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H Psychology > Prejudice > Flashcards

Prejudice Flashcards

1
Q

Prejudice definition

A

An attitude, usually negative, towards another person based on their previewed membership of a group

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2
Q

An attitude, usually negative, towards another person based on their previewed membership of a group

A

Prejudice defintion

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3
Q

Cognitive

A

What we think - beliefs

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4
Q

Affective

A

How we feel, thoughts

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5
Q

Behavioural

A

What we do, actions

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6
Q

What we think - beliefs

A

Cognitive

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7
Q

How we feel, thoughts

A

Affective

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8
Q

What we do, actions

A

Behavioural

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9
Q

3 aspects that can be part of a bias

A

Cognitive
Affective
Behavioural

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10
Q

In group

A

The group that you are a member of

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11
Q

The group that you are a member of

A

In group

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12
Q

Outgroup

A

The group that you are not a part of

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13
Q

The group that you are not a part of

A

Out group

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14
Q

What aspect are stereotypes part of

A

Cognitive

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15
Q

Stereotype

A

A group is assumed to have certain characteristics.

Individuals of a group are judged with little or no evidence

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16
Q

A group is assumed to have certain characteristics.

Individuals of a group are judged with little or no evidence

A

Stereotype

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17
Q

First problem with stereotypes

A

Stereotype may be inaccurate

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18
Q

Second problem with stereotypes

A

Even if true on average, may not be true of the individual

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19
Q

Third problem with stereotypes

A

The stereotype may be offensive

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20
Q

Problems with stereotypes

A

Stereotype may be inaccurate

Even if true on average, may not be true of the individual

The stereotype may be offensive

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21
Q

Cuddy and Fiske 2002

A

Elderly people are steeped as warm (positive) but also incompetent (negative)

This is generally a product of the perceived social position of elderly people

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22
Q

Elderly people are steeped as warm (positive) but also incompetent (negative)

This is generally a product of the perceived social position of elderly people

A

Cuddy and Fiske 2002

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23
Q

Why is ageism a unique form of prejudice

A

Membership of age groups is in constant transition over the lifespan

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24
Q

Ageism

Old vs young stereotypes

A

Attitudes towards older people are more negative than towards younger adults

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25
Q

Media examples

A

Books

Movies

Tv

Newspapers

Internet

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26
Q

What can media do

A

Can contribute to and perpetuate stereotypes

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27
Q

Stereotypes benefit

A

Provide mental shortcuts

Making processing easier in working memory and saving effort

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28
Q

What aspect can media also add to

A

Affective aspects

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29
Q

How can media add to affective aspects

A

With negative/scare stories about an out group

This leads to internal hostility

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30
Q

Media benefit

A

Can help promote equality and raise awareness of unfair treatment

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31
Q

Can help promote equality and raise awareness of unfair treatment

A

Media

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32
Q

What can media do to discrimination

A

Increased or decrease

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33
Q

Discrimination

A

When a person is treated harmful or unfairly due to their group membership

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34
Q

When a person is treated harmful or unfairly due to their group membership

A

Discrimination

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35
Q

Example of discrimination

A

An employer preferring an ingroup member when interviewing candidates for a job

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36
Q

Discrimination law

A

Illegal because odd equality act 2010

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37
Q

Direct discrimination

A

Mistreating, harming, or failing to give a fair chance to members of an outgroup,
and or
preferring helping in group members

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38
Q

Mistreating, harming, or failing to give a fair chance to members of an outgroup,
and or
preferring helping in group members

A

Direct discrimination

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39
Q

Indirect discrimination

A

Enacting ruled our procedures that harm outgroup members or make it harder for them to get a fair opportunity

Usually illegal unless the employer/organisation can provide a good reason for a rule

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40
Q

Enacting ruled our procedures that harm outgroup members or make it harder for them to get a fair opportunity

Usually illegal unless the employer/organisation can provide a good reason for a rule

A

Indirect discrimination

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41
Q

Positive discrimination

A

Still inaccurate and offensive

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42
Q

Positive discrimination women

A

Common towards women (eg treating women more politely) and may be seen as a good thing

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43
Q

Common towards women (eg treating women more politely) and may be seen as a good thing

A

Positive discrimination women

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44
Q

Gliske and Fiske 2001

A

Found that positive sexism went hand in hand with more harmful forms

Countries that shared more also showed higher rates of violent aggressive sexism

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45
Q

Found that positive sexism went hand in hand with more harmful forms

Countries that shared more also showed higher rates of violent aggressive sexism

A

Gliske and Fiske 2001

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46
Q

Stereotype

A

A widely shared and simplified evaluating images of a social group and its members

Exaggerated belief that assumes that what is believed about a group is characteristic of the entire group

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47
Q

A widely shared and simplified evaluating images of a social group and its members

Exaggerated belief that assumes that what is believed about a group is characteristic of the entire group

A

Stereotype

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48
Q

Stereotypical thinking in social life

A

It is unavoidable

Not automatically bad

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49
Q

Farley 2000

A

Essence of prejudicial thinking is that the stereotype is not regularly checked against reality.

