Prejudice I Flashcards

1
Q

Definitions of Prejudice
- prejudice
- cognitive
- affective
- conative

A

Prejudice: “unfavorable attitude towards a social group and its members” (Hogg & Vaughn, 2018)
From “prejudgment”

Prejudice has traditionally been viewed as consisting of three components: (map onto A B C’s of psychology)
Cognitive: beliefs and stereotypes about a social group.
Affective: strong, usually negative feelings about a social group and the qualities it is believed to possess.
Conative: intentions to behave in a certain way towards the social group – not behaviour itself.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Definitions of prejudice:
1- what is not included and why?
2- do all researchers adopt this tripartite view of prejudice?
3- what do other models of prejudice include?

A

1- Discrimination is not included, because prejudice is not always believed to translate into discriminatory actions (e.g. laws can prevent discrimination).

2- But not all researchers adopt this tripartite view of prejudice.

3- Other models of prejudice include the behavioral component (discriminatory actions toward a social group) as part of prejudice.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

1- How do others view stereotyping, prejudice & discrimination?
2- match stereotypes, prejudice and discrimination to the components of attitudes

A

1- Others view stereotyping, prejudice & discrimination as separate things
– not interchangeable

2
Stereotypes – the cognitive component of attitudes towards a social group, beliefs about what a particular group is like

Prejudice is affective (feeling)

Discrimination is behavioural (action) component of
an attitude

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Prejudice as…
Prejudice seen as…

A

Prejudice as an unfavourable and devaluing orientation toward members of a group because of their belonging to the group.

Prejudice seen as core to intergroup inequalities, intergroup conflict and intergroup violence, exploitation, e.g. dehumanisation and genocide.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Targets of prejudice

A

Social stratification
- class
- race
- ethnicity
- gender
- religion
- sexual orientation

Theoretically you can have as many forms of prejudice as there are social categories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What are the types of prejudice

A
  • Explicit attitudes
  • Implicit attitudes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Explain what explicit attitudes are?
definition, measured, limitation, behavioural manifestations

A

Explicit attitudes: attitudes that are controllable, overt, reflective and monitorable.

Measured e.g. through self-report measures of attitudes toward a social group.

Limitation: social desirability concerns can lead people to conceal their real attitudes (eg people might hide how they feel)

Behavioural manifestations: (include) Hate crimes, Hate speech, Discriminatory policies and laws, Racial profiling, Police brutality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Explain what implicit attitudes are?
definition, inferred based on, behavioural manifestations

A

Implicit attitudes: attitudes that are reflexive, outside conscious awareness, uncontrollable and subtle.

They are inferred based on behavioural task performance.

Behavioural manifestations: Implicit hiring discrimination, Implicit glass ceiling at work (women getting promoted), Implicit housing discrimination

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Give an example of an implicit measure and explain what it does

A

Implicit Association Tests (IAT)

Example: participants rapidly categorise a series of African American vs European American faces paired with either positive words (e.g. good) or negative words (e.g. bad). If the African American + bad task is completed faster and with fewer errors than the African American + good task, this indicates more negative implicit attitudes toward African Americans.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

(refer to answers in terms of relating to implicit/ explicit level)

1- how is racism measured?
2- how can prejudice be held?
3- how do aversive racists hold racist beliefs
4- explain about aversive racists

A

1- Racism is measured using both explicit and implicit measures.

2- Prejudice can be held at an implicit but not explicit level.

3- Aversive racists do not hold racist beliefs at the explicit level but hold racist beliefs at the implicit level.

4- Aversive racists support principles of racial equality,
sympathise with victims of racism, and view themselves as non-prejudiced. But they also hold negative feelings and beliefs about Blacks often at an unconscious level, acquired through socialisation and socio-cultural influences.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Explanations of prejudice
- Individual differences
- Intergroup theories

A

Individual differences
– Authoritarian personality and Right-Wing
Authoritarianism
– Social Dominance Orientation

Intergroup theories
– Realistic Group Conflict Theory
– Intergroup Threats
– Social Identity Theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Who developed the Authoritarian Personality and Right-Wing Authoritarianism

A

Theodor Adorno
Bob Altemeyer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

The authoritarian personality:
Historical context
Psychoanalytic approach

A

Historical context: fascism and right-wing ideologies in World War II (Holocaust): how can we explain prejudice and discrimination?

Psychoanalytic approach: The Authoritarian Personality (1950): Theodor Adorno, Frenkel-Brunswick, Levinson & Sanford

Theodor and Frenkel → They were both Jewish and had fled Austria and Germany Nazi oppression

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is the authoritarian personality?

A

We cannot think of prejudice towards a certain group in isolation of other things. Theres a cluster of attitudes that coalesce together. This is called the authoritarian personality.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What led to the development of the authoritarian personality and what was it characterised by?

