Social psychology
Stereotypes
Dividing people into categories based on common attributes. Race, gender, other common features.
Seem to be a function of automatic processing. Environment plays a role. Even automatic processes can be overcome with controlled processing.
Many of our attitudes are formed in the home (= parents). Peers (classmates, friends) also shape our attitudes. People with authoritarian personality favor obedience, eschew lower status people.
Outgroup homogeneity. The belief that "all of them are the same.". Seeing outgroup as being very similar. Seeing ingroup members as very diverse. May be contributed to by a lack of familiarity of the outgroup.
Social Learning
Many of our attitudes are formed in the home (= parents). Peers (classmates, friends) also shape our attitudes. People with authoritarian personality favor obedience, eschew lower status people.
Dividing people into categories based on common attributes. Race, gender, other common features.
Outgroup homogeneity. The belief that "all of them are the same.". Seeing outgroup as being very similar. Seeing ingroup members as very diverse. May be contributed to by a lack of familiarity of the outgroup.
Seem to be a function of automatic processing. Environment plays a role. Even automatic processes can be overcome with controlled processing.
Social categorization
Seem to be a function of automatic processing. Environment plays a role. Even automatic processes can be overcome with controlled processing.
Outgroup homogeneity. The belief that "all of them are the same.". Seeing outgroup as being very similar. Seeing ingroup members as very diverse. May be contributed to by a lack of familiarity of the outgroup.
Dividing people into categories based on common attributes. Race, gender, other common features.
Many of our attitudes are formed in the home (= parents). Peers (classmates, friends) also shape our attitudes. People with authoritarian personality favor obedience, eschew lower status people.
Social categorization
Outgroup homogeneity. The belief that "all of them are the same.". Seeing outgroup as being very similar. Seeing ingroup members as very diverse. May be contributed to by a lack of familiarity of the outgroup.
Many of our attitudes are formed in the home (= parents). Peers (classmates, friends) also shape our attitudes. People with authoritarian personality favor obedience, eschew lower status people.
Seem to be a function of automatic processing. Environment plays a role. Even automatic processes can be overcome with controlled processing.
Dividing people into categories based on common attributes. Race, gender, other common features.
Realistic group conflict theory
Groups compete for resources.
Ingroup favoritism and outgroup discrimination increase.
Relative deprivation
Ingroup favoritism and outgroup discrimination increase.
Groups compete for resources.
Remember Robber’s Cave?
The groups started with heavy ingroup favoritism. The groups became possessive of common areas (baseball diamond, campground). Over time (with cooperation) this dissipated.
The belief that victims of misfortune deserve it. Allows us to see the world as fair and predictable. 10-20% believe rape victims are at least partially responsible for being attacked.
Influences our perception of others. Confirmation bias – remember this?. Affects our behaviors. Affects the behaviors of the stereotyped group. Remember, you don’t have to believe it to be affected by it!
Explaining group behaviors in terms of internal, dispositional factors. Disregarding situation constraints.
Fundamental attribution error
The belief that victims of misfortune deserve it. Allows us to see the world as fair and predictable. 10-20% believe rape victims are at least partially responsible for being attacked.
The groups started with heavy ingroup favoritism. The groups became possessive of common areas (baseball diamond, campground). Over time (with cooperation) this dissipated.
Influences our perception of others. Confirmation bias – remember this?. Affects our behaviors. Affects the behaviors of the stereotyped group. Remember, you don’t have to believe it to be affected by it!
Explaining group behaviors in terms of internal, dispositional factors. Disregarding situation constraints.
The dangers of stereotyping
The groups started with heavy ingroup favoritism. The groups became possessive of common areas (baseball diamond, campground). Over time (with cooperation) this dissipated.
Influences our perception of others. Confirmation bias – remember this?. Affects our behaviors. Affects the behaviors of the stereotyped group. Remember, you don’t have to believe it to be affected by it!
Explaining group behaviors in terms of internal, dispositional factors. Disregarding situation constraints.