It is not modified by any encounters that do not fit when stereotypical ideas

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50
Q

Essence of prejudicial thinking is that the stereotype is not regularly checked against reality.

It is not modified by any encounters that do not fit when stereotypical ideas

A

Farley 2000

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51
Q

Stereotyping can lead to…

A

Predjudice

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52
Q

Prejudice leads to…

A

Discrimination

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53
Q

Discrimination can lead to…

A

Harassment and violence

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54
Q

4 attributes of stereotypes

A

Simplification

Exhageration or distortion

Généralisation

Cultural attributes seen as natural

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55
Q

Stereotype threat

A

Awareness of a negative stereotype leads to poorer Performance

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56
Q

Awareness of a negative stereotype leads to poorer Performance

A

Stereotype threat

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57
Q

Anbody et al 2001

A

When girls were reminded of gender differences using a questionnaire, they did more poorly on a maths test compared to a control group.

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58
Q

When girls were reminded of gender differences using a questionnaire, they did more poorly on a maths test compared to a control group.

A

Anbody et al 2001

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59
Q

Spencer et al 1999

A

Found similar result as anbody with female undergraduates

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60
Q

Found similar result as anbody with female undergraduates

A

Spencer et al 1999

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61
Q

Stereotype lift

A

A positive stereotype can improve performance.

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62
Q

A positive stereotype can improve performance.

A

Stereotype lift

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63
Q

Stereotype lift disadvantage

A

Can cause harm by disadvantaging other groups who do not receive the same benefit

A positive stereotype implicitly judges other groups as negative

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64
Q

Authoritarian personality

A

Focuses on individual factors to explain prejudice.

Claims that childhood experience and an individual’s upbringing impacts their behaviour as an adult

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65
Q

Focuses on individual factors to explain prejudice.

Claims that childhood experience and an individual’s upbringing impacts their behaviour as an adult

A

Authoritarian personality

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66
Q

Authoritarian personalities

A

Obedient

Dependent on authority figure

Prejudicial to lower ranks

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67
Q

Obidient

Dependant on authority figure

Prejudicial to lower ranks

A

Authoritarian personality

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68
Q

Authoritarian personality

A

Overly strict and punitive, shows little care

The child grows up being resentful and hostile towards their parents

This hostility is directed towards members of minority groups - who they perceive as inferior and weaker

Displacement !

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69
Q

Overly strict and punitive, shows little care

The child grows up being resentful and hostile towards their parents

This hostility is directed towards members of minority groups - who they perceive as inferior and weaker

Displacement !

A

Authoritarian personality

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70
Q

F scale variables

A

Conventionalism

Authoritarian submission

Sex

Rigid thinking

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71
Q

Evaluation of authoritarian personality

A

Deterministic and does not take later environmental factors into account

F-scale critiqued for having leading statements, making the results invalid

Rich and meaningful data was gathered by Adorno on both qualitative and quantitative measures were used

Perlmutter found there were higher rates of racism I. Soutnern states of the US than the northern states. However, levels of AP were no greater

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72
Q

Deterministic and does not take later environmental factors into account

F-scale critiqued for having leading statements, making the results invalid

Rich and meaningful data was gathered by Adorno on both qualitative and quantitative measures were used

Perlmutter found there were higher rates of racism I. Soutnern states of the US than the northern states. However, levels of AP were no greater

A

AP evaluation

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73
Q

scape goat theory derived from

A

Frustration agression hypothesis

A theory that all frustration leads to agression and all agression stems from frustration

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74
Q

What is derived from

Frustration agression hypothesis

A theory that all frustration leads to agression and all agression stems from frustration

A

Scapegoat theory

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75
Q

Dollard scapegoat theory

A

If goal achievement is prevented, psychic energy rises and frustration is experienced (disequilibrium) which can only be alienated by agression

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76
Q

Scapegoat theory in one sentence

A

Prejudice caused by one social group blaming their problems on another

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77
Q

Prejudice caused by one social group blaming their problems on another

A

Scapegoat

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78
Q

Confirmation bias scapegoat theory

A

People tend to notice info that fits their stereotype, while ignoring info that goes against them.

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79
Q

People tend to notice info that fits their stereotype, while ignoring info that goes against them.

A

Confirmation bias scapegoat

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80
Q

What do in group members notice in scapegoat

A

In group remembers examples of people from the outgroup comitting crimes, whilst ignoring examples of in group members doing so

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81
Q

schemas scapegoat theory

A

Schemas about outgroup members tend to be much more simplistic, but we gradually form a realistic schema after having more real life opportunities to encounter members of the outgroup

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82
Q

When is scapegoat theory most likely to happen

A

When we have little knowledge and infrequent interactions with outgroup members

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83
Q

What happens when we have little knowledge and infrequent interactions with outgroup members

A

Scapegoating

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84
Q

Weatherly 1961

A

Got students frustrated and then asked them to write stories based on given pictures.