A

Autocratic and punitive parenting practices lead to the development of an authoritarian personality, a syndrome characterised by:
– Ethnocentrism (valuing your group at the expense of other groups)
– Negative attitudes toward Jewish and African
American people and ethnic minorities generally
– Negative attitudes toward democracy
– Cynical and pessimistic view of human nature
– Conservative economic and political attitudes

Child begins to view relationships in terms of authoritarianism, submission ect. and they become to glorify those who are in power and vilify those that are in weak positions.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

The authoritarian personality:
Findings

A

– People who are prejudiced against one ethnic minority tend to be prejudiced toward other minorities (e.g. Blacks, Jews, Catholics)
– Authoritarians hold conservative political economic views and exhibit high levels of generalised ethnocentrism.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

The authoritarian personality:
Limitations

A
  • Situational and sociocultural factors have a powerful effect on ethnocentrism.
    – Pettigrew (1958): although White US Northerners are less racist than White US Southerners and White South Africans, they have similar authoritarianism scores. A culture of prejudice is therefore sufficient for discrimination to occur.

So we cannot establish different racism that occurs in society only from authoritarian personality

  • Ethnocentrism can arise quicker than child rearing practices have time to change: e.g. extreme antisemitism arose quickly in Germany between the two wars
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Right wing authoritariansism:
- who devised the RWA scale and what to overcome?
- what are the 3 dimensions the RWA measures?

A

Bob Altemeyer (1988) devised the RWA scale to overcome previous methodological limitations.

RWA measures three dimensions:
– Authoritarian submission: submission to society’s
established authorities
– Conventionalism: adherence to social conventions adopted by existing authorities
– Punitiveness against deviants: support for aggression toward deviants

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q
  • what is RWA
  • behaviour associated with high RWA
A

RWA is an ideological orientation that varies from individual to individual.

For those high in RWA:
– Social conventions are deemed moral
– Acquiring power and authority results from following social conventions
– Questioning power and authority is therefore immoral

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q
  • what does RWA correlate with?
  • who tend to score high on RWA?
A
  • RWA correlates with prejudice against gay people, immigrants, foreigners, Blacks and Jews.
  • Those who are politically conservative tend to score more highly on RWA
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Who developed the Social Dominance Theory (SDT)

A

Jim Sidanius
Felicia Pratto

22
Q

Social dominance theory:
- how do human societies organise themselves
- what are the different groups

A

All human societies organise themselves socially along group-based hierarchies
(although who is on top and who is at the bottom may change (e.g. through revolutions, coup d’etats etc), group-based hierarchies re-emerge.)

Dominant groups: they have disproportionate power and special privileges (e.g. housing, health, good employment)

Subordinate groups: they have little political power or ease in their way of life (e.g. poor housing, poor health, unemployment etc).

23
Q

SDT:
1- Where does prejudice, discrimination and intergroup conflict result from?
2- How do dominant groups maintain their power over subordinate groups?

A

1- Prejudice, discrimination and intergroup conflict result from human societies’ tendency to be organised along social group-based hierarchies.

2- How do dominant groups maintain their power over subordinate groups?
1) System-wide level processes (institution, circle of discourse)
2) Person level processes
3) Intergroup level processes

24
Q

1) System-wide level processes

A

System-wide level processes: there are counterbalancing forces in all societies that either push to enhance hierarchies or to
attenuate them:

– Hierarchy enhancing and hierarchy attenuating social institutions
– Hierarchy enhancing and hierarchy attenuating legitimising myths

25
Q

Social institutions:
What is Hierarchy enhancing (HE) and Hierarchy attenuating (HA)

A

Hierarchy enhancing:
Allocate resources disproportionately to the advantage of the dominant groups and disadvantage of subordinate groups (sections of the criminal justice system, police, large corporations)

Hierarchy attenuating:
Allocate resources to the advantage of subordinate groups and to the disadvantage of dominant groups but with a view to restore equality (human rights and civil rights groups and organisations, black lives matter)

26
Q

Legitimizing myths definition
- HE and HA examples

A

Legitimizing myths: widely shared ideologies that organise and justify hierarchies (stereotypes, discourses, shared social representations etc).

– Hierarchy enhancing (HE): intellectual discourse, media discourse e.g. ideas or discourse that help justify racism, sexism, sectarianism, classism
– Hierarchy attenuating (HA): feminist scholarships, socialist manifestos e.g. charter of universal human rights, feminist, socialist ideas

27
Q

2) Person level processes

A

– Aggregated individual acts of discrimination help maintain group-based hierarchies

– Values, personality variables, political ideologies, temperaments, empathy, influence how discriminatory people are. SDT focuses on a particular individual difference variable:
Social dominance orientation.

