Transcript PSY 321 Dr. Sanchez

PSY 321
Dr. Sanchez
Stereotyping, Prejudice, &
Discrimination Part II
How Stereotypes
Affect their Targets
Target’s Perspective
• Stereotype threat
• Misunderstandings in Interracial
Interactions
• How can prejudice be reduced?
Stereotype and Social Identity Threat
• Stereotype threat
– the apprehension experienced by
members of group that their behavior
might confirm a cultural stereotype in a
particular domain
– individual does not have to believe the
stereotype for it to shape performance
Steele & Aronson (1995, Study 1)
• Black and White Ps
• Make racial stereotype of intelligence
salient
– Diagnostic of ability
– Nondiagnostic (control)
• Examine test performance on a
challenging verbal test.
Steele & Aronson (1995, Study 1)
Steele & Aronson (1995, Study 2)
• Black and White Ps
• Make racial stereotype of intelligence
salient
– Indicate Race
– No race question
• Examine test performance on a
challenging verbal test.
Steele & Aronson (1995, Study 2)
Stereotype Threat
• General Features
– Threat is situational
– Domain connected
• Strength varies with identification with
domain
– About social identity  applies to
many groups
• Women in science, athletes, elderly
individuals, SES, …….even Whites!
Stereotype Threat
• Research on Meta-stereotypes
– Whites concerned with appearing
prejudiced (Vorauer, Hunter, Main, & Roy,
2000; Vorauer, Main, & O’Connell, 1998; Vorauer &
Kumhyr, 2001)
– Concerns can influence judgments,
behaviors, performance on measures of
racial attitudes
Stereotype Threat
(Frantz, Cuddy, Burnett, Hart, & Ray, 2005)
• Self-relevant negative stereotype in
a particular domain
– “Whites are racists.”
• Person identifies with that domain
– “I’m egalitarian.”
• Performance in the situation is
diagnostic
– “I might validate the stereotype.”
Stereotype and Social Identity Threat
• Investigation of whether stereotype threat
is operating during an implicit test of
prejudice
• Hypothesis
– Participants show more racial bias on implicit
test when they believe the test is diagnostic of
racism.
• 3 conditions
– Explicit threat condition
– Explicit no-threat condition
– No instructions condition
Explicit Threat Instructions
• “The IAT compares your attitudes towards two
different racial groups. It is a measure of racial
bias. In this study, we are interested in
measuring your unconscious racial attitudes
toward Blacks and Whites as accurately as
possible... This is a challenging task, but it's
necessary for the aim of this study. Please try
hard to help us in our analysis of individual's
racial attitudes.”
Explicit No-Threat Instructions
• “The IAT is a measure of knowledge of cultural
stereotypes. In this study, we are interested in
measuring the extent to which people are aware
of cultural stereotypes... This is a challenging
task, but it's necessary for the aim of this study.
Please try hard to help us in our analysis of
people's knowledge of cultural stereotypes. ”
No-Instructions Condition
• “This is a challenging task, but it's necessary
for the aim of this study. Please try hard.”
Stereotype and Social Identity Threat
IAT Effect
200
150
100
50
0
Explicit Threat
Explicit No- No instructions
Threat
Stereotypes and Multiple Identities
Not Good at Math
Good at Math
Multiple Identities
(Shih, Pittinsky, & Ambady,1999)
• Remind Asian-American women of
their
– Asian identity (questions about
languages spoken, race, etc.)
– Female identity (questions about co-ed
housing)
– Neither identity (questions about
telephone service)
• Take a math test
Multiple Identities
(Shih, Pittinsky, & Ambady,1999)
Accuracy on math test
0.6
0.4
0.2
Asian
Neutral
Female
Interpersonal Concerns with Prejudice
• Whites
– Concern with being perceived as prejudiced
(Vorauer, Hunter, Main, & Roy, 2000; Vorauer, Main, &
O’Connell, 1998; Vorauer & Kumhyr, 2001)
– Concerns influence social judgments about
and during interracial contact
• Blacks
– Concern with being treated negatively
because of prejudice and being perceived
stereotypically (Mendoza-Denton et al., 2002;
Shelton, 2003)
– Concerns influence social judgments about
and during interracial contact
Interpersonal Concerns with Prejudice
• Whites and Blacks
– Harbor fear of rejection because of their group
memberships
– Fear that out-group members will perceive
them in a way that threatens their identity
(Steele, Spencer, & Aronson, 2003)
Pluralistic Ignorance
People observe others behaving
similarly to themselves but believe
that the same behaviors reflect
different feelings and beliefs (Miller
& McFarland, 1987, 1991)
Pluralistic Ignorance
• Own behavior
– Reflect fears of social exclusion
• Other person’s behavior
– Taken at face value
– Reflects the person’s true feelings
Divergent Attributions
• Predictions
– Attribute own failure to make the first
move to fear of being rejected
– Attribute potential partner’s failure to
make the first move to lack of interest
Divergent Attributions
You enter the dining hall for dinner.
You are alone because your close
friends are in a review session. As
you look around the dining hall for
a place to sit, you notice several
White (Black) students who live
near you sitting together. These
students also notice you. However,
neither of you explicitly makes a
move to sit together.
Divergent Attributions
• Fear of Rejection
– How likely is that fear of being rejected because of your
race would inhibit you from sitting with these students?
• Lack of Interest
– How likely is that your lack of interest in getting to know
these students would inhibit you from sitting with them?
• Answered for self and other
(counterbalanced)
7-point scale where 1 = not at all and 7 = very much
Black Participants with White Partner
Self
6.0
5.5
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
Fear of Rejection
Lack of Interest
Other
White Participants with Black Partner
Self
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
Fear of Rejection
Lack of Interest
Other
Black Participants with Black Partner
Self
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
Fear of Rejection
Lack of Interest
Other
White Participants with White Partner
Self
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
Fear of Rejection
Lack of Interest
Other
Divergent Attributions
• Blacks and Whites
– Make divergent attributions for own and
out-group members’ avoidance of
interracial contact
– Interpersonal Concerns with Prejudice
• I’m afraid of being rejected!
• They lack interest in interacting!
– Misunderstanding occurs even before
the interaction
What Can We Do?
• Repeated Intergroup Contact that
involves
– Common goals
– Equal status
– Supportive norms
– Personalized interactions
• Individuation
• Common In-Group Identity
Jigsaw Classroom
(Aronson, 1978)
• Students separated into diverse six-person
learning groups
• Lesson divided into six parts
• Like pieces of puzzle, each of the six parts
is required to see the whole picture
• Each student learns her/his piece, then
teaches the rest of the group
• They need each other to do well on the test
• Prejudice diminishes
Jigsaw Classroom:
Why does it Work?
• Cooperation leads to
recategorization: no longer “us” and
“them”
• When people help others, they feel
more positive toward those others
– Helping  Liking
• Cooperation increases empathy
Self-Esteem in U.S. Minority
Groups
From J. M. Twenge and J. Crocker, “Race and Self-Esteem: Meta-Analysis Comparing Whites, Blacks,
Hispanics, Asians, and American Indians,” Psychological Bulletin, Vol. 128, 2002, pp. 371-408.
Coping with Stigma
• Stigma = having an attribute that is
viewed as inferior, deficient, etc.
• 1) attributing negative feedback to
prejudice
• (2) comparing outcomes with those
of their ingroup
• (3) selectively devaluing areas in
which their group does poorly and
valuing dimensions in which their
group excels