Where the people in the pictures were given Jewish names, students with antisemitic tendencies wrote stories that in included agression towards Jewish characters

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85
Q

Got students frustrated and then asked them to write stories based on given pictures.

Where the people in the pictures were given Jewish names, students with antisemitic tendencies wrote stories that in included agression towards Jewish characters

A

Weatherly 1961

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86
Q

What does weatherly show

A

Agression always follows frustration.

However, this isn’t always the case - an alternative consequence could be depression or anxiety

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87
Q

Social identity theory

A

Prejudice is motivated by our sense of group identity

People psychologically identify with some groups more than others

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88
Q

In SIT, group identification is __

A

Flexible

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89
Q

In sit, what is self esteem tied to

A

Success of ingroups

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90
Q

In sit, what is the result of self esteem being tied to in group success

A

We may be motivated to make the in group successful and to harm out groups

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91
Q

In sit, what are the three processes that create ingroup outgroup mentality

A

Social categorisation

Social identification

Social comparison

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92
Q

Social categorisation

Social identification

Social comparison

A

three processes that create ingroup outgroup mentality

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93
Q

Social categorisation

A

The process of deciding which group you or another person belong to

This group will have ‘norms’ that help you know how to behave when in the company of others in the group

We categorise, therefore understand, people who belong to groups (ourselves included) such as Muslims, canadians, students, etc

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94
Q

The process of deciding which group you or another person belong to

This group will have ‘norms’ that help you know how to behave when in the company of others in the group

We categorise, therefore understand, people who belong to groups (ourselves included) such as Muslims, canadians, students, etc

A

Social categorisation

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95
Q

Social identification

A

We adopt the identity of the group that we belong to, and we act in ways that we perceive members of that group to act

They can have a large effect on the behaviour- when people start to identify with a new group, they relate the characteristics of that group to themselves and change their behaviour accordingly

As a consequence, you will develop emotional significance to that identification, and your self esteem will depend on it

96
Q

We adopt the identity of the group that we belong to, and we act in ways that we perceive members of that group to act

They can have a large effect on the behaviour- when people start to identify with a new group, they relate the characteristics of that group to themselves and change their behaviour accordingly

As a consequence, you will develop emotional significance to that identification, and your self esteem will depend on it

A

Social identification

97
Q

Social comparison

A

We will compare our ingroup against an outgroup

Therefore, our self esteem is boosted if our own group appears to be superior

To maintain your self esteem, you and your group members will compare your group favourably against other ones

This shows groups will tend to view members of competing groups negatively to increase self esteem

98
Q

We will compare our ingroup against an outgroup

Therefore, our self esteem is boosted if our own group appears to be superior

To maintain your self esteem, you and your group members will compare your group favourably against other ones

This shows groups will tend to view members of competing groups negatively to increase self esteem

A

Social comparison

99
Q

Positive distinctiveness

A

The drive to maintain a distinct and positive social identity

100
Q

The drive to maintain a distinct and positive social identity

A

Positive distinctiveness

101
Q

Inter group comparisons

A

Favour ingroup over outgroup

Magnify differences between ingroup and outgroup

Minimise perception of differences between ingroup members
> increase cohesion

Remember more positive info about the ingroup and more negative info about the outgroup

102
Q

Favour ingroup over outgroup

Magnify differences between ingroup and outgroup

Minimise perception of differences between ingroup members
> increase cohesion

Remember more positive info about the ingroup and more negative info about the outgroup

A

Inter group comparisons

103
Q

Evaluation of sit

A

Successfully applied to a large no of areas such as education

Successfully argued that our group identity is a vital part of who we are

View of prejudice as based on the drive to boost self esteem by promoting the ingroup - may be over simplistic. There are other influences on self esteem

Doesn’t explain why interrelations between groups changes over time. Eg Boyd and girls aged 8 show considerable prejudice towards the opposite sex but this reduced by mid teens.

104
Q

Successfully applied to a large no of areas such as education

Successfully argued that our group identity is a vital part of who we are

View of prejudice as based on the drive to boost self esteem by promoting the ingroup - may be over simplistic. There are other influences on self esteem

Doesn’t explain why interrelations between groups changes over time. Eg Boyd and girls aged 8 show considerable prejudice towards the opposite sex but this reduced by mid teens.

