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Discussion Question
DEFINING PREJUDICE
Prejudice - Australia
• Between 10% and 30% of Aboriginal and half-
caste children were forcibly removed from
their homes and relocated in settlement
camps between 1910 and 1970 (Australian
Human Rights and Equal Opportunity
Commission, 1997)
Victim
• “They put us in the police ute [car] and said they were taking
us to Broome [a city in Western Australia]. They put the mums
in there as well. But when we’d gone about ten
miles they stopped, and threw the mothers out of the car. We
jumped on our mothers’ backs, crying, trying not to be left
behind. But the policeman pulled us off and threw us back in
the car. They pushed the mothers away and drove off, while
our mothers were chasing the car, running and crying after us.
We were screaming in the back of that car.”
Why?
• “Children are removed from the evil influence
of the aboriginal camp with its lack of
moral training and its risk of serious organic
infectious disease. They are properly fed,
clothed and educated as white children, they
are subjected to constant medical supervision
and in receipt of domestic and vocational
training”
Common targets - homosexuals
Prejudice—A Ubiquitous Social Phenomenon (1 of
2)
• Prejudice
• Cognitive: Stereotypes
• Affective: Emotions
• Behavioral: Discrimination
The Cognitive Component:
Stereotypes (1 of 5)
• Stereotype
–
The Cognitive Component: Stereotypes (3 of 5)
What is this woman’s occupation? Most Western non-Muslims hold the stereotype that Muslim women who wear the full-length
black niqab must be repressed sexually as well as politically. But Wedad Lootah, a Muslim living in Dubai, United Arab Emirates, is
a marriage counselor and sexual activist, and the author of a best-selling Arabic sex manual.
Source: Bryan Denton/Corbis
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The Cognitive Component:
Stereotypes (4 of 5)
• Stereotyping:
– a cognitive process
• Example
• Traditional stereotypes
– Women
• More socially sensitive, friendlier, and more concerned
with the welfare of others
– Men
• More dominant, controlling, and independent
Stereotypes of Gender (2 of 2)
• Hostile sexism
– Stereotypical views of women that suggest that
women are inferior to men
• E.g., that they are less intelligent, less competent, and so on.
Item “Women are too easily offended”
• Benevolent sexism
– Stereotypical, positive views of women
• “Many women have a quality of purity that few men
possess”
Cartoon: Who’s the Boss?
“No, this is not Mel’s secretary. This is Mel.”
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Hurricane Mark versus Hurricane Maxine
Gender stereotypes are so influential that people even tend to take less seriously the risks posed
by hurricanes given female names.
Source: Jeff Schmaltz/NASA Images
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Are Stereotypes Always Wrong, Mostly
Wrong, or Mostly Right?
• Stereotypes are often overgeneralizations of a
truth.
– Heuristics/shortcuts conserve mental effort and
time
– heuristics survive because they often produce the
right answer
– So, some stereotypes have some element of
accuracy?
Are Stereotypes Always Wrong, Mostly
Wrong, or Mostly Right?
• Stereotypes are often overgeneralizations of a
truth.
– For example: Men are taller than women. This
stereotype is true most of the time, but there are
situations where this is not true.
• Janet Swim (1994)
– Gender stereotypes
– Participants indicated on what traits men and women
differed, and how big they thought the difference was
– They were mostly accurate for both what and how
big!
Swim, J. K. (1994). Perceived versus meta-analytic effect sizes: An assessment of the accuracy of
gender stereotypes. Journal of Personality and Social Psychology, 66(1), 21.
Are Stereotypes Always Wrong, Mostly
Wrong, or Mostly Right?
• Stereotypes are often overgeneralizations of a
truth.
– Jussim and colleagues
http://www.rci.rutgers.edu/~jussim/papers.html
– Racial and ethnic stereotypes were accurate
within 20%.
– Political and national stereotypes are not
accurate.
– There is an essay question related to
Accuracy in modern stereotypes
• Accuracy in modern stereotypes suggests
stereotypes have changed since they were first
studied.
• When we meet a person, we rely mostly on
information we gather about them, not on
stereotypes.
• Accuracy depends on:
– If the stereotype is a heuristic, then generally, most
are accurate.
– If the stereotype is held in order to booster self-
esteem, then most are inaccurate.
The Affective Component: Emotions
• Discrimination
• Social Distance
– A person’s reluctance to get “too close” to
another group
– Stressed
– Angry
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Figure 13.1
Errors Made in “Shooting” People in a Video Game
Participants played a video game in which they were supposed to “shoot” a man if he was holding a gun
and withhold fire if he was holding a harmless object, such as a cell phone. As the graph shows, players’
most common error was to “shoot” an unarmed black man, like the individual pictured above.
(Adapted from Correll, Park, Judd, & Wittenbrink, 2002)
Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Figure 13.2
The Unleashing of Prejudice Against African Americans
Prejudices can be activated when people feel angry or insulted. In this experiment, white participants
gave less shock to a black “learner” than to a white learner when they were feeling fine. But once
insulted, the white students gave higher levels to the black learner. (Adapted from Rogers & Prentice-
Dunn, 1981)
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13.2 How can we measure prejudices that people don’t want to reveal—
or that they don’t know they hold?
