com 471 exam 2
Describe the cognitive model of policy reasoning
- "More sophisticated" ability to process complex information (indicated by higher levels of education) - Says complex cognitive reasoning rather than emotion guides policy decisions
Describe how increasing the salience of non threatened identities and reducing the salience of threatened identities can be an effective strategy to reduce stereotype threat (Danaher and Crandall 2008; McGlone and Aronson 2006; Stricker and Ward 2004)
- As human beings we are social and have different identities based off group membership (i.e. race, gender, job, hobby, sports, sexual orientation, family, age, etc..) - Stereotype threat is activated when the task is linked to a particular identity Possible solutions: Moving questions about race and gender to the end of the test, encouraging the stereotyped group to think of their other identities
What are some examples of the general threats that can be experienced by members of any group that a negative social stereotype exists? (Stereotype threat feature 1)
- Blacks and the stereotype of not being intelligent in the classroom - Women and the stereotype of being poor at math and science - White men and the stereotype that "white men can't jump" in the game of basketball - Asian women and the stereotype of being lousy drivers - Older persons and the stereotype that old people can't learn new skills
Describe how self affirmation can be an effective strategy to reduce stereotype threat (Cohen, Garcia, Apfel and Master 2005; Shimel, Arndt, Bank and Cook 2004)
- Effective strategy for insulating stigmatized individuals by reinforcing their self-worth. - Confidence gained can negate the effects of stereotype on poor performance. Accomplished by encouraging people to think about their strengths.
What is an example of positive role models? (Chronicle of Higher Education 2013)
"Stereotypes obstruct minority male students success in college, report says" Reported results of a new study on black and Latino male high school achievement in New York City - Positive stereotypes and positive self-concepts facilitate achievement while negative stereotypes and negative self-concepts are related to failure - Article asks to please stop mischaracterizing young men of color as hopeless thugs who don't care about their education, communities or futures. - Says it is one sided, racist and far from universal - Wants to point out success rather than failures: 58% of male Latinos graduate on time vs. 42% of them fail to complete college in 4 years
Describe the affective model of policy reasoning
- Less sophisticated, guided more by emotion and feelings rather than information - Limited reasoning drives people to simplest heuristic (emotion) to policy reasoning
How does ageism affect the workplace?
- Negative stereotyping of older people affects recruitment, job security, promotion, salary and retention or termination of employment (Kooj, 2008) - In general, under representation of older people in the workforce is increasing - Policies and practices can favor younger workers (McVittie 2003) - Perceived to be less efficient, resistant to change, difficult to train, unable or slow to adapt to new technologies, too cautious and with poor health, fitness, stamina and computing skills (Lyons, 2009; Cuddy 2005)
When is the stereotype more likely to operate? (Stereotype threat feature 3)
- Stereotype threat is more likely to operate for a young black college student who highly identifies with college and academic achievement, for a women who highly identifies with her major in science and for a white man who highly identifies with being a good basketball player
What are some examples of how the general threats that can be experienced by members of any group that a negative social stereotype exists are activated? (Stereotype threat feature 2)
- When blacks take a test that is presented to them as an important indicator of intellectual ability - When women take a test in math with men - When white men play basketball with blacks - When Asian women take a driving test - When an elderly person takes a class on computer programming
pew global attitudes project (2012)
-asked foreign respondents to share if they had favroable or unfavorable opinions of the US -11 countries has favorable opinion, 5 had unfavorable opinions
defining stereotypes - what is conscious or unconscious stereotypes?