The belief that victims of misfortune deserve it. Allows us to see the world as fair and predictable. 10-20% believe rape victims are at least partially responsible for being attacked.
Just-world hypothesis (“Blame the victim“)
The belief that victims of misfortune deserve it. Allows us to see the world as fair and predictable. 10-20% believe rape victims are at least partially responsible for being attacked.
The groups started with heavy ingroup favoritism. The groups became possessive of common areas (baseball diamond, campground). Over time (with cooperation) this dissipated.
Influences our perception of others. Confirmation bias – remember this?. Affects our behaviors. Affects the behaviors of the stereotyped group. Remember, you don’t have to believe it to be affected by it!
Explaining group behaviors in terms of internal, dispositional factors. Disregarding situation constraints.
Self-fulfilling prophecy
Increased communication between groups reduces prejudice/discrimination. Equal contact between the groups is also essential.
�A belief that causes itself to be true". Can lead to positive or negative behaviors. How might a student perform who is told that she is "excellent?". How might that same student perform if she is told she is "average?". We may inadvertently promote such outcomes based on how we interact with people.
Anxiety caused by the belief that we might inadvertently conform to a negative cultural stereotype may affect our performance at school and in the workplace.
Stereotype threat
Anxiety caused by the belief that we might inadvertently conform to a negative cultural stereotype may affect our performance at school and in the workplace.
�A belief that causes itself to be true". Can lead to positive or negative behaviors. How might a student perform who is told that she is "excellent?". How might that same student perform if she is told she is "average?". We may inadvertently promote such outcomes based on how we interact with people.
Increased communication between groups reduces prejudice/discrimination. Equal contact between the groups is also essential.
Contact Hypothesis
�A belief that causes itself to be true". Can lead to positive or negative behaviors. How might a student perform who is told that she is "excellent?". How might that same student perform if she is told she is "average?". We may inadvertently promote such outcomes based on how we interact with people.
Anxiety caused by the belief that we might inadvertently conform to a negative cultural stereotype may affect our performance at school and in the workplace.
Increased communication between groups reduces prejudice/discrimination. Equal contact between the groups is also essential.
Gordon Allport proposed 4 conditions to decrease prejudice
Equal status between groups. Institutional support for both groups. Intergroup cooperation. Common goals for both groups.
Motivation can reduce automatic processing that leads to prejudice. It is important to make people aware of their own prejudices to create positive change.
It is not enough to just talk about it. People have to participate in order to reduce prejudice and discrimination.
Each student serves a necessary purpose. A common goal can’t be completed without each purpose being present. Fosters cooperation. Leads to a decrease in negativity.
The Jigsaw Classroom (Aronson, et al., 1978)
Equal status between groups. Institutional support for both groups. Intergroup cooperation. Common goals for both groups.
Each student serves a necessary purpose. A common goal can’t be completed without each purpose being present. Fosters cooperation. Leads to a decrease in negativity.
Motivation can reduce automatic processing that leads to prejudice. It is important to make people aware of their own prejudices to create positive change.
It is not enough to just talk about it. People have to participate in order to reduce prejudice and discrimination.
Education
Motivation can reduce automatic processing that leads to prejudice. It is important to make people aware of their own prejudices to create positive change.
Equal status between groups. Institutional support for both groups. Intergroup cooperation. Common goals for both groups.
Each student serves a necessary purpose. A common goal can’t be completed without each purpose being present. Fosters cooperation. Leads to a decrease in negativity.
It is not enough to just talk about it. People have to participate in order to reduce prejudice and discrimination.
Motivation
Each student serves a necessary purpose. A common goal can’t be completed without each purpose being present. Fosters cooperation. Leads to a decrease in negativity.
Equal status between groups. Institutional support for both groups. Intergroup cooperation. Common goals for both groups.
Motivation can reduce automatic processing that leads to prejudice. It is important to make people aware of their own prejudices to create positive change.
It is not enough to just talk about it. People have to participate in order to reduce prejudice and discrimination.
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