1. This Week’s Playlist
Artist
Song / Psych Concept
1.
Randy Newman
Short People
(Explicit Prejudice)
2.
Madonna
What It Feels Like For A Girl
(HostileSexism)
3.
Bob Dylan
Just Like A Woman
(Benevolent Sexism)
4.
Chamillionaire
Ridin’ Dirty
(Illusory Correlation)
5.
Avenue Q
Everyone’s A Little Bit Racist
(Modern Racism)
6.
Michael Jackson
Black Or White
(Reducing Prejudice)
7.
John Lennon
Imagine
(Reducing Prejudice)

2. CHAPTER 11:
STEREOTYPES
PREJUDICE
DISCRIMINATION
Melanie B. Tannenbaum
Spring 2013

3. Chapter Overview

Characterizing Intergroup Bias

Intergroup Bias: Different Perspectives
 Economic
Perspective
 Motivational Perspective
 Cognitive Perspective

Being a Member of a Stigmatized Group

Reducing Stereotypes, Prejudice, and Discrimination

4. Chapter Overview

Characterizing Intergroup Bias

Intergroup Bias: Different Perspectives
 Economic
Perspective
 Motivational Perspective
 Cognitive Perspective

Being a Member of a Stigmatized Group

Reducing Stereotypes, Prejudice, and Discrimination

5. Stereotypes, Prejudice, and Discrimination

Do these all mean the same thing?
 A)
Yes
 B) No

6. Stereotypes, Prejudice, and Discrimination

Do these all mean the same thing?
 A)
Yes
 B) No

They are similar, but there are actually
differences in what they refer to & mean

7. Stereotypes, Prejudice, and Discrimination

Stereotype
 Belief
that certain attributes are characteristic of
members of particular groups
 Cognition

Prejudice
A
negative (or positive) attitude toward a certain group
that is applied to its individual members
 Emotion

Discrimination
 Unfair
treatment of members of a particular group based
on their membership in that group
 Behavior

8. Stereotypes, Prejudice, and Discrimination

If someone is “racist” towards a certain racial
group...
 Stereotype:
People in Racial Group are all
bad/stupid/lazy/smart/athletic/rich.
I don’t like people in Racial Group, so I don’t
like Bob because he is a member of this group.
 Prejudice:
 Discrimination:
Bob applied for a job in my company,
but I won’t hire him, because he’s in Racial Group.

9. But what does it mean to be “racist”?

Does all prejudice look the
same? NO!

There are two main types:



Traditional
Modern
This applies to all forms of
prejudice (sexism,
homophobia, antiSemitism...), not just
racism.

10. Traditional Racism

Prejudice against a racial group that is consciously
acknowledged and openly expressed by the individual

Relatively rare in contemporary society

11. Modern Racism



Prejudice against a racial group that exists alongside
therejection of explicit racist beliefs
Example: Opposing racial segregation/discrimination, but
treating outgroup members differently in more subtle ways
(e.g. sitting further away, being less likely to hire them)
More “subtle” indicators...not necessarily verbalized.

12. Modern Racism

Hodson et al., 2002


Participants filled out a modern racism scale about AfricanAmericans
Participants rated a sample of job applicants


Half were White, and half were Black
Results
 When the applicant was either SUPER EXCELLENT or
SUPER TERRIBLE, white and black applicants were rated
the same.
 When the applicant had a some-good-some-bad resume,
people high in modern racism rated the white applicants
higher.

13. Modern Racism

Gaertner&Dovidio, 1977




White participants entered the lab & told they would be interacting
with a) 1 person or b) a group (all actors)
All people were seated in single-person cubicles and spoke
through an intercom system
At one point, one of the confederates indicated he was having a
medical emergency; the confederate was either a) White or b)
Black.
How many participants left their cubicles to go help?


When interacting 1-on-1, most help, whether Black (94%) or White
(81%)
When interacting with a group, most help the White victim (75%),
but not the Black victim (38%)

14. Test Your Knowledge

What is the correct term for the following examples?
If I’m the boss and I see an application from
someone who went to Indiana or Michigan, I
won’t hire them!

A. Stereotype

B. Prejudice

15. Test Your Knowledge

What is the correct term for the following examples?
People who go to Indiana or Michigan instead of
Illinois are stupid and clearly have poor
judgment.

A. Stereotype

B. Prejudice

16. Test Your Knowledge

What is the correct term for the following examples?
My friend Amanda decided to go to Indiana.
I don’t like her anymore.

A. Stereotype

B. Prejudice

C. Discrimination

17. Ambivalent Sexism


Glick & Fiske, 2001
Two parts:


Hostile Sexism
Benevolent Sexism

18. Hostile Sexism


What you typically think of when you think about
“sexism.”
Domination, hostility, and degradation
“Women are less competent than men.”

19. Benevolent Sexism


Attitudes of protection, idealization, and affection
towards women in traditional gender roles
In other words, chivalry.
“Women should be treated delicately”
“In an emergency, women should be rescued before men.”