-conscious: those that the person is aware of and intentionally let them guide behaviors -unconscious: those that a person is not aware of, trigger automatic responses towards target person or group
AP Poll on racial attitudes results
-friendly: blacks, whites, and hispanics equally rated as friendly, blacks and hispanics rated as least friendly -determined to succeed: whites rated as most likely to succeed, blacks rated least likely -law-abiding: hispanics rated least-likely to be law-abiding, blacks and whites rated equally -hardworking: hispanics rated most hardworking, followed by whites then blacks -intelligent at school: whites rated highest followed by hispanics then blacks -smart at everyday things: whites rated highest followed by blacks then hispanics -good neighbor: whites rated highest followed by hispanics and then blacks -dependable: whites rated highest followed by hispanics and then blacks -keep up property: whites rated highest followed by blacks then hispanics -violent: half of respondents said trait fit each group somewhat, not comfortable defining groups as violent, more likely to define hispanics and blacks as more violent -boastful: hispanics least boastful followed by blacks then whites -complaining: blacks were highest followed by whites then hispanics -lazy: blacks more likely attributed to lazy then whites or hispanics -irresponsible: blacks rated most irresponsible with little difference in whites and hispanics
what are the issues with explicit measures?
-how susceptible are they to social desirability -when does a trait endorsed by a group become a stereotype? never get 100% so what is the level
what is cognitive style?
-how we process information, particularly new information; how we make sense of the environment; and the ability to evaluate and adopt alternative perspectives -prejudice is fear of unknown, to conquer fear one must be open to information through personal contact or mediated communication
what is the sociobiological explanation?
-humans are hardwired to be prejudiced but can be altered by the environment -acknowledges the biological side by assigns more influence to culture and the environment -prejudice is results of species need to survive and stay pure
what are the cognitive style predictors or prejudice?
-intolerance of ambiguity (more intolerance the more prejudice) -greater cognitive rigidity less cognitive flexibility and lower ability to integrative complex information are related to social conservatism -lower general intelligence -higher intelligence individuals should be able to be more aware of biases and control them
what is cognitive economy?
-least effort principle -least effort required the more comfortable we are, therefore we process as little information as possible to make sense of people and objects by using categories because categories require less effort
sides and gross (2012) results
-muslims and muslim americans were rated more negatively on peaceful.violent and fairly neutral on competence (hardworking, intelligent) -asian americans and whites rated most positively on all traits -hispanic americans were rated more neutrally and positively on hardworking -results provide supporting evidence for the negative evaluations of muslims by the american public
myths about old people (tan 2011)
-old people are incompetent -all old people are the same -most old people are senile(memory loss, disorientation, bizarre behavior) -as people age they lose ability to learn -everyone who gets old gets dementia -all old people are depressed
stereotypes of latinos - barreto, manzano and segura (2012) results
-positive: family oriented 91%, hardworking 81%, religious/churchgoing 77%, honest 76% -negative: welfare recipients 51%, less educated 50%, refuse to learn english 44%, too many children 40%, take jobs from americans 37%, don't keep up homes 33%
where do stereotypes come from - what is the sociocultural model?
-stereotypes facilitate group identification and membership maintenance, sharing stereotypes strengthens identification with in-groups and maintains membership -negative stereotypes provide some "rationalization" for maintaining the power structure and control of the allocation of resources
where do stereotypes come from - what is the cognitive model?
-stereotypes help us make sense of a complicated environment that has more information than we can comfortably process at any given moment (cognitive economy) -cognitive explanations consider stereotypes as the results of incoming information, distilled and summarized from significant others
What are the 5 forms of ageism? (prejudice against the elderly)
1. Ageism in the workplace 2. Ageism in healthcare 3. Ageism as a factor in career choice 4. Ageism and social exclusion 5. Ageism, elder abuse and neglect
What are the 4 features of stereotype threat?
1. General threat that can be experienced by members of any group that a negative social stereotype exists - Not only members of stigmatized groups experiencing discriminatory behaviors (i.e. racial groups) experience stereotype threat - Threat should be specific enough that it can be linked to a specific tasks where the stereotype might be demonstrated 2. Turned on when the task or setting provides a specific stereotype-related opportunity to validate the stereotype. - Activation of the stereotype is situational 3. Type and degree of stereotype threats vary from group to group, depending on identification with the "domain" of the stereotype (what is covered by it) and the contents of the stereotypes 4. To occur, a target person does not have to believe the stereotype
What are the 5 strategies of reducing stereotype threat supported by research?
