Prejudice Flashcards
(237 cards)
1
Q
Prejudice definition
A
An attitude, usually negative, towards another person based on their previewed membership of a group
2
Q
An attitude, usually negative, towards another person based on their previewed membership of a group
A
Prejudice defintion
3
Q
Cognitive
A
What we think - beliefs
4
Q
Affective
A
How we feel, thoughts
5
Q
Behavioural
A
What we do, actions
6
Q
What we think - beliefs
A
Cognitive
7
Q
How we feel, thoughts
A
Affective
8
Q
What we do, actions
A
Behavioural
9
Q
3 aspects that can be part of a bias
A
Cognitive
Affective
Behavioural
10
Q
In group
A
The group that you are a member of
11
Q
The group that you are a member of
A
In group
12
Q
Outgroup
A
The group that you are not a part of
13
Q
The group that you are not a part of
A
Out group
14
Q
What aspect are stereotypes part of
A
Cognitive
15
Q
Stereotype
A
A group is assumed to have certain characteristics.
Individuals of a group are judged with little or no evidence
16
Q
A group is assumed to have certain characteristics.
Individuals of a group are judged with little or no evidence
A
Stereotype
17
Q
First problem with stereotypes
A
Stereotype may be inaccurate
18
Q
Second problem with stereotypes
A
Even if true on average, may not be true of the individual
19
Q
Third problem with stereotypes
A
The stereotype may be offensive
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
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
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
23
Q
Why is ageism a unique form of prejudice
A
Membership of age groups is in constant transition over the lifespan
24
Q
Ageism
Old vs young stereotypes
A
Attitudes towards older people are more negative than towards younger adults
25
Media examples
Books
Movies
Tv
Newspapers
Internet
26
What can media do
Can contribute to and perpetuate stereotypes
27
Stereotypes benefit
Provide mental shortcuts
Making processing easier in working memory and saving effort
28
What aspect can media also add to
Affective aspects
29
How can media add to affective aspects
With negative/scare stories about an out group
This leads to internal hostility
30
Media benefit
Can help promote equality and raise awareness of unfair treatment
31
Can help promote equality and raise awareness of unfair treatment
Media
32
What can media do to discrimination
Increased or decrease
33
Discrimination
When a person is treated harmful or unfairly due to their group membership
34
When a person is treated harmful or unfairly due to their group membership
Discrimination
35
Example of discrimination
An employer preferring an ingroup member when interviewing candidates for a job
36
Discrimination law
Illegal because odd equality act 2010
37
Direct discrimination
Mistreating, harming, or failing to give a fair chance to members of an outgroup,
and or
preferring helping in group members
38
Mistreating, harming, or failing to give a fair chance to members of an outgroup,
and or
preferring helping in group members
Direct discrimination
39
Indirect discrimination
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
40
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
Indirect discrimination
41
Positive discrimination
Still inaccurate and offensive
42
Positive discrimination women
Common towards women (eg treating women more politely) and may be seen as a good thing
43
Common towards women (eg treating women more politely) and may be seen as a good thing
Positive discrimination women
44
Gliske and Fiske 2001
Found that positive sexism went hand in hand with more harmful forms
Countries that shared more also showed higher rates of violent aggressive sexism
45
Found that positive sexism went hand in hand with more harmful forms
Countries that shared more also showed higher rates of violent aggressive sexism
Gliske and Fiske 2001
46
Stereotype
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
47
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
Stereotype
48
Stereotypical thinking in social life
It is unavoidable
Not automatically bad
49
Farley 2000
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
50
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
Farley 2000
51
Stereotyping can lead to…
Predjudice
52
Prejudice leads to…
Discrimination
53
Discrimination can lead to…
Harassment and violence
54
4 attributes of stereotypes
Simplification
Exhageration or distortion
Généralisation
Cultural attributes seen as natural
55
Stereotype threat
Awareness of a negative stereotype leads to poorer Performance
56
Awareness of a negative stereotype leads to poorer Performance
Stereotype threat
57
Anbody et al 2001
When girls were reminded of gender differences using a questionnaire, they did more poorly on a maths test compared to a control group.
58
When girls were reminded of gender differences using a questionnaire, they did more poorly on a maths test compared to a control group.
