module 12

Question 1

attributional ambiguity

Answer 1

• ppl in stereotyped groups can experience difficulty interpreting feedback from others (cant tell if its a bias or not)
• can be positive or negative feedback (pos=did person do good or are they compensating, neg=did person do bad or is feedback prejudice)

Question 2

stereotype threat

Answer 2

• Claude Steele
• study why black students underperform on SATs or GREs
• hypothesis: fears about confirming stereotypes abt groups interfere with performance
  -becomes a self-fulfilling prophecy

Question 3

what are the mechanisms behind stereotype threat

Answer 3

• anxiety/physiological arousal
• negative cognitions
• lowered exceptions
• reduced effort
• reduced working memory capacity
• reduced creativity, flexibility, and speed

Question 4

how to reduce negative effects of stereotype threat

Answer 4

• reframe tests
• not emphasizing social category
• self-affirmations
• role models
• emphasizing incremental models of ability
• learning abt stereotype threat can reduce its effect

Question 5

contact hypothesis

Answer 5

• increased contact between members of various social groups can be effective in reducing prejudice between them
• assumes prejudice results from ignorance; if groups learn abt each other through interpersonal contact, stereotypes should be disconfirmed and prejudice should decrease
• ex racial desegregation

Question 6

in what context was the contact hypothesis successful

Answer 6

• military
• roommates of different races in uni
• socially assisted housing projects

Question 7

What are the 5 critical conditions that must be met in order for the contact hypothesis to work

Answer 7

• groups must be equal in status in the context
• there must be personal interaction among individual members of the groups
• there must be contact with more than one member of the outgroup
• the individuals must engage in cooperative activities
• the social norms should favour intergroup contact

Question 8

jigsaw classroom

Answer 8

• cooperative learning method where interracial groups work together
• class is broken down to expert groups, one person from each expert group are put in groups, they each have a piece needed for success
• social outcomes: positive attitudes toward outgroups
• academic outcomes: improvement for minority students
• caveat: all students must be competent

Question 9

Common ingroup identity model

Answer 9

• prejudice will be decreased if ppl view themselves as members of the same social identity
• unity is increased by associating together

Question 10

people are motivated to conform to their ____ groups

Answer 10

social

Question 11

motivations for overcoming prejudice

Answer 11

• internal: based on personal belief that prejudice is wrong
• external: desire to not be politically incorrect, only worried about what others will think about you, worried about pressures from others

Question 12

_______ motivations are more consistent and predictive of behaviours, they are better in changing attitudes

Answer 12

internal

Question 13

what motivation is more relevant in overcoming prejudice according to plant and devine: internal or external

Answer 13

both