told that the test matters (it differs in how smart you are verbally) the white students out perform the black students
  • When the test was non diagnostic, there was no difference.
  • When it doesn’t matter it doesn’t acticate the sterotype threat. You only see the dif when its highly diagnotic and people start worrything about how they’ll perform
9
Q

Study:
Added a control
Black & White participants
Thought they were about to take a test: Diagnostic vs Non-Diagnostic vs Control
word conpletion of either race relevent or race irelevent

A

If steryotype threate active more likley to come up with sterotype words
sterotype avoudance: [how much do you like basketball, rap music?]
Activation of sterotyle was highest in diagnostic, still some dif in control and non diagnostic but super high in diagnostic condition
Sterotype inflation when say whites knoe they perform particularly well in one area. This gives them a self esteem boost.

10
Q

What can we do about sterotype threat? 2 things

A
  • Reframe the task: by reframing the task you can downplay the social identry of people
  • Providing role models: by providing role models you highlight say female mathematiciams . You can change ther steorype by proding diverse role models.
  • Eveyones vulrable to this but those who highly identiry with a domain are especially prone to sterotype threat and those with highest knowedge of sterotype and group domain
11
Q

Aversive Racism

A

The racial attitudes of people who endorse egalitarian values, regard themselves as nonprejudiced, but who discriminate in subtle, rationalizable ways

12
Q

Study:
have participants read job application from white/black applicants. The applications were either strong, weak or ambigious. Then the participants rate each canditate and rate if they’d recodend the candidate.

A
  • If the qualfication was strong/weak, there was no sig diffrence if recomending the black/white candidate.
  • Ambigious: When people were not quite sure if the person whould be good for the job, they’d be more likley to recommend the white applicate over the black appilcate for the job.

-Aversive Racism

13
Q

Attributional Ambiguity

A

Don’t know whether to attribute positive and negative feedback to your ability and accomplishments or to your group membership
-Ex. enginerreing. If your the only fem and eveyone is male and you work on group task and the prof says congrats you did such good work on that assignment in front of eveyome. Oh…did I actually do well, or did he just rate me that way cause I’m the only fem in the class?

14
Q

Study:
black/white students
Placed in room next to their supposed partner. One way glass. Blinds either up or down (so partner could either see their group memb or could not)
filled out form about qualities likes/dislikes to determine if they’d be good freinds.
filled out SE scale
Recieved wither +/- deedback from the other person
filled out another SE scale

A
  • White students had lower SE after negative feedback and higher SE after positive feedback
  • Black students did too if the blinds were down
  • When the blinds were up, neither positive nor negative feedback affected their self-esteem

-Attributional Ambiguity

15
Q

Implications of Attributional Ambiguity

A
  • it can inhibit/stop people from learning from feedback
  • creates confusions
  • members from stigmatized groups tend to have higer SE