20. Ambivalent Sexism
Hostile and benevolent sexism often co-exist
“Women are incompetent…
...so men should protect them and take care of them.”


21. Ambivalent Sexism

Benevolent is just as bad as Hostile…and in some ways, it’s
worse.

Justifies negative stereotypes



“Women are so kind & nurturing, they don’t make good
CEOs/presidents.”
Feeling “responsible” for women’s welfare implies male superiority
Women are only highly regarded if they fit traditional gender roles

If they step outside these roles, they suddenly face criticism &
discrimination

22. Ambivalent Sexism

Women often view individual
benevolent sexism acts as
positive.


“He always pays!”
“He always opens the door!”

As a result, women are less likely
to “act out” against it.

Recognizing this (appropriately)
as sexism can come across as
being oversensitive and
obnoxious, especially since so

23. Test Your Knowledge

Which one of the following statements is supported
by research on ambivalent sexism?

A. Someone cannot endorse both benevolent sexism and
hostile sexism.

B. Negative stereotypes are bad, but positive stereotypes are
not.

C. Positive stereotypes can have troublesome consequences.

24. Measuring Prejudicial Attitudes

We’ve gone over some attitude measures
 Remember

back to Chapter 7!
Make sure you complete an IAT by this Thursday
 https://implicit.harvard.edu/implicit/

This is a common way of measuring implicit attitudes
towards various racial, gender, religious, etc. groups

http://www.youtube.com/watch?v=a29guLgQ3qs

25. IAT: Some Comments

Many people interpret the fact that this measures “implicit
associations” to mean that it measures “hidden” or “secret”
attitudes.

This is not necessarily true.

Two reasons implicit attitudes might differ from explicit:
 1) People are trying to hide/mask their “true” attitudes.
 2) People are not aware of these implicit associations

26. IAT: Some Comments

Some people believe that the IAT does not actually
measure “attitudes” as much as it measures “cultural
knowledge.”

People who work in activism, people who are members
of minority groups, etc. often show “bias” on the IATs –
sometimes even more than the average population!

This indicates that the “strength of the association” (e.g.
between “White” and “Good”) might not indicate what
you actually believe, but how much you know about
cultural stereotypes/how much you’ve been exposed to

27. Test Your Knowledge

Jenny took the implicit association test (IAT) and
found that she responded faster when “strong” words
were paired with male names, compared with when
“strong” words were paired with female names.
What does this finding suggest?

A. She has a stereotype that women are stronger than men
B. She has a stereotype that men are stronger than women
C. She has a stereotype that male names are more attractive
than female names
D. She does not have any stereotypes about gender and




28. Chapter Overview

Characterizing Intergroup Bias

Intergroup Bias: Different Perspectives
 Economic
Perspective
 Motivational Perspective
 Cognitive Perspective

Being a Member of a Stigmatized Group

Reducing Stereotypes, Prejudice, and Discrimination

29. Different Perspectives

Intergroup bias comes from...

Economic Perspective
 Competition
with outgroups over valuable/scarce
resources.

Motivational Perspective
 Identification
with an ingroup, frustration, or social
identity.

Cognitive Perspective

30. Different Perspectives

Intergroup bias comes from...

Economic Perspective
 Competition
with outgroups over valuable/scarce
resources.

Motivational Perspective
 Identification
with an ingroup, frustration, or social
identity.

Cognitive Perspective

31. Economic Perspective

Realistic Group Conflict Theory



LeVine& Campbell, 1972
When groups compete for limited resources, the
groups experience conflict, prejudice, and
discrimination.
What are limited resources?
Territory
 Jobs
 Power

Prejudice and discrimination should be strongest among

32. Economic Perspective

Some of the strongest anti-black
prejudice occurred shortly after the
Civil Rights Movement became
successful.

This prejudice was strongest among
the white working class.

Why?
Working class jobs became a threatened commodity for
White Americans once millions of Black Americans were
allowed to apply.

33. Robber’s Cave

Sherif et al., 1961

22 fifth-grade boys (all strangers) participated in a 2
½ week summer camp at Robbers Cave State Park
in OK.
The boys were divided into groups of 11


34. Robber’s Cave

Phase One
 Groups
independently engaged in activities designed to
foster unity (preparing meals, pitching tents, etc.)
 Neither group knew about the other group’s existence

35. Robber’s Cave

Phase Two
 The
groups were brought together for a five-day
tournament; winners got medals and pocket knives
 The other group is now an obstacle to resources (prizes)
 This led to conflict, trash-talking, stealing, and burning
the other group’s flag, in addition to in-group favoritism.
Eek!

36. Robber’s Cave

Phase Three
 The
researchers tried a few things in an attempt to
“reverse” the prejudice and reduce conflict between the
2 groups

Attempt #1: Mere Exposure
 The
boys were brought together in noncompetitive
settings
 This failed…The boys insulted each other, fought, etc.