A

Evaluation of SIT

105
Q

Aim of Tajfel 1970

A

To determine that merely putting people into groups is sufficient enough for people to discriminate in favour of their group and against members of an outgroup

106
Q

To determine that merely putting people into groups is sufficient enough for people to discriminate in favour of their group and against members of an outgroup

A

Aim of Tajfel

107
Q

Tajfel 1970 IV

A

Type of allocation they were asked to make

108
Q

Tajfel 1970 DV

A

Choices they made (either being fair or showing discrimination)

109
Q

Tajfel 1970 Sample

A

64 schoolboys aged 14 - 15 from a secondary school in Bristol

110
Q

64 schoolboys aged 14 - 15 from a secondary school in Bristol

A

Tajfel sample

111
Q

Tajfel 1970 method

A

Study consisted of two lab experiments

They came to the lab in separate groups of 8. All boys in each group were in the same year and house so they knew each other well before experiment

They were shown pictures of paintings and then put into groups

Each boy had to complete a booklet with choices about small cash rewards that would be allocated to others

112
Q

Study consisted of two lab experiments

They came to the lab in separate groups of 8. All boys in each group were in the same year and house so they knew each other well before experiment

They were shown pictures of paintings and then put into groups

Each boy had to complete a booklet with choices about small cash rewards that would be allocated to others

A

Tajfel 1970 method

113
Q

Tajfel 1970 evaluation

A

Controls meant that cause and effect conclusions could be drawn.

Lab setting with unnatural task, lacked ecological validity

Results were reliable, multiple trials found in group favouritism and outgroup discrimination

Results cannot be generalised as only included boys from one city in England

114
Q

Controls meant that cause and effect conclusions could be drawn.

Lab setting with unnatural task, lacked ecological validity

Results were reliable, multiple trials found in group favouritism and outgroup discrimination

Results cannot be generalised as only included boys from one city in England

A

Tajfel 1970

115
Q

Tajfel 1970 Analysis

A

Closely tied to SIT, which he developed. SIT claims people categorise themselves and others into social categories based on shared characteristics - creating us vs them.

Tajfel emphasised the cognitive processes involved in social categorisation. The mere act of categorising people into groups is sufficient for individuals to engage in discriminatory behaviour. This challenges earlier theories that suggested inter group conflicts arise from competition over scarce resources

important for understanding prejudice and discrimination

sports

Political strategists

Marketing professionals

116
Q

Closely tied to SIT, which he developed. SIT claims people categorise themselves and others into social categories based on shared characteristics - creating us vs them.

Tajfel emphasised the cognitive processes involved in social categorisation. The mere act of categorising people into groups is sufficient for individuals to engage in discriminatory behaviour. This challenges earlier theories that suggested inter group conflicts arise from competition over scarce resources

important for understanding prejudice and discrimination

sports

Political strategists

Marketing professionals

A

Tajfel 1970 Analysis

117
Q

Why did sherif belief conflict arises

A

Groups having incompatible goals

Eg countries disputing the same area of land

118
Q

Aim of RCS

A

To find out if inter group conflict occurs when there is competition for resources

119
Q

RCS method

A

22 eleven year old boys were taken to summer camp at a park and split into two camps

Stage 1 (in group formation) teams named, totally unaware of other group and proved to stencil their team name on shirts and bond as group

Stage 2 (friction stage) both groups met eachother and competed in a number of games. Rivalries and outgroup prejudice occurred - name calling, flags burned, cannons ransacked

Stage 3 (integration stage) groups brought together to solve problems like finding their water supply that was ‘vandalised’. Eventually, outgroup prejudice turned into all boys being part of one group and resolving differences through mutual cooperation

120
Q

22 eleven year old boys were taken to summer camp at a park and split into two camps

Stage 1 (in group formation) teams named, totally unaware of other group and proved to stencil their team name on shirts and bond as group

Stage 2 (friction stage) both groups met eachother and competed in a number of games. Rivalries and outgroup prejudice occurred - name calling, flags burned, cannons ransacked

Stage 3 (integration stage) groups brought together to solve problems like finding their water supply that was ‘vandalised’. Eventually, outgroup prejudice turned into all boys being part of one group and resolving differences through mutual cooperation

A

RCS method

121
Q

RCS results

A

Each group developed in group solidarity and cooperation but also hostile attitudes and stereotypes of the other group

Get to know you sessions to reduce hostility did not work with some ending in food fights.

The use of superordinate goals showed a sharp decrease in hostility and stereotypes

122
Q

Each group developed in group solidarity and cooperation but also hostile attitudes and stereotypes of the other group

Get to know you sessions to reduce hostility did not work with some ending in food fights.