1. Re framing the task 2. Increasing the salience of non threatened identities; reducing the salience of threatened identities 3. Self affirmation 4. High standards and assurance of capabilities for meeting them 5. Positive role models
mosques designated as terrorist organizations news report
NYPD designated entire mosques as terrorist organizations letting them investigate anyone that attended the mosque
What does research throughout the EU say is the most common form of discrimination? (Lyons 2009)
Ageism
What is the definition of stereotype threat? (Steele, 1999)
Being at risk of confirming, as self-characteristic, a negative stereotype of one's group and the awareness of the negative stereotype triggers the fear of doing something that would inadvertently trigger the stereotype and thereby affecting performance tied to the stereotype Ex. being made aware by social cues the negative stereotype of Asian Americans being clumsy and poor speakers, will cause anxiety of fulfilling negative stereotype and lower performance
Describe how high standards and assurance of capabilities for meeting them can be an effective strategy for reducing stereotype threat (Cohen, Steele and Ross 1999)
By telling participants that high standards are expected but more importantly that they are capable of doing well
Describe how positive role models can be an effective strategy for reducing stereotype threat (Huguet and Regner 2007)
Can be simply thinking of someone who is perceived to do well superiorly or expected to do can be found in teachers, experimenters or in the media
Who developed the theory of stereotype threat?
Claudia Steele
What are the two models of policy reasoning explain how we make decisions on which side of policy issues? (Sniderman, Brody and Tetlock, 1991)
Cognitive and Affective Models
Where does stereotype threat come from?
Consequences of targeted persons - Stereotypes could potentially could affect our feelings, behaviors and evaluations of others Similar to the consequences of prejudice - Both fulfill similar functions for individuals, groups and societies - Preservation and enhancement of self interests - Provide a rationale even if it is not a fair one for out-groups Arise from cognitive categorization of people (stereotyping) - Focusing on how categorization of people and their ascribed traits affect the targeted person/group, interpersonal and inter group behaviors and opinions on social issues
Describe how reframing the task can be an effective strategy to reduce stereotype threat (Good, Aronson, and Harder 2008; Quinn and Spencer 2001; Steele and Aronson 1995)
Dissociating the task from the stereotype reduces the negative effects on performance Ex. Being assured that men and women perform equally well on the test
Why do NY Black and Latino lawmakers criticize "stop and frisk"? (Racial profiling in NYC New York Times 2012)
For unfairly targeting minority men. Related personal experiences which they believe they were stopped because of race - Brooklyn senator recalls several times in high school he was asked to empty his pockets, produce identification and divulge his destination - Assemblyman greeted a woman as he was walking down the street and then being stopped by officers in plain clothes who demanded to know who he was, where he was going and whether he had any drugs or guns - Senator from Manhattan said detectives through him against a wall for a pat down when he was 14 on his way to buy a newspaper for his father - Governor David Patterson (NY State's first Black governor) said he had been stopped three times and it's a feeling of being degraded people don't understand until it's happened to them
How often do people in the US say they encounter incidents of ageism? (Palmore 2004)
Frequently - 84% of 247 adults aged 60 to 92 years in community dwellings said they had experienced at least one type of ageism
What are some studies that support that emotions direct the opinions of race coded issues? (Gilens 1996; Tan, Fujioka and Tan 2000; Timberlake, Howell, Baumann, Grau and Williams 2012; Timberlake and Williams 2000)
Gilens (1996) - Used a national sample of adults - Single most important predictor of opposition to welfare was the belief that African Americans are lazy, followed by the belief that poor people are lazy, followed by opposition to government activity in general - Negative stereotypes most powerful predictor of opposition to welfare for people of all educational levels Tan, Fujioka and Tan (2000) - Study of 166 white college students found that negative stereotypes (belief that African - - Americans are less intelligent and lazy and prefer to be on welfare) predicted opposition to the affirmative action policies - "Sophisticated" sample the affective heuristic guided policy reasoning Timberlake, Howell, baumann, grau and Williams (2012); Timberlake and Williams (2000) - Study of 2150 adults in Ohio found that negative stereotypes of immigrants from Latin America predicted the belief that immigration would result in negative consequences (higher levels of unemployment, lower quality of schools and higher levels of crime) - Stereotypes measured on 5 semantic differential scales: Rich/ poor Intelligent/ unintelligent Self-sufficient/ dependent/ not dependent on government assistance Trying to fit in/ staying separate from Americans Violent/ non violent
What do negative stereotypes of old people influence?
