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Social psychology 2 > Stereotypes, prejudice, and discrimination > Flashcards

Stereotypes, prejudice, and discrimination Flashcards

1
Q

what is a schema?

A

mental concept,
- Highly organised cognitive representation of thoughts and ideas which provides a framework for future understanding

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2
Q

what is a stereotype?

A

A widely shared generalisation about members of a population
- save cognitive energy and maintain self esteem

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3
Q

what are the cognitive functions of a stereotype?

A
  • saves energy: simplifies how we think about social world
  • makes predictions: use category to make dispositional inferences about others
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4
Q

what are the motivational functions of a stereotype?

A
  • maintain a positive self-esteem: For social identity & self concept. Through comparison with less competent others
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5
Q

what is illusory correlation as an explanation of stereotype formation?

A
  • A relationship when none exists or exaggeration of relationship.
  • Associative meaning – based on schemas e.g. what summer looks like
  • Minority groups and negative attributes.
  • Paired distinctiveness.
  • Minority groups (less of them) and negative events (occur less).
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6
Q

what is the primacy-recency effect for stereotype formation?

A
  • remember initial traits as being core traits as don’t know the person
  • attention greatest when making initial impressions
  • Early information affects ‘meaning’ of later information
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6
Q

what is Asch’s (1964) configural model?

A

based on central and peripheral traits
- focus on central traits and tend to ignore peripheral ones

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7
Q

what is the algebraic model of stereotype formation?

A

average information received and added on to existing stereotype

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8
Q

what is the configurational model as model of stereotype formation?

A

certain elements dominate and can influence interpretations of others
- cognitive dissonance allows for the editing of schemas and therefore stereotypes
- more likely to ignore information that goes against our stereotypes and add to our stereotype if they agree with our schema

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9
Q

when do we acquire stereotypes?

A
  • at an early age
  • used to readily categorise people, particularly when ambiguities, social tensions, or conflict exist
  • change is slow and gradual
  • no necessarily inaccurate or wrong and help to make sense of particular intergroup associations
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10
Q

What is the Princeton Trilogy? (Katz & Braly, 1933)

A
  • Assign traits to members of ethnic and national groups, 84 Adjective traits checklist: e.g., lazy, fastidious, conscientious
  • High consensus in stereotype attribution: even if groups generally familiar
  • Favourable evaluation of own group - makes you feel good about yourself (consistent with Ethnocentrism and Social Identity Theory)
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11
Q

what happened when The Princeton Trilogy was replicated on the 50s and 60s?

A
  • used same procedure and adjectives
  • participants were reluctant to participate
  • stereotypes communicated much less negative
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12
Q

why did attitudes in the Princeton Trilogy change?

A
  • stereotypes have changed overtime
  • increase in consensus
  • could be due to structural and societal changes
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13
Q

what is the Stereotype Content model?

A
  • identifies universal principles regarding aspects of content
  • defines two fundamental dimensions of social perception → warmth and competence underlie emotional and behavioural responses
    -Combinations of warmth and competence generate distinct emotions of admiration, contempt, envy, and pity
  • Perceived Status -> Competence.
  • Competition -> Warmth
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14
Q

what does project implicit do?

A

aims to measure peoples implicit attitudes (subconscious attitudes)

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15
Q

what is implicit bias?

A
  • a universal feature of social cognition, which varies by individual and group
  • show preference of for in-group
  • amongst minority group members, implicit preferences exist towards majority group members
  • Implicit associations are automatic, unconscious, and rapidly activated
16
Q

What was project implicit? (Nosek et al., 2007)

A
  • 68% participants implicit preference for white race
  • generally stronger effect sizes than self report measures
16
Q

what is the Implicit Associations test driven by?

A
  • own race preference
  • European American preference also found in Asians, Hispanics and mixed race participants
  • African American participants often do not demonstrate implicit preference for own race
17
Q

what is a real world example of implicit in-group preferences?

A

CV studies
- have the exact same CV but change the nationality, gender etc and see what who gets what call back
- e.g. if have Irish name in Ireland more likely to get a call back

18
Q

how can interventions to reduce implicit bias increase inequality?