The use of superordinate goals showed a sharp decrease in hostility and stereotypes

A

RCS results

123
Q

RCS evaluation

A

Field experiment so higher ecological validity

Experimental so a cause and effect could be established

Groups did not occur naturally bad

Poor ethics. No consent, no protection, all participants <16

124
Q

Field experiment so higher ecological validity

Experimental so a cause and effect could be established

Groups did not occur naturally bad

Poor ethics. No consent, no protection, all participants <16

A

Evaluation

125
Q

RCS conclusion

A

Support that competition for resources causes conflict

Eg real world - migrants (outgroup) ‘taking jobs’

Contact alone is not sufficient to end discrimination

Superordinate goals essential

Discrimination is a cognitive issue that requires conscious positive experience to change

126
Q

Support that competition for resources causes conflict

Eg real world - migrants (outgroup) ‘taking jobs’

Contact alone is not sufficient to end discrimination

Superordinate goals essential

Discrimination is a cognitive issue that requires conscious positive experience to change

A

RCS conclusion

127
Q

RCS analysis

A

Superordinate goals are affecting in reducing conflict, stereotypes, and discrimination between groups

128
Q

Superordinate goals are affecting in reducing conflict, stereotypes, and discrimination between groups

A

RCS analysis

129
Q

Superordinate goal

A

Collecting aim that can only occur if all members contribute

130
Q

Collecting aim that can only occur if all members contribute

A

Superordinate goals

131
Q

Prejudice and education overview

A

Giving ppl information on the causes and effects of prejudice may reduce it

132
Q

Ben and Ben 1970

A

Education can help prevent society developing prejudicial attitudes as the societal norm

133
Q

Education can help prevent society developing prejudicial attitudes as the societal norm

A

Bem and Bem 1970

134
Q

Hill 2001

A

If adults are forced to listen to info that is incompatible with their deep seated views, they will reject it, twist it, or pay no attention to it

135
Q

If adults are forced to listen to info that is incompatible with their deep seated views, they will reject it, twist it, or pay no attention to it

A

Hill 2001

136
Q

Aboud and Doyle1993

A

Children are prejudice as young as 5. Though can decline with their later cognitive development

Therefore education does reduce discrimination

137
Q

Children are prejudice as young as 5. Though can decline with their later cognitive development

Therefore education does reduce discrimination.

A

Aboud and Doyle 1993

138
Q

Jane Elliot 1968 (basic overview)

A

Confirmed that education can be used to teach us to be more considerate with blue eye brown eye experiment

139
Q

Confirmed that education can be used to teach us to be more considerate with blue eye brown eye experiment

A

Jane Elliot 1968

140
Q

JE Aim

A

Develop an understanding of racism and its impact

141
Q

Develop an understanding of racism and its impact

A

JE Aim

142
Q

JE method

A

Told class that blue eyes: smarter faster and more likely to achieve than brown eyes.

People with brown eyes: lazy and unintelligent

Elliot separated the class into brown eyes and blue eyes

First day - blue praised and got extra playtime. Brown eyes - wore collars to identify them as different, not allowed to drink from same water fountain, work criticised

Second day - Elliot reversed roles, brown eyes made to feel superior and gained treats. Blue now put down

143
Q

Told class that blue eyes: smarter faster and more likely to achieve than brown eyes.

People with brown eyes: lazy and unintelligent

Elliot separated the class into brown eyes and blue eyes

First day - blue praised and got extra playtime. Brown eyes - wore collars to identify them as different, not allowed to drink from same water fountain, work criticised

Second day - Elliot reversed roles, brown eyes made to feel superior and gained treats. Blue now put down

A

JE METHOD

144
Q

JE results

A

When groups were made to feel inferior, they adopted characteristics associated with that label. Academic ability dropped. Links to stereotype threat.

Children felt angry and confused after being inferior. Talked of frustration and loneliness when superior group got benefits

145
Q

When groups were made to feel inferior, they adopted characteristics associated with that label. Academic ability dropped. Links to stereotype threat.

Children felt angry and confused after being inferior. Talked of frustration and loneliness when superior group got benefits

A

JE results

146
Q

JE evaluation

A

50 yrs later, many pupils still influenced and aren’t discriminatory because of the study

We become prejudice very quickly

Prejudice can be reversed

America - may not generalise to other cultures

Conducted in 60s and 70s. People Moore prejudice then than now so study outdated

Ethics - kids may have remained prejudice

Ethics - kids didn’t provide informed consent

Ethics - kids experienced distress

147
Q

50 yrs later, many pupils still influenced and aren’t discriminatory because of the study

We become prejudice very quickly

Prejudice can be reversed

America - may not generalise to other cultures

Conducted in 60s and 70s. People Moore prejudice then than now so study outdated

Ethics - kids may have remained prejudice

Ethics - kids didn’t provide informed consent

Ethics - kids experienced distress

A

JE evaluation

148
Q

Weiner and Wrighy method

A

Replicated Elliot’s study

White American kids 9 - 10 yrs old put at random in green or orange group

Groups wore coloured armbands for identification

First day: orange kids told they were smarter and given privileges

This reversed on the second day

149
Q

Replicated Elliot’s study

White American kids 9 - 10 yrs old put at random in green or orange group

Groups wore coloured armbands for identification

First day: orange kids told they were smarter and given privileges

This reversed on the second day

A

Weiner and wright

150
Q

Weiner and wright results

A

On each day, the group that was discriminated against showed
Reduced self confidence
Worse at school work