How they are treated by others- can range from subtle exclusion from social activities to blatant discrimination in the workplace
What is stereotype threat manipulation?
Making participants aware of the negative stereotype
How is ageism a factor in career choice (working with old people)?
Many countries including Australia, Brazil, England, Germany, Israel and the US indicate working with older people is the lowest preference as a career choice (Lyons 2009) Less than 2% of nursing students in the sample named care of older persons as their most desired future career ⅔ rank working with older people as one of their last three preferences. (Happell 2002) Often so low because of the belief that older people do not get better and work in this area is of limited value or under rewarding (Lyons, 2009) Work with children on the other hand more worthwhile and is therefore preferred
What theory of communication plays a part in the decision "to shoot"?
PRIMING stores the stereotype in the memory and is accessed by the individual after being triggered by objects, events or thoughts associated with the stereotype - Primed stereotypes can bias reactions to stimuli in direction consistent with the stereotype
What is the early premise of stereotype threat? (Allport, 1979; Clark, 1965; Grier & Coobs, 1968)
Targeted persons would internalize the negative stereotypes and feel inadequate and consequently have low expectations of themselves
Describe the AP 2013 article about the family of man shot by Charlotte cop wanting answers
Reported an unarmed man seeking help after a crash was shot 10 times by a Charlotte police officer who was charged with his death. The man's car ran off the entrance to a suburban neighborhood and crashed into trees. He kicked out the back window and headed up a hill toward some houses and started banging on the door of home to attract attention women called police and police said the unarmed man did not make any threats. They found him on a road that lead to the neighborhood pool. According to police he ran at cops that tried to stop him with a taser and and officer shot the man as he continued to run towards them. The man died at the scene after being shot 10 times. The officer firing the shots did not identify himself as a police officer. Man was a former Florida football player who moved back to Charlotte to be with his fiancee and was working two jobs with intent to go back to school.
What are some research studies behind the identification and misidentification of criminal suspects?
Research has established blacks are stereotyped in america as dangerous criminals (Oliver and Fonash 2002) - White perceive greater fear of crime when blacks are present than they do when whites are present and violent crime is more strongly associated with blacks Building on Gordon, Michels and Nelson (1996) - Pretested white college student participants with the Anti- Black Attitude (Katz and Haas, 1998) scale to measure prior conscious attitudes of prejudice - Study showed news stories of violent and nonviolent crimes with pictures of suspects - Participants shown pictures again with some pictures added of blacks and whites who were not involved on a scale of 1 to 7 (definitely not pictured to definitely pictured) Findings: - Correct identification of violent crimes did not differ for white versus black suspects - Correct identification for nonviolent crimes differed by race and more participants identified white suspects with a higher degree of accuracy than for black suspects - Misidentification: identifying black or white males who were not featured in the news stories as suspects was higher for black males than for white males but only for violent crime articles - No difference in nonviolent crime stories Prejudice measured by the Anti-Black attitudes scale was not related to greater misidentification of blacks as criminal suspects As college students, racism is not socially acceptable so the link between stereotyping and misidentification is subconsiously triggered or primed by photos of Black men Social desirability explanation can account for the lack of the relationship between explicit racial attitudes and misidentifcation of blacks as suspects
Why does the NYC police commissioner defend the "stop and frisk" policy?
Saying it is an effective tool intended to reduce violence against blacks and hispanics. - 684,330 stops in 2011 - 87% stopped were black or hispanic and 10% of the stops led to arrest and 1% led to recovery of a weapon (Center for Constitutional Rights)
What kind of issue does Sniderman say race is and which model is used to make decisions?
Says that race is an emotional issue for many and therefore many use the affective model with issues like immigration, affirmative action and welfare.
Does stereotype threat affect performance?
Short answer yes; more than 300 studies have confirms that the threat of negative stereotype can impair performance on stereotypical-related tasks and activities
What is the more recent emphasis of stereotype threat?