28
Q

1- What is social dominance orientation
2- What do High/ Low SDOs prefer?
3- Example of an SDO scale

A

1- Social dominance orientation (SDO): measure of a
person’s orientation toward group-based hierarchies.

2-
High SDOs prefer group-based inequalities whereas
low SDOs reject group-based inequalities.

3- Example of an SDO scale:
– In setting priorities, we must consider all groups (reversed)
– We should not push for equality between groups
– Group equality should be our ideal” (reversed)
– Superior groups should dominate inferior groups

29
Q

Match high/ low SDOs to supporting hierarchy enhancing/ attenuating legitimizing myths and policies

A
  • High SDOs → hierarchy enhancing
  • Low SDOs → hierarchy-attenuating
30
Q

What are high SDO and low SDO associated with?

A

High SDO is associated with across many nations with: higher forms of prejudice toward outgroups (sexism, heterosexism, racism, nationalism) and hierarchy-enhancing policies (eg. imperious sports).

Low SDO is associated with greater tolerance,
egalitarianism, and support for hierarchy attenuating policies such as respect for human rights (e.g. Pratto, Sidanius, & Levin, 2006).

(They find individuals who belong to dominant groups in society tend to have higher SDO. SDO functions to maintain and serve interest of those in power. This does not mean that one cannot belong to a powerful group without having egalitarian ideas. The theory says you can be a part of a group that is powerful and have no SDO and this is how you can explain for example white people engaging in Black Lives Matter.)

31
Q

Group status

A

Across various samples and nations, members of salient dominant groups were found to have greater SDO than members of subordinate groups

32
Q

Explain Sidanius et al. (2003) study

A

Aim:
They wanted to see how theres racism, SDO and professional orientation interact with each other

Sample:
UCLA students

Results:
HE majors were found to have higher anti-egalitarian
beliefs (SDO and racism) than HA majors.

Students classified business management, marketing, accounting and business economics as being hierarchy enhancing and anthropology, latin, American studies, public health, sociology, special education, women’s studies as being hierarchy-attentuating.

HE= the socially powerful/ wealthy
HA= subordinate social groups (eg. women, ethnic minorities)

33
Q

What is found surrounding assortment of people into HE and HA social institutions and roles

A

Members of dominant groups are disproportionately found in Hierarchy Enhancing roles:
– Hierarchy-Enhancing organizations (e.g. police forces) tend to be staffed by those high on antiegalitarian beliefs whereas
– Hierarchy Attenuating organizations (e.g. civil liberties organizations) tend to be staffed by those with relatively democratic beliefs.

– Students pursuing degrees typically leading to Hierarchy Enhancing careers (e.g. business or law) hold relatively more anti-egalitarian views compared to those pursuing Hierarchy Attenuating careers (e.g. humanities and social sciences).

34
Q

Why are people higher in SDO in hierarchy enhancing institutions and people that are lower in SDO in hierarchy attenuating institutions?
(4 processes)

A
  1. Self-selection- If you are someone that is interested in egalitarianism then you are going to pick particular types of jobs/ professions. if you are someone that is lower in egalitarianism you are going to pick other professions.
  2. Institutional discrimination in hiring- The hierarchy enhancing institution is going to be more interested in hiring those people that serve those interests and objectives. They will also select people who are higher in these SDO tendencies.
  3. Ideological socialization on the job- once you join hierarchy enhancing institution you are trained to become more hierarchy enhancing and vice versa for hierarchy attenuating
  4. Differential feedback and attrition- If you were to join a hierarchy and housing institution but you are someone who is egalitarian- you are less likely to make it in terms of promotion. You might get paid less well, kicked out
35
Q

Ideological socialization on the job:
What did Gatto et al. (2009) find?

A

Gatto et al. (2009) found that a sample of police officers with one year training hold more antiegalitarian attitudes than newly recruited police officers.

(suggesting something is happening in police training that is changing peoples beliefs)

36
Q

Differential feedback and attrition:
What did Leitner and Sedlacek (1976) find?

A

Leitner and Sedlacek (1976) found that campus police officers who are more racist tend to receive more positive performance evaluations from their supervisors.

(who’s getting promoted/ to the top of these organisations)

37
Q

3) Intergroup level
Behavioural asymmetry

A

Members of subordinate groups behave in ways that are less beneficial to self and ingroup compared to the behaviour of dominant groups in stable group-based hierarchies.

38
Q

What are behavioural asymmetry examples?

A
  • Subordinates sometimes favor dominants over their
    own ingroups (outgroup favoritism)
  • Self-debilitation
39
Q

Behavioral asymmetry examples:
– Subordinates sometimes favor dominants over their
own ingroups (outgroup favoritism)- EXPLAIN

A

Clarke and Clarke (1947) doll experiments + see “A girl like me” documentary (2005)- African-American children from segragterd school from 3-7years old. They showed them 4 adults that were either white or black. Asked children to classify ethnicty of dolls and which one they would lilke to play with and why. Most children choose the white doll even though they said the black doll looks more like me.