Children were asked if they wanted to go on a picnic with a black kid, 96% said yes. Only 62% in control group

151
Q

On each day, the group that was discriminated against showed
Reduced self confidence
Worse at school work

Children were asked if they wanted to go on a picnic with a black kid, 96% said yes. Only 62% in control group

A

Weiner and wright

152
Q

Weiner and wright conclusion

A

Experiencing prejudice first hand will reduce prejudice to other people

153
Q

Experiencing prejudice first hand will reduce prejudice to other people

A

Weiner and Wright conclusion

154
Q

Show racism the red card organisation

A

Anti racism charity operating in the uk

155
Q

Anti racism charity operating in the uk

A

Show racism the red card

156
Q

What does show racism the red card do

A

Challenges racism in sport, especially football, with anti racism educational resources

157
Q

Challenges racism in sport, especially football, with anti racism educational resources

A

Show racism the red card

158
Q

Show racism the red card competition

A

In primary and secondary schools

Try to make resources that combat discrimination with poetry, art, and film

159
Q

In primary and secondary schools

Try to make resources that combat discrimination with poetry, art, and film

A

Show racism the red card competition

160
Q

Contact hypothesis

A

If groups have closer contact, they will treat each other as individuals and feel less prejudice

161
Q

If groups have closer contact, they will treat each other as individuals and feel less prejudice

A

Contact hypothesis

162
Q

Contact hypothesis disadvantage

A

Contact can also create more potential for conflict

Eg new groups immigrating to a country

163
Q

Contact can also create more potential for conflict

Eg new groups immigrating to a country

A

Disadvantage of contact hypothesis

164
Q

Allport 1954

A

Equal status is important

People cooperate on an equal basis I without there being a superior

165
Q

Equal status is important

People cooperate on an equal basis I without there being a superior

A

Allport 1954

166
Q

Cook 1978

A

5 key factors are essential for contact to be successful, SPICE

Support from authorities
Personal acquaintance
Introduction to non stereotypical individual
Cooperation between groups
Equal status

167
Q

5 key factors are essential for contact to be successful, SPICE

Support from authorities
Personal acquaintance
Introduction to non stereotypical individual
Cooperation between groups
Equal status

A

Cook 1978

168
Q

Pettigrew 1998

A

4 reasons why contact hypothesis works

Opportunity to learn about outgroup
Attitudes change due to cooperation
Ingroup reappraisal
Generating affective ties

169
Q

4 reasons why contact hypothesis works

Opportunity to learn about outgroup
Attitudes change due to cooperation
Ingroup reappraisal
Generating affective ties

A

Pettigrew 1998

170
Q

Realistic conflict theory

A

When two groups with different perspectives over limited resources, imagined or real, groups will feel threat from one another

Threat —> discriminatory attitudes

171
Q

When two groups with different perspectives over limited resources, imagined or real, groups will feel threat from one another

Threat —> discriminatory attitudes

A

Realistic conflict theory

172
Q

RTC economic decline

A

Negative attitudes to foreign workers

173
Q

RTC

What can conflict lead to

A

Increasing animosity toward the outgroup and can fuel feuds

174
Q

What does RTC focus on

A

External situational factors rather than personality or value differences

175
Q

What focuses on external situational factors rather than personality or value differences

A

RTC

176
Q

RTC

When resources are not scarse

A

Groups will cooperate in harmony

177
Q

RTC how to reduce prejudice

A

Superordinate goals

178
Q

What is taken into an individuals account other than personal benefits

RTC

A

Benefit to the collective group

179
Q

Two main points that will cause prejudice in RTC

A

Conflicting goals

And

Competition for limited resources

180
Q

RTC Denmark vs Germany

A

We don’t have negative stereotypes or cruel jokes about Netherlands and Denmark as we have never been in competition with them

But we do with Germany and France as they were previously a threat

181
Q

We don’t have negative stereotypes or cruel jokes about Netherlands and Denmark as we have never been in competition with them

But we do with Germany and France as they were previously a threat

A

RTC other countries

182
Q

RTC real life application football

A

After the 2015 Paris attacks, British football fans sang the french national anthem in Wembley

The superordinate goal of defeating isis mean that negative stereotypes about the french lessened

183
Q

Scarcity doesn’t have to be real

RTC

A

There can be conflict over a perceived lack of resources

Eg people against immigrants as “take our jobs”. In reality, immigrants take unwanted jobs like fruit picking

Perception of conflict is enough

184
Q

SIT and RTC similarity

A

Both describe the role of groups in the formation of prejudice using group favouritism and outgroup bias

185
Q

Both describe the role of groups in the formation of prejudice using group favouritism and outgroup bias

