Chapter 10 Flashcards
Stigma:
Stigmatized Group: any group without p__ status.
- violating n__ established by d__ group
- seen as “d__, s__, f__, d__.”
privileged
norms, dominant
devalued, spoiled, flawed, deviants
Benign vs. Harmful Stigmas:
-not all stigmas have strong negative consequences.
1) Stability: for how l__ are you in the group?
- l__ time course–>more harmful c__
ex: a__ vs. m__ illness
2) Concealability: ability to h__/c__
- some choose to “p__” for member of d__ group
- doesn’t reduce g__/s__
ex: g__ men/l__ not open about relationships but feeling guilt/shame over hiding
3) Aesthetic Qualities:
- p__ a__ drives many stigmas
- less p__ a__, more s__.
4) Origin:
- controllable-__ stigma
- uncontrollable-p__, less a__.
5) Peril:
- perceived d__ increases stigma
- HIV/AIDS-Mental health
negative
long, longer, consequences
acne, mental
hide/control
pass, dominant
guilt/shame
gay/lesbians
physical appearance
physically attractive, stigmatized
more
pity, anger
danger
Stigma –> dehumanization
-Forming impressions based on limited information:
IV: “Imagine meeting someone diagnosed with a …”
-chronic mental illness, -chronic physical illness
DV: Perceived “humanity” (how you describe someone)
ex: rating of animal traits (wild, untamed) vs. human traits (citizen, person).
Main Point: the “m__ i__” label d__ perceived h__.
mental illness, decreases, humanity
Stigma by association:
- associating with stigmatized group–> “c__ stigma”
e. g. less likely to r__ job applicant shown socially i__ with o__ person.
e. g. greater d__ with someone who’s a friend of a g__ (vs. s__) man
courtesy
recommend, interacting, overweight
discomfort, gay, straight
2) Tokenism: attracting a__ by being a statistical m__.
- higher s__ (p__ and n__)
- feeling i__
- m__ for group
attention, minority
scrutiny, positives, negatives
isolated
mascot
3) Stereotype Threat: fear of c__ a stereotype may unintentionally cause a person to act in a__ with the stereotype.
ex: race and intelligence
- black and white students answer SAT questions
- two conditions:
1) no additional instructions
2) told that the test measures general intelligence
- Main Point: group d__ only when framed as “i__” test
ex 2: race and athletic performance
-take an “athletic aptitude test” (aka minigolf)
IV: test of “natural athletic ability” or “sports intelligence”
DV: # of strokes to finish mini golf course
-Main Point: group differences only when consistent with a n__ stereotype.
ex 3: multiple identities -asian-american women take a math test IV: first respond to survey that highlights either -asian identity -female identity -neither identity (control) DV: # of correct answers -Main Point: lower performance only when focused on ID with n\_\_ stereotype.
confirming, accordance
differences, intelligence
negative
negative
When does stereotype threat occur:
1) Group members are a__ of a n__ stereotype about their g__.
- especially when r__ before a t__.
2) Task is d__ of the s__ ability.
3) The task is d__/c__.
4) The person c__ about the g__ and the t__.
a-group identification:
-stronger group c__–> greater stereotype t__.
ex: gender and math ability:
- “being a woman is an i__ part of my self image” –> g__ stereotype threat
b- task importance:
-more important t__–> greater stereotype t__
-ex: gender and math ability
“how important is logical/math ability to you?”
-m__ important –> g__ stereotype threat
aware, negative, group
reminded, test
diagnostic, stereotyped
difficult/challenging
cares, group, task
connection, threat
important, greater
test, threat
more, greater
Why does stereotype threat occur:
1) anxiety
- fear of c__ a stereotype–> s__
- there’s a “t__ in the air”
2) reduced executive function:
- become s__-c__
- focusing on signs of f__
- try to s__ anxiety and self-doubt –> r__ executive function and w__ performance
confirming, stress
threat
self-conscious
failure
suppress
reduced, worse
Reducing Stereotype Threat:
1) Role models:
- thinking about s__ i_-g__ member–> __ stereotype threat.
2) Mindset Change:
- people can see intelligence as “f__” or “c__”
Mindset Mentorship Study:
-7th graders paired with college-age mentors
IV: learn that intelligence can increase with work (or not)
DV: students standardized test scores
Students taught that intelligence is changeable performed __.
3) Self-Affirmation: affirming v__ before a test –> r__ stereotype threat
Affirmation Score intervention:
-white and latino middle school students
IV: In-school affirmation exercises vs. control writing exercises
DV: final grades in core classes
-affirmation __ group had higher GPA
-control vs. affirmation no effect on __ group because of lack of stereotype threat .
-effects persisted over the next _ years.
successful, in-group, lower
fixed, changeable
better
values, reduced
latino, white, 2
Vulnerability to stress due to discrimination/prejudice:
-p__/d__–> s__ –> p__ h__
H__ prevalent among African Americans
-could some of this be due to p__ p__?
- stereotype t__–> blood p__
- experience with racial d__–> blood p__
s__ effects for other g__
prejudice/discrimination, stress, physical health
hypertension, pervasive prejudice
threat, pressure
discrimination, pressure
similar, groups
Vulnerability to stress-why?
1) “non-normative” life stresses: experienced o__ by s__ groups.
- e.g. L__community and “c__ o__” process
- e.g. minority i__ and a__ process.
2) Some c__ more likely for s__ groups
- low S__–> e__, n__, e__.
- many effects of race disappear when c__ for SES
3) Suppressed emotion stress:
- ones reaction to discrimination: f__, a__, f__
- pressure to s__ feelings
- -> s__
- blood p__, sleep d__
only, stigmatized
LGBTQ, coming out
immigrants, acculturation
challenges, stigmatized
SES, education, nutrition, environment, controlling
frustration, anger, fear, suppress, stress
pressure, disturbances
Coping with Discrimination:
1) Denial:
- acknowledge effects on o__, deny effects on s__.
- comparing experience to more e__ examples
2) Disengagement from tasks:
- protects s__-e__.
3) Behavioral Compensation:
- pre-emptively c__ behavior to c__ for stigma
- attempt to d__ stereotypes
e. g. forewarning that audience is p__ led women to write essays about self with fewer f__ references
others, self
extreme
self-esteem
change, compensate
disconfirm
prejudiced, feminine