Situational factors that could influence the effects of negative stereotyping
What can account for the lack of relationship between explicit and racial attitudes and misidentification of blacks as suspects?
Social desirability explanation (Not consciously racist because in a college setting it is not socially acceptable)
Describe the findings of Correll, Park, Judd and Wittenbrink, 2007 on the decision to shoot
Stereotype links black americans with danger Implicit test of words, non black college students more quickly associated danger with black names than white names Video game of armed and unarmed black man shows that non black college students typically shoot black targets armed and unarmed more than white, more quickly shoot an armed black target and more quickly don't shoot an unarmed target when he is white Results assume an implicit stereotype linking danger to blacks as the explanation for quicker more frequent response to "shoot" black targets without actual measurement of stereotype One study shows the direct link (actual measurement of stereotype Glaser and Knowles 2008 The stronger an association of blacks with weapons, the greater the tendency to "shoot" armed Black men.
What is are the 3 processes of the integrated model of stereotype threat? (Schmader, Johns and Forbes 2008)
Stereotype threat causes poor performance on stereotype-related tasks because of three processes: 1. Stress arousal- disrupts information processing and interferes with memory 2. Performance monitoring- interferes with attention, disrupts focus and attention to the task 3. Self-consciousness arousal- attempts to suppress negative thoughts and emotions, also disrupts information processing and attention to the task at hand
African Americans and standardized tests study and findings (Steele 1997)
Stereotype: blacks not as intelligent in school as whites - Blacks not doing well academically confirmation of stereotype ---->More specifically with college students and standardized tests of academic ability -Hypothesis: When threat is activated performance would suffer, not activated there should be no difference Steele (1997) used several manipulation in this study - Giving the most difficult items from the Graduate Record Examination Test (the act of taking the test would activate the stereotype threat) - Telling the participants the act is either a valid measure of intellectual ability (stereotype threat condition) or laboratory problem-solving task (no stereotype threat) - Asking the students to identify their race on the end of the study - Completing a word completion test that activated Black stereotypes Participants asked to complete a seven-point agree/disagree scale - Some people feel I have less verbal ability because of my race - The test may have been easier for people of my race - The experimenter expected me to do poorly because of my race - In English classes people of my race often face biased evaluations - My race does not affect people's perception of my verbal ability Findings have been consistent - Black students report stereotype threat (validation check) but not White students - Black students perform less well on the tests when stereotype threat is activated, compared to white students. - No difference when stereotype is not activated
Black teen arrested after buying $350 designer belt NBCNewYork.com 2013
Store employees and police thought there was no way a young black man could purchase an expensive belt and arrested him even though he had valid identification and did not let him go until the bank confirmed it was his account "His only crime was being a young black man"
Does stereotype threat affect health? What are 2 studies that support this? (Levy 2002)
Studies of stereotyping the elderly - Evidence shown that awareness of positive and negative stereotypes can affect the health of older people ----> People who accept and endorse positive stereotypes of the elderly were 44% more likely than those who endorse negative stereotypes to recover from a severe disability Study 1: 598 individuals over 70 free of disability followed over time Based on 4 activities of daily living - Bathing - Dressing - Moving without a wheelchair - Walking Findings: Study showed that older people with positive stereotypes of older people show lower cardiovascular responses to stress and tend to engage in healthier activities Study 2: Followed 660 people 50 years or older over time - Those who endorse positive stereotypes lived 7.5 years longer than those who believed negative elderly stereotypes Results overall: older people who were aware of negative elderly stereotypes and who believed them were more at risk of poor health and slow recovery from disability than older people who endorse positive stereotypes
How does ageism affect healthcare?