Anbody et al 2001
59
Spencer et al 1999
Found similar result as anbody with female undergraduates
60
Found similar result as anbody with female undergraduates
Spencer et al 1999
61
Stereotype lift
A positive stereotype can improve performance.
62
A positive stereotype can improve performance.
Stereotype lift
63
Stereotype lift disadvantage
Can cause harm by disadvantaging other groups who do not receive the same benefit
A positive stereotype implicitly judges other groups as negative
64
Authoritarian personality
Focuses on individual factors to explain prejudice.
Claims that childhood experience and an individual’s upbringing impacts their behaviour as an adult
65
Focuses on individual factors to explain prejudice.
Claims that childhood experience and an individual’s upbringing impacts their behaviour as an adult
Authoritarian personality
66
Authoritarian personalities
Obedient
Dependent on authority figure
Prejudicial to lower ranks
67
Obidient
Dependant on authority figure
Prejudicial to lower ranks
Authoritarian personality
68
Authoritarian personality
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 !
69
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 !
Authoritarian personality
70
F scale variables
Conventionalism
Authoritarian submission
Sex
Rigid thinking
71
Evaluation of authoritarian personality
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
72
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
AP evaluation
73
scape goat theory derived from
Frustration agression hypothesis
A theory that all frustration leads to agression and all agression stems from frustration
74
What is derived from
Frustration agression hypothesis
A theory that all frustration leads to agression and all agression stems from frustration
Scapegoat theory
75
Dollard scapegoat theory
If goal achievement is prevented, psychic energy rises and frustration is experienced (disequilibrium) which can only be alienated by agression
76
Scapegoat theory in one sentence
Prejudice caused by one social group blaming their problems on another
77
Prejudice caused by one social group blaming their problems on another
Scapegoat
78
Confirmation bias scapegoat theory
People tend to notice info that fits their stereotype, while ignoring info that goes against them.
79
People tend to notice info that fits their stereotype, while ignoring info that goes against them.
Confirmation bias scapegoat
80
What do in group members notice in scapegoat
In group remembers examples of people from the outgroup comitting crimes, whilst ignoring examples of in group members doing so
81
schemas scapegoat theory
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
82
When is scapegoat theory most likely to happen
When we have little knowledge and infrequent interactions with outgroup members
83
What happens when we have little knowledge and infrequent interactions with outgroup members
Scapegoating
84
Weatherly 1961
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
85
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
Weatherly 1961
86
What does weatherly show
Agression always follows frustration.
However, this isn’t always the case - an alternative consequence could be depression or anxiety
87
Social identity theory
Prejudice is motivated by our sense of group identity
People psychologically identify with some groups more than others
88
In SIT, group identification is __
Flexible
89
In sit, what is self esteem tied to
Success of ingroups
90
In sit, what is the result of self esteem being tied to in group success
We may be motivated to make the in group successful and to harm out groups
91
In sit, what are the three processes that create ingroup outgroup mentality
Social categorisation
Social identification
Social comparison
92
Social categorisation
Social identification
Social comparison
three processes that create ingroup outgroup mentality
93
Social categorisation
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
94
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
Social categorisation
95
Social identification
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
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
Social identification
97
Social comparison
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
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
Social comparison
99
Positive distinctiveness
The drive to maintain a distinct and positive social identity
100
The drive to maintain a distinct and positive social identity
Positive distinctiveness
101
Inter group comparisons
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
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
Inter group comparisons
103
Evaluation of sit
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
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.