This was used as a piece of evidence to push desegregation in the US

40
Q

Behavioral asymmetry examples:
Self-debilitation- EXPLAIN

A

Subordinates show higher levels of self-destructive behaviours than dominants do (e.g. internalization of negative ingroup stereotypes-low expectations of ingroup members, self-fulfilling prophecies)

41
Q

Implication- what are group-based hierarchies maintained by?

A

Group-based hierarchies are maintained not only by powerful groups but also by the behaviour of the subordinate groups (although their agency is constrained).

42
Q
  • what does SDT emphasise?
  • institutional racism
A
  • SDT emphasizes the role of institutions in perpetuating prejudice (prejudice is institutionalized).
  • Institutional racism: the manipulation or tolerance of
    institutional practices, policies, and laws that unfairly
    restrict the opportunities of particular groups of people based on race, e.g. limiting immigration to certain groups of people, limiting another group’s voting power.

Individuals may not be aware of their discriminatory actions but they belong to institutions that are perpetrating these discriminatory actions

43
Q

Difference between RWA and SDO

A
  • RWA and SDO are empirically distinct and both are related to prejudice independently of one another (e.g. Henry et al., 2005).
  • One way to think of them is as ideological orientations (Duckitt, 2006)
  • RWA taps more into submission to authority within one’s ingroup whereas SDO taps into preferences for hierarchies between groups.
44
Q

Realistic (Group) Conflict Theory (RCT):
Origins of the theory

A
  • Intergroup conflicts are characterized by ethnocentrism: evaluative preference for all aspects of our own group (ingroup) relative to other groups (outgroups).
  • Prior to the 1960s many perspectives on prejudice, discrimination and intergroup behavior emphasized individual or interpersonal processes in the origins of ethnocentrism (e.g. authoritarian personality)
45
Q

Origins of RCT
- who is Muzafer Sherif?
- where were these ideas tested?
- what is the most famous study?

A
  • Muzafer Sherif, a social psychologist: the origins of ethnocentrism lie in the nature of intergroup relations and not the properties of individuals.
  • Ideas tested in a series of field experiments in 1949, 1953, 1954 at summer camps for young American boys.
  • Most famous study is the 1954 Robbers Cave Experiment
46
Q

Robbers Cave Experiment background

A
  • Muzafer Sherif and colleagues carefully selected 22 twelve-year old boys to participate in a summer camp. The boys were similar in many ways, did not know each other and thus had no history of conflict.
  • Participants were randomly divided into two groups and brought separately into a state park known as Robbers Cave in Oklahoma.
  • The experiment had several phases
47
Q

Robbers Cave Experiment PHASE 1

A
  • For various days the two groups were unaware of each other’s presence. Meanwhile they bonded through typical summer camp activities (making meals, canoeing, swimming etc). These gave them the opportunity to bond with each other
  • Both groups adopted different names: The Rattlers and the Eagles.
  • After a week or so, the groups discovered the presence of one another. At this point some competitive and hostile emotions erupted between the two groups (embryonic ethnocentrism).
48
Q

Robbers Cave Experiment PHASE 2

A

Organized competition between the two groups took place. They were fighting over tournament prizes that would be given only to the winning team (a mutually exclusive goal).

During this phase, intergroup hostility grew even outside the competitions, e.g:
– Name-calling (insults)
– Tearing down each other’s flags
– Secretly amassing weapons

49
Q

Robbers Cave Experiment PHASE 3

A

The experimenters created superordinate goals for participants without them knowing: goals desired by both groups but which can only be achieved if the groups cooperate, e.g. collecting money together to get a movie they all wanted to watch, unblocking a faucet to secure water for the camp.

Result: the cooperative activities led to gradual improvement of intergroup relations

50
Q

Robbers Cave Experiment
Importance

A
  • The boys did not have authoritarian or dogmatic personalities.
  • The origins of intergroup conflict lie elsewhere… (not in the personalities and ideological orientations of people)
51
Q

Realistic Conflict Theory
Developed by…
What does intergroup conflict result from?

A

Developed by Sherif (1961): intergroup conflict results from fighting over desirable resources that are scarce and can only be obtained by one group (zero-sum) or they are perceived as such

52
Q

Realistic Conflict Theory: core propositions

A
  • Goals which are mutually exclusive (e.g. acquiring a
    scarce resource) lead to realistic intergroup conflict
    and ethnocentrism (negative interdependence).
  • Goals which require interdependence (cooperation)
    for their achievement encourage intergroup harmony
    and reduce conflict (positive interdependence).
  • So the conclusion from this is prejudice is the result of conflicts of interests between groups.