MISS PROF ONLY
CAUSES AND CONSEQUENCES Stereotypes, Prejudice, & Discrimination Cognitive stereotypes : generalized beliefs, in which identical characteristics are assigned to virtually all members of a group, regardless of actual variation Affective prejudice : negative, affective evaluations toward an individual or group as a whole, on the basis of group membership Behavioral discrimination : unjustified differential treatment of a person based solely on their group membership Type of Bias Implicit beliefs and attitudes that involve a lack of awareness and are unintentionally activated Explicit beliefs and attitudes of which people are aware and can control in their expression (conscious and deliberative) Expression of bias Identity • IN-group vs. OUT -group • Depends on which part of your identity is most salient • Level of analysis • Social / Collective • Role / Relational • Personal / Individual Out-group derogation negative behavior or expressions, specifically based on group membership, directed at an out -group or out -group member In-group favoritism positive behavior or expressions, specifically based on group membership, directed at an in -group or in -group member Focus of orientation Stereotypes can be positive or negative Problem 1 = often not accurate Problem 2 = they set our expectations Examples that are counter to stereotypes get labeled exceptions We don’t change cognitions. We fall prey to confirmation bias Darley & Gross (1983) Stereotypes: The Cognitive Component All Ps watched one of two video tapes depicting a 4th -Grade girl named Hannah playing in a playground . Lower -class Hannah : the playground was dilapidated/urban slum U pper -class Hannah : the playground was nice/wealthy suburban area Stereotypes: The Cognitive Component Darley and Gross (1983) Darley and Gross (1983) 3 3.5 4 4.5 5 Playground Mean grade level placement Lower-class Hannah Upper-class Hannah Stereotypes: The Cognitive Component All Ps were shown a second tape that depicted Hannah taking an oral exam She answered ½ the difficult items correct (and ½ incorrect) She answered ½ the easy items correct (and ½ incorrect) Stereotypes: The Cognitive Component Darley and Gross (1983) Darley and Gross (1983) 3 3.5 4 4.5 5 Playground Playground + Test Mean grade level placement Lower-class Hannah Upper-class Hannah Stereotypes: The Cognitive Component Prejudice: The affective component Why do we engage in prejudice? The way we think Social Cognition The way we assign meaning Attributional Bias The way we allocate resources Realistic Conflict Theory The Way We Think: Social Cognition Social Categorization: US vs. THEM In-group bias Positive feelings and special treatment for those in our in-group Negative feelings and unfair treatment for those in our out-group For self -esteem maintenance Out-group homogeneity bias “They’re all alike” The Failure of Logic Prejudiced attitudes are deeply rooted in affect (emotion) Logical arguments are not effective in countering emotions Attitudes affect the way we process information Confirmation bias Consistent and inconsistent information with the stereotype The Way We Think: Social Cognition Dual Processes Automatic processing Controlled processing We pick up on and apply stereotypes outside of our conscious awareness; we have to engage in controlled processing to counteract them. The Way We Think: Social Cognition The Way We Assign Meaning: Attributional Biases Dispositional v. Situational Explanations Ultimate Attribution Error: group -level application of FAE The Bell Curve Stereotype Threat: the apprehension experienced by members of a minority group that their behavior might confirm a cultural stereotype Blaming the victim/Just world phenomenon The tendency to blame individuals for their victimization, typically motivated by a desire to see the world as a fair place Self-Fulfilling Prophecies Illusory Correlations A false sense of relation between two distinct events The Way We Allocate Resources: Realistic Conflict Theory Realistic Conflict Theory Prejudice arises when groups compete for scarce resources. When competition arises, groups change the way that they feel about each other. Robber’s Cave Study The Way We Allocate Resources: Realistic Conflict Theory Robber’s Cave Phase 1: Boys were randomly split into 2 groups and sent to different parts of the park (groups were unaware of each other ) Phase 2 : Groups were brought together to compete (e.g., tug-o- war ) Hypothesis : solidarity would develop within groups; prejudice would develop between groups The Way We Allocate Resources: Realistic Conflict Theory Robber’s Cave Inter-group hostility developed almost immediately… Name calling Most aggressive members became group leaders Raids on other group …as did intra -group solidarity Groups developed symbols, flags, and mottos The Way We Allocate Resources: Realistic Conflict Theory Robber’s Cave Attempts to eliminate the prejudice failed: Group lunch = Food fight Movie night = Fist fight Cooperation brought the groups together Find a leak in a water tank Push a broken down truck The Way We Allocate Resources: Realistic Conflict Theory How can prejudice be reduced? Contact Hypothesis To decrease prejudice between groups, mere contact is NOT enough. contact must be between people of equal status who are in pursuit of common goals When Contact Reduces Prejudice: 6 conditions Mutual interdependence Common goal Equal status Informal, interpersonal contact Multiple contacts (to debunk “exception to the rule” ideas) Social norms of equality Allport (1954) How can prejudice be reduced? The Jigsaw Classroom Cooperation and Interdependence:
The Jigsaw Classroom Traditional Classroom: highly competitive Jigsaw Classroom: highly interdependent Students placed in diverse six-person learning groups Each student assigned one part of lesson material Each student must teach and learn from other group members