A

SIT and RTC similarities

186
Q

SIT and RTC differences

A

RTC claims competition for resources is necessary for prejudice (sit DOESNT)

Sit explains how prejudice can be seen to occur

RTC and superordinate goals can be seen to look at how to solve it

187
Q

RTC claims competition for resources is necessary for prejudice (sit DOESNT)

Sit explains how prejudice can be seen to occur

RTC and superordinate goals can be seen to look at how to solve it

A

SIT and RTC differences

188
Q

Aronson et al 1978

A

Set up jigsaw classroom where children are given different tasks that will contribute to independently achieving superordinate goals

Encourages cooperative learning and increases self esteem whilst reducing prejudice

189
Q

Set up jigsaw classroom where children are given different tasks that will contribute to independently achieving superordinate goals

Encourages cooperative learning and increases self esteem whilst reducing prejudice

A

Aronson et al 1978

190
Q

Jigsaw technique method

A

Each student ina jigsaw group is responsible for learning a piece of the subject matter

They do this in the expert group before forming the jigsaw group where the team members teach eachother what they learned

==== grasp the bigger picture

191
Q

Superordinate goals in jigsaw theory

A

Everyone has a part to play

No one can succeed on their own

Teaches individuals to value others contributions

Interdependence > cooperation

192
Q

Aronson and Bridgeman 1979

A

Used jigsaw in racially mixed classrooms in Texas

7 experimental classrooms, 3 control

Found significant increase in participants liking for group mates across ethnic boundaries

Negative stereotypes decreased, academic performance improved, increased self esteem

193
Q

Used jigsaw in racially mixed classrooms in Texas

7 experimental classrooms, 3 control

Found significant increase in participants liking for group mates across ethnic boundaries

Negative stereotypes decreased, academic performance improved, increased self esteem

A

Aronson and bridgeman 1979

194
Q

Jigsaw theory evaluation

A

Good research support

Can be used in a wide variety of situations

Had other benefits, eg self esteem

Time consuming

Relies on having a mixed class to begin with, hard if outgroup are in a different country for example

195
Q

Good research support

Can be used in a wide variety of situations

Had other benefits, eg self esteem

Time consuming

Relies on having a mixed class to begin with, hard if outgroup are in a different country for example

A

Jigsaw theory evaluation

196
Q

Media includes..

A

Tv
Newspapers
Posters
Radio
Social media

197
Q

Tv
Newspapers
Posters
Radio
Social media

A

Media

198
Q

Media influences its consumers..

A

Greatly and in many ways

199
Q

What happens when a media initiative is published

A

Consumers will read it

200
Q

Ways consumers may react to media initiative

A

React consciously and analytically and ponder the media’s treatment of race and diversity

May try to integrate the learning into their personal frameworks, value systems, and attitudes

May critically absorb or reject different multicultural lessons (linking to confirmation bias)

May connect the new info to their existing knowledge

201
Q

React consciously and analytically and ponder the media’s treatment of race and diversity

May try to integrate the learning into their personal frameworks, value systems, and attitudes

May critically absorb or reject different multicultural lessons (linking to confirmation bias)

May connect the new info to their existing knowledge

A

Ways that consumers may react to a new media initiative

202
Q

Media to reduce or encourage prejudice

A

Can help reduce prejudice, stereotypes, and discrimination

But also has the ability to reinforce negative attitudes depending on the aim

203
Q

Can help reduce prejudice, stereotypes, and discrimination

But also has the ability to reinforce negative attitudes depending on the aim

A

Media and prejudice

204
Q

Media and prejudice examples

A

Newspapers like daily mail help enforce xenophobic attitudes as they regularly write negatively about immigrants (links to stereotype)

However

Charities like show racism the red card publish literature to help stomp out racism and encourage equality

205
Q

Riggle et al 1996

A

Showed participants video about the life of a homosexual politician

After watching, participants had significantly less homophobic attitudes compared to before

206
Q

Showed participants video about the life of a homosexual politician

After watching, participants had significantly less homophobic attitudes compared to before

A

Riggle et al 1996

207
Q

Patluck 2009

A

Effectiveness of radio programmes in Rwanda after Rwandan genocide in 1994

Two versions of a soap opera were played for 1 year

Experimental portrayed ethnic outgroup in positive ways, other version did not

After, attitudes to social norms such as interracial marriage had shifted

However, still considerable prejudice in personal views existed

208
Q

Effectiveness of radio programmes in Rwanda after Rwandan genocide in 1994

Two versions of a soap opera were played for 1 year

Experimental portrayed ethnic outgroup in positive ways, other version did not

After, attitudes to social norms such as interracial marriage had shifted

However, still considerable prejudice in personal views existed

A

Patluck 2009

209
Q

Multiple forms can be used to impact all people

Potentially used in many situations

Often low cost (as can be expensive)