Studies show many older people in Ireland and the UK are unhappy with the conduct of staff and the health services that they receive; feel disrespected and discriminated against because of their age. Also may be denied access to service or mistreated and misdiagnosed because of their age - Possible explanation is the stereotype of ill health is the norm for older people, resulting in the belief that it is acceptable for older people to suffer from many illnesses w/o adequate care (Lyons, 2009)
defining stereotypes - what is selective stereotypes?
focus on group features that stand out and are most distinctive that differentiate the most between groups features that stand out and are most distinctive
explicit measures - what is attribute checking?
given a list of traits and asked to pick from it to describe certain group, can add other traits, traits listed the most are stereotypes
what is integrated threat theory?
help us understand how threats lead to prejudice
stereotypes of americans abroad - tan, dalisay, han, zhang, and merchant (2010)
high school students in south korean on american stereotypes -positive: hedonic, humorous, honest, hardworking -negative: arrogant, violent, aggressive, prejudiced
Women and math study and results
Used stereotype threat manipulation - Men and women take math test, half group told men perform better half told men and women perform equally Results: Women who were told men would do better did significantly worse than those who weren't made aware of the stereotype threat
What is an example of stereotype threat occurring when the person doesn't believe the stereotype? [Stereotype threat feature 4-African American social psychologist James M. Jones (1997)]
Women making a transaction at an ATM he is in line behind may fear that he will rob her - How does he put her at ease? May not be possible and she may not expect it
what is a stereotype?
beliefs that groups and their members possess positive or negative traits
defining stereotypes - what is overgeneralizations?
cause people to fail to notice individual differences among group members
what is group-level analysis?
consider how perceptions of other groups by individuals and resulting interactions affect prejudice, also how identification with the in-group by individual members affects prejudice
what is intergroup anxiety?
discomfort, stress, and negative emotions experienced in intergroup interactions, such as personal contact
what is in-group identification?
extent to which the individual identifies with the in-group, which is determined by status within the group and whether group membership is a part of the individuals personal identity
what is relevance?
extent to which the perceived threats are perceived by in-group members affects them personally by costing them significantly in material or psychological ways
what is contact?
face-to-face or vicarious interactions with members of the out-group
defining stereotypes - what is many dimensions of stereotypes?
including clusters of personality and behavioral and physical traits -Tan, Dalisay, Zhang, Han and Merchant (2010) found three dimensions: work ethic, aggression, attractiveness
defining stereotypes - what is awareness and endorsement of stereotypes?
individual may be aware of the existence of stereotypes but may not endorse them, may have knowledge and may or may not have beliefs congruent with stereotype
explicit measures - what is semantic differential ratings?
measures the meaning of an object on bipolar (opposites) adjective scale, semantic differential scale measure asks respondents to rate the group on attributes
defining stereotypes - what is inaccurate or incomplete information of stereotypes?
most stereotypes are based on inaccurate information or incomplete information, some stereotypes may be based on accurate knowledge that a person may have about a group or differences between groups
stereotypes of muslims - sides and gross (2012)
national nonprobability sample of 39,000 respondents, purpose was to measure stereotypes of muslims, muslim americans, asian americans, hispanic americans, blacks, and whites, traits studied were peaceful/violent, trustworthy/untrustworthy, hardworking/lazy, intelligent/unintelligent
defining stereotypes - what is positive or negative stereotype?
our attention will focus more on negative stereotyping, a major reason for dysfunctional interpersonal relations, ineffective communication, and social inequities, stereotypes of out-groups are more likely to ave negative connotations
AP poll on racial attitudes (2012)
poll conducted to gauge racial attitudes prior to the presidential election and four years after president obama had been elected to his first term; random sample of 1071 American adults
stereotypes about old people
positive stereotypes: -warm, sincere, kind and motherly (cuddy et al. 2005; barrett&cantwell 2007) -wise, knowledgeable, experienced, patriotic, experienced (barrett&pai 2008) negative stereotypes - more likely: -shrewd, greedy, selfish, stubborn, grumpy (barrett&pai 2008) -lonley, depressed, closed-minded, boring, wrinkled, forgetful, technologically challenged (barrett&pai 2008) -pessimitics, difficult, grouchy, irritable (tan et al 2008)
what is socialization?
process by which prejudice is learned, taught by socialization agents (people and institutions that are teaching us both intentionally and unintentionally)
what is socio-level analysis?