A
  • implies a loss of ‘merit’
  • signalling the uneven culture within the organisation
  • generating resentment amongst the in-group members through the perception of favouritism
19
Q

study 1: knowledge of balck cultural stereotypes (Devine, 1989)

A

No difference between high and low prejudice participants

20
Q

study 2: Subconscious priming of Black stereotype to lesser or greater degree (Devine, 1989)

A

Interpretation of ambiguous hostile behaviour – ‘Donald paragraph’.
- E.g., Donald demands his money back from a store clerk immediately after a purchase; would go somewhere else if mechanic could not fix his car the same day
- Evaluative judgements about Donald
- Both low and high prejudice participants rated Donald more hostile after greater stereotype priming

21
Q

study 3: List thoughts about Black people under anonymous conditions (Devine, 1989)

A
  • High prejudice – reported primarily negative traits.
  • Low prejudice – reported beliefs that contradicted cultural stereotypes and emphasized equality.
  • Low prejudice – motivated to inhibit automatic stereotype and replace them with equality relevant thoughts
22
Q

Is category activation avoidable?

A
  • Schema activation is dependent on processing goals and general attitude towards the category.
  • Bigots and humanitarians categorical representations differ in automatic associations.
  • Automatic stereotype that is consciously endorsed, or consciously adjusted
22
Q

what is prejudice?

A
  • pre-judegment
  • An unfavorable attitude towards a social group and its members (Crandall & Warner, 2005).
23
Q

outline Gaertner & Dovidio, (1977) prejudice and the bystander effect

A

Participants heard an ‘emergency’ in the next room.
- Victim either Black or White.
- Participant either alone or with two helpers.
- if other people present would go and help if the others did
- if alone and other Ps were in their out-group they were slower to help
Bystander effect greatly magnified if victim was different ethnicity

23
Q

how do you detect new racsim?

A
  • Unobtrusive measures, e.g. racism and bystander effect.
  • Language use, e.g. linguistic intergroup bias effect.
  • Indirect measures, e.g. reaction time tasks (IAT).
  • Non-verbal behaviour
23
Q

what are social processes of prejudice and discrimination?

A
  • Mere exposure effect: Familiarity increases liking
  • Social learning theory: Young people use obvious perceptual cues to categorise into groups.
  • Social identity theory: Group membership an automatic process, maximise inter-group differences
23
Q

what is ‘New’ racism?

A
  • Conflict between prejudiced attitudes and modern egalitarian values.
  • Racism expressed when egalitarian values are weak and people are in homogenous groups where prejudiced values are accepted
24
Q

what are the personality trait theories of prejudice and discrimination?

A
  • Authoritarianism: Respect for authority, obsession with rank / status, Anger / resentment displaced onto weaker groups
  • Dogmatism
  • Social dominance theory: Most societies have one group with disproportionate power and privileges, Desire for own group to be dominant and superior to other groups – high social dominance orientation, Some will maintain status quo even if part of subordinate group.
25
Q

Frustration aggression hypothesis as a theory of prejudice and discrimination

A
  • Frustration always causes aggression
  • Aggression always caused by frustration
  • If target of frustration is unavailable, scapegoat someone
  • Generalisation to other members of scapegoat group
25
Q

what is belief congruence theory?

A

Associate with other groups based on whether they think like us
- similar = liking and social harmony
- dissimilar = dislike and prejudice

26
Q

how do people tend to describe themselves?

A
  • don’t describe themselves in stereotypic terms (Martin, 1987):
  • People actually represent the sexes as ‘subtypes’:
    Sexy woman / Macho man.
    Housewife / Businessman.
    Feminist/athlete/lesbian.
    Career woman.
  • Women seen as more homogenous than men (gender essentialism) (Lorenzi-Cioldi et al., 1995).
27
Q

why do sex stereotypes persist?

A
  • sex roles: men = out at work, women = home makers
  • certain roles are ‘sex typed’ e.g. role assignment in jobs, warm but incompetent jobs for women
28
Q

what is the glass-ceiling effect?

A
  • stereotypes prevent promotion due to competence perceptions
  • e.g. female in upper management, males in flight attendants
29
Q

how are sex stereotypes maintained?

A
  • media largely responsible
  • some obvious but also more subtle
  • Face-ism - Greater prominence to the head and less prominence to the body for men and vice-versa for women (Archer et al., 1983; Ellemers, 2018).
30
Q

what is the illegality of sexism?(Glick & Fiske, 1996; Solomon et al., 2020)

A
  • Overt sexism much reduced.
  • Sex stereotypes are more subtle.
  • Ambivalent sexism inventory:
  • Sexists hold benevolent and hostile attitudes towards different ‘subtypes’

Benevolent attitudes towards traditional women
Hostile attitudes towards non-traditional women

31
Q
A

Social psychology 2 (10 decks)

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