Larger reach compared to education

May be preaching to the converted, prejudiced people may switch it off

Private companies avoid tackling stereotypes as are profit central

Doesn’t explain cause or effect of prejudice

A

Evaluation of media to reduce prejudice

210
Q

Evaluation of media to reduce prejudice

A

Multiple forms can be used to impact all people

Potentially used in many situations

Often low cost (as can be expensive)

Larger reach compared to education

May be preaching to the converted, prejudiced people may switch it off

Private companies avoid tackling stereotypes as are profit central

Doesn’t explain cause or effect of prejudice

211
Q

Affirmative action

A

Policies are those in which an institution or organisation actively engages in efforts to improve opportunities for historically excluded groups in society

212
Q

Policies are those in which an institution or organisation actively engages in efforts to improve opportunities for historically excluded groups in society

A

Affirmative action

213
Q

Where is affirmative action primarily focused

A

Education

And

Employment

214
Q

What is primarily focused in education and employment

A

Affirmative action

215
Q

Affirmative action in universities

A

Admission policies that provide equal access to education for groups that are underrepresented

Eg women and minorities

216
Q

Admission policies that provide equal access to education for groups that are underrepresented

Eg women and minorities

A

Affirmative action in universities

217
Q

What is affirmative action called in uk

A

Positive action

218
Q

Positive action

A

Affirmative action called in the uk

219
Q

What does affirmative action aim to do

A

Encourage certain groups of people with different needs or who are disadvantaged in some way to access work or training

220
Q

Encourage certain groups of people with different needs or who are disadvantaged in some way to access work or training

A

Affirmative action aim

221
Q

Example of affirmative action for employer

A

Organise an open day for people from a particular ethnic background if they’re under represented in the employers workforce

222
Q

Organise an open day for people from a particular ethnic background if they’re under represented in the employers workforce

A

Employer can do affirmative action

223
Q

How is affirmative action allowed

A

Equality act 2010

224
Q

An employer can take affirmative action when someone who is characterised as having protected characteristics if..

A

They’re disadvantaged in some way in relation to work

Their participation in employment or training is particularly low

They have particular needs which are different from other people who don’t share their protected characteristic

225
Q

They’re disadvantaged in some way in relation to work

Their participation in employment or training is particularly low

They have particular needs which are different from other people who don’t share their protected characteristic

A

An employer can take affirmative action when someone who is characterised as having protected characteristics if..

226
Q

Women in stem as affirmative action

A

Aims to improve the under representation of women in STEM

Initiative holds seminars, lectures and other events that are catered towards women in or aspiring to be part of STEM

227
Q

Aims to improve the under representation of women in STEM

Initiative holds seminars, lectures and other events that are catered towards women in or aspiring to be part of STEM

A

Affirmative action in winter

228
Q

Affirmative action football league

A

target between 10 to 20% of recruits from BAM (black, Asian, or minority) backgrounds to youth development jobs by 2019

229
Q

target between 10 to 20% of recruits from BAM (black, Asian, or minority) backgrounds to youth development jobs by 2019

A

Football league affirmative action

230
Q

Laar et al 2005

A

Found that when students gained a randomly picked roommate of a different race, their level of prejudice decreased.

Equal status contact can reduce prejudice

231
Q

Found that when students gained a randomly picked roommate of a different race, their level of prejudice decreased.

Equal status contact can reduce prejudice

A

Laar et al 2005

232
Q

Brown et al 2000

A

When women felt they had been selected for a job because of their gender, they preformed worse

Stereotype threat

233
Q

When women felt they had been selected for a job because of their gender, they preformed worse

Stereotype threat

A

Brown et al 2000

234
Q

Evaluation of affirmative action

A

In the US, AA programmes have resulted in doubling or tripling the number of minority applications to college and universities. And has made colleges and unis more representative of their surrounding communities

Graduates who benefited from AA received better jobs, earned more, and living better lives because of opportunity

Reduces prejudice by promoting equal status contact between groups

Reduce stereotyping by making people less ignorant of out groups

Increase diversity so more approachable

More role models

HOWEVER..

Reverse discrimination by favouring one group over another

Those who benefit from AA may be seen as undeserving

Condescending to outgroup. Implies that the group needs help to succeed

Token status

235
Q

HOWEVER..

Reverse discrimination by favouring one group over another

Those who benefit from AA may be seen as undeserving

Condescending to outgroup. Implies that the group needs help to succeed

Token status

A

Evaluation of affirmative action

236
Q

Evaluate realistic conflict theory

A

Lots of research support, particularly in RCS

Often extremest political groups will claim that out groups are harming the country

RCS isn’t entirely valid as the boys could have been more prone to forming prejudice because of their lack of maturity. Can’t generalise to adults

237
Q

Evaluation of scape goat

A

Good research support, weatherly 1961

Seems plausible - face validity

Note all frustration leads to aggression, depression

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