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A generalized negative attitude toward members of a group

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Prejudice

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Give 2 examples of prejudice:

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-Dislike of telemarketers -Dislike of overweight people

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A generalized belief about members of a group

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Stereotype

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Give 2 examples of stereotypes:

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-People from Boston hate the Yankees -Homosexual are possessed by demons

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Behaviors directed toward people on the basis of their group membership

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Discrimination

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Give 2 examples of discrimination:

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-Denying someone a job because of their race or gender -Restaurant refusing to serve minorities

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What are three stereotype myths?

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-They are always negative -They are always conscious -They are always wrong

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Are stereotypes always negative?

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No! Women: -nurturing Asian-Americans: -intelligent

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Are stereotypes always conscious?

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No! -Many stereotypes are actually non-conscious -Race IAT

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Are stereotypes always wrong?

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No! -Women do tend to be more nurturing than men -HOWEVER, many stereotypes are wrong and are linked to negative prejudice

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School segregation, voting rights, etc.

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Traditional discrimination

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-Informal hiring practices, social interactions, etc. -More subtle but often just as damaging

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Modern discrimination

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Describe motivational Social Identity Theory (3)

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1. We want to feel good about ourselves 2. Our identity (partly) comes from groups to which we belong 3. Seeing our group as better than other groups raises self-esteem

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Strong in-group identification = what? Give an example

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Strong out-group prejudice EX) FSU students who really see themselves as Seminoles are more likely to dislike Gators

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When self-esteem is threatened people what? Give an example

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People derogate outgroup members EX) After receiving poor grade, majority students more likely to derogate minorities

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Tendency to exaggerate differences between members of different categories

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Accentuation Effect

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Tendency to perceive more similarity among members of groups we don't belong to than among members of our own group - "They all look the same" -Give an example

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-Outgroup Homogeneity Effect -Old people - we think they are more alike because we do not belong to that group (can't drive and can't text)

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Perceiving a correlation where none exist or over-estimating it's magnitude -Give an example

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Illusory correlation (think there is a relationship between two things that do not exist) Ex. If you wake up and look outside and there are dark clouds you would probably bring an umbrella but it does not rain every time there are dark clouds outside

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What is illusory correlation caused by?

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Distinctiveness - problem when you think things like African Americans are more likely to be criminals (although it is incredibly low)

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What are two stage process that leads stereotypes to prejudice?

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Activation and application

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-Stereotype comes to mind -How are they activated ?

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-Activation (Automatic) - Stereotypes are universally and automatically activated

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-Using stereotypes -Consciously controlled

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Application

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Activation =

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Automatic

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Application =

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More controlled

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The discriminatory behavior can be explained through a number of different reasons

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Attributional Ambiguity

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Awareness of negative stereotypes of ability can impair performance in that domain

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Stereotype threat

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-Simply exposing people to members of different groups should reduce prejudice -This generally hasn't worked

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Contact hypothesis

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Good at coming up with why prejudice exists but bad at coming up with solutions

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Prejudice reduction

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Conditions under which contact can reduce prejudice:

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1. Out-group members have traits and abilities challenging negative stereotypes 2. Contact is supported by social norms 3. Groups are of equal status (in contact setting) 4. Contact occurs in personal interactions 5. Groups engage in cooperative activities to achieve a common goal

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-P's judged line lengths -Accentuation Effect: Tendency to exaggerate differences between members of different categories -P's also underestimated within category differences

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Tajfel & Wilkes (1963)

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Tajfel & Wilkes (1963) results:

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When the labels were present, people saw lines with the same labels to be much more similar in length

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-P's read 39 sentences about two people doing pos and neg behaviors -P's asked how many pos. and neg. behaviors performed by each group member? -P's asked to describe traits of each group

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Hamilton & Gifford (1976)

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Hamilton & Gifford (1976) results:

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-Overestimated neg behaviors of Group B (the correct answer is 4 but people overestimated by a lot) because they are so rare they stick out in your memory more -Described Group B in more neg terms (really distinct things we think they are more likely to happen then they actually are because they stick out in our memory)

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White P's primed with "Black" or "White" Lexical Decision Task (is it a word or non-word) Words: -Pos Black stereotype (athletic) -Neg Black stereotype (criminal) -Pos White stereotype (intelligent) -Neg White stereotype (boring)

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Wittenbrink et al. (1997)

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Wittenbrink et al. (1997) results:

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-Being primed with the word "White" caused participants to activate positive White stereotypes -Being primed with the word "Black" caused participants to activate negative Black stereotypes -Linked with explicit prejudice - motivation!

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-P's saw cards turned on TV screen containing word fragments -Some fragments could be completed with Asian stereotypes (e.g., R_CE; S_Y) -Card turner was Asian or White -P's either "cognitively busy" or not -How many words filled in Asian stereotypes?

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Gilbert & Hixon (1991) study 1

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Gilbert & Hixon (1991) study 1 results

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-Ps most likely to activate stereotype when the card turner was Asian and the participant was not distracted -Stereotype activation is only possible when you have the ability to activate stereotypes -Under conditions of high cognitive load, stereotype activation is less likely.

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-Phase 1: P's see Asian card turner vs. White card turner -Phase 2: P's listen to typical day in her life -P's asked to form impression of her Four "busyness" conditions -Busy during card turning / Busy during listening (ALWAYS Busy) -Busy during card turning / Not busy during listening (EARLY Busy) -Not busy during card turning / Busy during listening (LATE Busy) -Not busy during card turning / Not busy during listening (NEVER)

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Gilbert & Hixon (1991) study 2

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Gilbert & Hixon (1991) study 2 results

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-Participants who saw an Asian card turner and were distracted only during phase 2 most likely to apply stereotype -Participants who saw an Asian card turner and were never distracted activated stereotype but never applied it

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-Morning people and Night people came in at 9 am or 8 pm -Rated probability of guilt of criminal defendant -Name: Robert Garner or Roberto Garcia

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Bodenhausen (1990)

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Bodenhausen (1990) results:

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Who was MOST likely to think the defendant was guilty? -Morning people who came in at 8pm and evening people who came in at 9am, who read that the defendant's name was Roberto Garcia

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-Black P's received pos or neg feedback from someone they thought was White -P's believed White person could or could not see them -Measured self-esteem before and after evaluations

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Crocker et al. (1991)

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Crocker et al. (1991) results:

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-When unseen, positive feedback boosted self-esteem, whereas negative feedback lowered self-esteem -When Black participants believed that their White partner could see them, their self-esteem went down, but only when they received positive feedback

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-Black and White P's took verbal GRE -P's asked to report race before test or after test -How did they perform?

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Steele & Aronson (1995)

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Steele & Aronson (1995) results:

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-White participants who were asked to identify their race before taking the exam did best -Black participants who were asked to identify their race before the exam did worst

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