Evaluation of SIT
105
Aim of Tajfel 1970
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
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
Aim of Tajfel
107
Tajfel 1970 IV
Type of allocation they were asked to make
108
Tajfel 1970 DV
Choices they made (either being fair or showing discrimination)
109
Tajfel 1970 Sample
64 schoolboys aged 14 - 15 from a secondary school in Bristol
110
64 schoolboys aged 14 - 15 from a secondary school in Bristol
Tajfel sample
111
Tajfel 1970 method
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
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
Tajfel 1970 method
113
Tajfel 1970 evaluation
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
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
Tajfel 1970
115
Tajfel 1970 Analysis
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
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
Tajfel 1970 Analysis
117
Why did sherif belief conflict arises
Groups having incompatible goals
Eg countries disputing the same area of land
118
Aim of RCS
To find out if inter group conflict occurs when there is competition for resources
119
RCS method
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
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
RCS method
121
RCS results
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
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
RCS results
123
RCS evaluation
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
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
Evaluation
125
RCS conclusion
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
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
RCS conclusion
127
RCS analysis
Superordinate goals are affecting in reducing conflict, stereotypes, and discrimination between groups
128
Superordinate goals are affecting in reducing conflict, stereotypes, and discrimination between groups
RCS analysis
129
Superordinate goal
Collecting aim that can only occur if all members contribute
130
Collecting aim that can only occur if all members contribute
Superordinate goals
131
Prejudice and education overview
Giving ppl information on the causes and effects of prejudice may reduce it
132
Ben and Ben 1970
Education can help prevent society developing prejudicial attitudes as the societal norm
133
Education can help prevent society developing prejudicial attitudes as the societal norm
Bem and Bem 1970
134
Hill 2001
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
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
Hill 2001
136
Aboud and Doyle1993
Children are prejudice as young as 5. Though can decline with their later cognitive development
Therefore education does reduce discrimination
137
Children are prejudice as young as 5. Though can decline with their later cognitive development
Therefore education does reduce discrimination.
Aboud and Doyle 1993
138
Jane Elliot 1968 (basic overview)
Confirmed that education can be used to teach us to be more considerate with blue eye brown eye experiment
139
Confirmed that education can be used to teach us to be more considerate with blue eye brown eye experiment
Jane Elliot 1968
140
JE Aim
Develop an understanding of racism and its impact
141
Develop an understanding of racism and its impact
JE Aim
142
JE method
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
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
JE METHOD
144
JE results
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
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
JE results
146
JE evaluation
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
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
JE evaluation
148
Weiner and Wrighy method
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
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
Weiner and wright
150
Weiner and wright results
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
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
Weiner and wright
152
Weiner and wright conclusion
Experiencing prejudice first hand will reduce prejudice to other people
153
Experiencing prejudice first hand will reduce prejudice to other people
Weiner and Wright conclusion
154
Show racism the red card organisation
Anti racism charity operating in the uk
155
Anti racism charity operating in the uk
Show racism the red card
156
What does show racism the red card do
Challenges racism in sport, especially football, with anti racism educational resources
157
Challenges racism in sport, especially football, with anti racism educational resources
Show racism the red card
158
Show racism the red card competition
In primary and secondary schools
Try to make resources that combat discrimination with poetry, art, and film
159
In primary and secondary schools
Try to make resources that combat discrimination with poetry, art, and film
Show racism the red card competition
160
Contact hypothesis
If groups have closer contact, they will treat each other as individuals and feel less prejudice
161
If groups have closer contact, they will treat each other as individuals and feel less prejudice
Contact hypothesis
162
Contact hypothesis disadvantage
Contact can also create more potential for conflict
Eg new groups immigrating to a country
163
Contact can also create more potential for conflict
Eg new groups immigrating to a country
Disadvantage of contact hypothesis
164
Allport 1954
Equal status is important
People cooperate on an equal basis I without there being a superior
165
Equal status is important
People cooperate on an equal basis I without there being a superior
Allport 1954
166
Cook 1978
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
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
Cook 1978
168
Pettigrew 1998
4 reasons why contact hypothesis works
Opportunity to learn about outgroup
Attitudes change due to cooperation
Ingroup reappraisal
Generating affective ties
169
4 reasons why contact hypothesis works
Opportunity to learn about outgroup
Attitudes change due to cooperation
Ingroup reappraisal
Generating affective ties
Pettigrew 1998
170
Realistic conflict theory
When two groups with different perspectives over limited resources, imagined or real, groups will feel threat from one another
Threat —> discriminatory attitudes
171
When two groups with different perspectives over limited resources, imagined or real, groups will feel threat from one another
Threat —> discriminatory attitudes
Realistic conflict theory
172
RTC economic decline
Negative attitudes to foreign workers
173
RTC
What can conflict lead to
Increasing animosity toward the outgroup and can fuel feuds
174
What does RTC focus on
External situational factors rather than personality or value differences
175
What focuses on external situational factors rather than personality or value differences
RTC
176
RTC
When resources are not scarse
Groups will cooperate in harmony
177
RTC how to reduce prejudice
Superordinate goals
178
What is taken into an individuals account other than personal benefits
RTC
Benefit to the collective group
179
Two main points that will cause prejudice in RTC
Conflicting goals
And
Competition for limited resources
180
RTC Denmark vs Germany
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
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
RTC other countries
182
RTC real life application football
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
Scarcity doesn’t have to be real
RTC
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
SIT and RTC similarity
Both describe the role of groups in the formation of prejudice using group favouritism and outgroup bias
185
Both describe the role of groups in the formation of prejudice using group favouritism and outgroup bias
SIT and RTC similarities
186
SIT and RTC differences
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
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
SIT and RTC differences
188
Aronson et al 1978
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
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
Aronson et al 1978
190
Jigsaw technique method
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
Superordinate goals in jigsaw theory
Everyone has a part to play
No one can succeed on their own
Teaches individuals to value others contributions
Interdependence > cooperation
192
Aronson and Bridgeman 1979
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
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
Aronson and bridgeman 1979
194
Jigsaw theory evaluation
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
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
Jigsaw theory evaluation
196
Media includes..