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Suppressing Prejudices
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Ways of Identifying
Implicit Prejudices (2 of 2)
• IAT may be measuring bias OR…
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Please rate the
statements on the
right using a scale
that runs from 1 to 9
where 1= strongly
disagree and 9 =
strongly agree and
then score you
responses using the
information in the
box at the bottom of
the questionnaire:
• Internal Motivation to Respond Without Prejudice is based on the strong inner belief
that prejudice is wrong. External Motivation to Respond Without Prejudice, which is
“essentially a sense that it is socially unwise to express opinions that others will regard as
socially undesirable or politically incorrect.” (p 416; Baumeister, & Bushman, 2011).
• How did you score? What do you think of this measure?
• With the person next to you Discuss/Answer the following:
– Why is measuring prejudice difficult?
– What methods discussed so far in the lecture and the questionnaire you have just read have psychologists
used to get over the problems of recording prejudiced attitudes?
– Discuss one novel way you might measure prejudice, sexism, or other morally undesirable attitudes.
13.3 What are some ways that prejudice harms its targets?
• Example 1
• Example 1
• Example 2
– If a society believes that a particular group is
stupid, uneducable, it will act in accordance with
beliefs.
• Educational resources will not be provided to
that group.
• The consequence: The group will not attain adequate
education.
• The Result: The society’s original belief will be
confirmed.
Figure 13.3 (Word, Zanna, & Cooper, 1974)
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Stereotypes Threats Video
• Applied psychologist Joshua Aronson of NYU talks about how stereotype threat works, particularly in a
classroom setting, and how such threat can be reduced.
QUESTIONS TO CONSIDER
What are some situational factors that can bring about stereotype threat in academic settings?
• What does “identity salience” mean and how does it relate to stereotype threat?
• What interventions has research identified for reducing the negative implications of stereotype threat?
http://visual.pearsoncmg.com/mypsychlabsocial/index.php?episode=episode8&clip=2&tab=intro
Back to Directory
Stereotype Threat (1 of 2)
Whether or not you feel “stereotype threat” depends on what category you are identifying with at the
time. Asian women do worse on math tests when they see themselves as “women” (stereotype = poor
at math) rather than as “Asians” (stereotype = good at math) (Shih, Pittinsky, & Ambady, 1999).
Source: Gary Conner/PhotoEdit
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Stereotype Threat and Gender (4 of 4)
– Alternative mindset:
– Self-affirmation:
Dr Tipples
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The Essay Feedback Checklist*
• Addressed the question throughout the essay?
• Organised the essay clearly with a structure that
supports a considered conclusion?
• Demonstrated understanding of the research,
concepts, and/or theories?
• Put forward a reasoned argument which shows
evaluation and analysis?
• Use of evidence to support essay answer?
• Evaluated research evidence and theoretical
concepts?
* This Essay Feedback Checklist is an adaptation of that developed by colleagues at Liverpool Hope University College (see: Norton, L., Clifford, R.,
Hopkins, L., Toner, I., & Norton, J.C.W. (2002). Helping psychology students write better essays. Psychology Learning and Teaching, 2, 116-126).
Similar to our feedback sheet
• article abstract
I clicked “Times cited…55”
• article abstract
Came up with an even better ref:
• But don’t forget you still need to read and evaluate the
material even when you have found it!
• That skill is beyond this lecture but I encourage you to
read..
• http://writingproject.fas.harvard.edu/files/hwp/files/w
riting_for_psych_final_from_printer.pdf
More from our feedback sheet
• Content (relevance, completeness and accuracy);
• Structure and organisation;
• Argument development;
• Independent research;
• Source material (quality, evaluation and
synthesis);
• Citing, referencing, formatting, grammar,
punctuation
More from our (old) feedback sheet
• Content (relevance, completeness and accuracy);
• Structure and organisation;
– If you answer the question throughout then this will help organise
overall
– But there is nothing like an example of good writing and again
textbooks demonstrate how
• Argument development;
• Independent research;
• Source material (quality, evaluation and
synthesis);
• Citing, referencing, formatting, grammar,
punctuation
Good writing – textbook example
• Baron, R. A., Byrne, D., & Branscombe, N. R.
(2006). SOCIAL PSYCHOLOGY, 11/E.
http://www.pearsonhighered.com/assets/hip/
us/hip_us_pearsonhighered/samplechapter/0
205444121.pdf
• Free chapter
• Paragraphs are
linked
• They refer to
the same thing
concept “self-
presentation”
• Author uses
linking
words/phrases
• “As described in
previous
section”
• “We can also”
• Your
paragraphs will
be linked
because you
will be
answering a
single question.
Consider using linking
words
“Furthermore”,
“Similarly”, “Also,” “A
further example”
Evidence example
Paragraphs presents
and evaluates (where
appropriate) the
evidence
Imagine essay title “Can we control
stereotype threat?”
• Concepts
clearly
defined
Imagine essay title “Can we control
Note ONE
stereotype threat?”
IDEA PER
PARAGRAPH
IS A GOOD
GUIDE
• Idea
presented
• Evidence
given
• Further
clarification
and evidence
provided
• Author
concludes
In short
• Answer the question (discuss if it asks you to!)
• Include relevant evidence
• Structure paragraphs clearly (one idea)
• Link paragraphs (again if you answer the question
throughout this is much easier)
• Finally
– Don’t forget to – that refers back to the
question and summarises the main points
• NOT COVERED:
academic style, avoiding opinion, planning,
drafting, time management (allow at least 2 hours a
day for 2 weeks to write a 2000 word essay)