propensity to be prejudiced and accompanying behaviors are learned from people around us, reinforced and encouraged by organizations and institutions in out communities and passed on from generation to generation
gender stereotypes: leadership traits and performance skills (PEW 2008)
random sample of adults in US on if leadership/performance traits or more true of women or men results: -women higher in honesty -women higher in intelligent -equal in hardworking -men higher in decisiveness -equal in ambition -women higher in compassion -women higher in outgoing -women higher in creativity
what is group status?
refers to which group is dominant and in control of power and resources
stephan, ybarra & bachman (2011)
reports results for each participant group and for each immigrant group, prejudice toward the immigrant group significantly predicted by realistic and symbolic threats in all the samples
explicit measures - what is free response?
respondents are asked to "describe" -list of adjectives that come to mind, respondents are given a time limit to list adjectives, most frequently listed adjectives are the stereotypes
explicit measures - what is belief scales?
respondents are asked to rate how descriptive stereotypical behaviors are of the target group, items endorsed by a majority of respondents are considered stereotypes
explicit measures - what is attribute ranking?
respondents are given a list of traits or adjectives then asked to estimate percentages of a group who have particular trait, traits with estimates over 80% are considered stereotypes
explicit measures - what is group reality ratings?
respondents asked to give percentage of the target group who display stereotypical behavior, estimates compared to real-world stats, behaviors or characteristics with higher estimates are stereotypes
implicit measures - asian american stereotypes
respondents generally associate American landmarks with whites and foreign landmarks with Asians implying implicit stereotype of Asian Americans as foreign and unpatriotic
implicit measures - weapons and faces
respondents generally associate dark skin with weapon and whites with harmless objects, implying an implicit stereotype of violence and aggression for dark skin
implicit measures - native/white stereotypes
respondents generally associated American landmarks with whites and foreign landmarks with native Americans implying native americans as foreign
gender stereotypes: career preferences (PEW 2008)
results: -women higher in working out comprises -women higher in keeping govt honest -women higher in representing your interest -women higher in standing up for what they believe -women higher in dealing with social issues -men higher in dealing with crime and safety -men higher in dealing with national security and defense
implicit measures - gender career
stereotype test shows a link between females and family and between males and careers
implicit measures - gender science
stereotype test shows a link between liberal arts and females and between science and males
defining stereotypes - what is accurate knowledge of stereotypes?
understanding if stereotypes stem from accurate information about a group, whether stereotypes has some basis in objective fact
where do stereotypes come from - what is the psychodynamic model?
stereotypes fulfill individual needs such as ego maintenance, holding positive stereotypes of the groups to which we belong and with which we identify and negative stereotypes of our out-group enhances and maintains
stereotypes of americans abroad - tan, dalisay, zhang, and zhang (2009)
stereotypes of americans and American government from 345 high school students in china -americans stereotyped positively as being rich, open-minded, polite, intelligent, and honest with good morals, negatively stereotyped as hedonic, arrogant, violent, prejudiced, greedy -american government was stereotyped positively as being rich, open-minded and intelligent, negatively stereotyped as arrogant, aggressive, violent, prejudiced, greedy, and hedonistic
sinclair, dunn & lowry (2005)
studied whether children who identified strongly with parents would develop similar racial attitudes to those that did not identify as much -prejudice is influenced by parents, peers, adults and other parents and the cultural environment -children internalize cues from the cultural environment
stereotypes of latinos - barreto, manzano and segura (2012)
studying latino and hispanic american stereotypes by asking respondents to decide how well stereotypic traits described latino/hispanic americans
what is individual-level analysis?
takes into account processes and traits that occur within a person as he or she adapt to the environment
stereotypes of americans aboard - defleur and defleur (2003)
teenagers from 12 different countries opinions of stereotypes of americans -negative: dominate others, sexually immoral (women), materialistic, violent, does not respect others -positive: strong family values, concern about poor -americans ranked negatively in 9 out of 12 countries
what is realistic threats?
those perceived to threaten the very existence of the group such as threats to political or economic threat, territorial boundaries, wealth, natural resources and physical well-being
what is symbolic threat?
those perceived to undermine the culture of a group, including its values beliefs, worldviews, customs, traditions, political systems, and general "way of life"