Tv
Newspapers
Posters
Radio
Social media
197
Tv
Newspapers
Posters
Radio
Social media
Media
198
Media influences its consumers..
Greatly and in many ways
199
What happens when a media initiative is published
Consumers will read it
200
Ways consumers may react to media initiative
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
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
Ways that consumers may react to a new media initiative
202
Media to reduce or encourage prejudice
Can help reduce prejudice, stereotypes, and discrimination
But also has the ability to reinforce negative attitudes depending on the aim
203
Can help reduce prejudice, stereotypes, and discrimination
But also has the ability to reinforce negative attitudes depending on the aim
Media and prejudice
204
Media and prejudice examples
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
Riggle et al 1996
Showed participants video about the life of a homosexual politician
After watching, participants had significantly less homophobic attitudes compared to before
206
Showed participants video about the life of a homosexual politician
After watching, participants had significantly less homophobic attitudes compared to before
Riggle et al 1996
207
Patluck 2009
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
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
Patluck 2009
209
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
Evaluation of media to reduce prejudice
210
Evaluation of media to reduce prejudice
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
Affirmative action
Policies are those in which an institution or organisation actively engages in efforts to improve opportunities for historically excluded groups in society
212
Policies are those in which an institution or organisation actively engages in efforts to improve opportunities for historically excluded groups in society
Affirmative action
213
Where is affirmative action primarily focused
Education
And
Employment
214
What is primarily focused in education and employment
Affirmative action
215
Affirmative action in universities
Admission policies that provide equal access to education for groups that are underrepresented
Eg women and minorities
216
Admission policies that provide equal access to education for groups that are underrepresented
Eg women and minorities
Affirmative action in universities
217
What is affirmative action called in uk
Positive action
218
Positive action
Affirmative action called in the uk
219
What does affirmative action aim to do
Encourage certain groups of people with different needs or who are disadvantaged in some way to access work or training
220
Encourage certain groups of people with different needs or who are disadvantaged in some way to access work or training
Affirmative action aim
221
Example of affirmative action for employer
Organise an open day for people from a particular ethnic background if they’re under represented in the employers workforce
222
Organise an open day for people from a particular ethnic background if they’re under represented in the employers workforce
Employer can do affirmative action
223
How is affirmative action allowed
Equality act 2010
224
An employer can take affirmative action when someone who is characterised as having protected characteristics if..
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
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
An employer can take affirmative action when someone who is characterised as having protected characteristics if..
226
Women in stem as affirmative action
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
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
Affirmative action in winter
228
Affirmative action football league
target between 10 to 20% of recruits from BAM (black, Asian, or minority) backgrounds to youth development jobs by 2019
229
target between 10 to 20% of recruits from BAM (black, Asian, or minority) backgrounds to youth development jobs by 2019
Football league affirmative action
230
Laar et al 2005
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
Found that when students gained a randomly picked roommate of a different race, their level of prejudice decreased.
Equal status contact can reduce prejudice
Laar et al 2005
232
Brown et al 2000
When women felt they had been selected for a job because of their gender, they preformed worse
Stereotype threat
233
When women felt they had been selected for a job because of their gender, they preformed worse
Stereotype threat
Brown et al 2000
234
Evaluation of affirmative action
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
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
Evaluation of affirmative action
236
Evaluate realistic conflict theory
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
Evaluation of scape goat
Good research support, weatherly 1961
Seems plausible - face validity
Note all frustration leads to aggression, depression