37. Robber’s Cave

Phase Three
 The
researchers tried a few things in an attempt to
“reverse” the prejudice and reduce conflict between the
2 groups

Attempt #2: Superordinate Goals
 The
researchers created larger goals that made the
groups of boys have to depend on each other in order to
succeed

Disrupted the camp’s water supply (boys had to fix the pipes together),
supply truck “broke down” (boys had to jump start it together)...
 Required
goal
both groups to work together for a common

38. Robber’s Cave: Important
Points

There were no differences in background,
appearance, or history of conflict; intergroup hostility
developed anyway
 All
that is required for conflict is economic competition
 Economic Competition = Sufficient for intergroup
bias

Competition against outgroups often increases
cohesion
 The
intergroup conflict led the ingroups themselves to

39. Test Your Knowledge


What is the most important takeaway point from the
Robbers Cave study?
A. When resources are scarce, you won’t get ingroup
cohesion.

B. A superordinate goal helps reduce intergroup conflict.

C. Simply seeing each other more helps conflict go
away.

40. Robber’s Cave: Important
Points

Intergroup conflict can be diminished by forcing
groups to work together and depend on each other
 Certain
groups (like the military) do this very well
 Certain groups (like Fortune 500 companies) do...not.

How do you think universities do at this?
 A)
Good
 B) Bad

41. Military vs. Universities

Universities do surprisingly poorly...this is one reason
why there might be a lot of self-segregation and early
integration efforts were difficult.

Grade curves and the classroom structure encourages
competition over cooperation.

No real efforts to make people from different groups
work together for a common goal.

The military does this very well; makes people from
many different groups work together, breaks down

42. Jigsaw Classroom

Proposed by Aronson

Different members of a class have to present
different parts of a lesson to the other classmates

No one can learn without the help of the others;
everyone plays a part, they all work together towards
the “common goal” of learning

Students in these classrooms show lower levels of
prejudice/discrimination, more intergroup friendships

43. Different Perspectives

Intergroup bias comes from...

Economic Perspective
 Competition
with outgroups over valuable/scarce
resources.

Motivational Perspective
 Identification
with an ingroup, frustration, or social
identity.

Cognitive Perspective

44. Motivational Perspective


Social Identity Theory
A person’s self-concept and self-esteem are derived
from personal identityANDingroup
status/accomplishments.
People are motivated to view their ingroups
favorably because this enhances self-concept and

45. Self-Concept
Social Identities
UIUC Student
Personal Identities
Midwesterner
Psychology
Major
Boyfriend/Girlfriend
Son/Daughter
Roommate
Things associated with these groups will reflect
well (or poorly) on YOU.

46. Minimal Group Paradigm

Researchers create groups based on arbitrary and
meaningless criteria to see if they can get people to
develop intergroup bias as a result.

Seriously meaningless...like flipping a coin. Shoelace
color. Really stupid stuff.

Results: In many different experiments, we find that
people show a preference and bias for the ingroup,
even when these distinctions are meaningless.

47. Minimal Group Paradigm

You have developed superpowers, and you can now
determine who will win basketball games next
season. But, there’s a catch. You only have two
options. Either...

A) Both Illinois and Indiana win the same number of
games, and end up tied as Big Ten regular season
champions.
OR
B) Illinois will finish in third place in the Big Ten
conference, but you can guarantee that Indiana will


48. Minimal Group Paradigm

Would you prefer for...

A. Illinois and Indiana to tie for the regular season
win?

B. Illinois to do OK, but Indiana to come in dead
last?

49. Minimal Group Paradigm

If given the chance to distribute rewards across the
ingroup vs. outgroup, individuals want the ingroup to
have more than the outgroup, even if it means they get
less overall.

Would you prefer for...
 The ingroup and outgroup to get $10 each?
 The ingroup to get $7 and the outgroup to get $3?

50. Minimal Group Paradigm

People overwhelmingly prefer the $7/$3 option because
it maximizes ingroup success relative to the outgroup.

Ingroup Bias: Because identity-related self-esteem is
based in part on group membership, we’re motivated to
boost the status of our ingroups.

51. Basking In Reflected Glory

Self-esteem can be enhanced by positive ingroup
evaluations.

Cialdini et al., 1976
 Basking
in Reflected Glory
 Taking pride in the accomplishments of those we feel
associated with in some way

When ingroups succeed, we have higher selfesteem.

52. Basking In Reflected Glory

People who take particularly
strong pride in their group
affiliations are more
vulnerable to ingroup favoritism
when placed in minimal
group situations

People who are highly identified with a group react to
criticism of the group as if it were criticism of the self.

53. This can also work the other
way...

Self-esteem can also
be
enhanced by negative
evaluations of
outgroup.

Remember...people
are
motivated for ingroup

54. Test Your Knowledge


Which of the following is not basking in reflected
glory?
A. Wearing your school’s T-Shirt the day after a big NCAA
win.

B. Feeling happy when you get an A on a paper.

C. Posting more pictures of you with a friend on Facebook
after that friend wins a big campus election, so everyone
sees you know her.

55. Test Your Knowledge

What do studies using the minimal group paradigm show?

A. You only get ingroup favoritism for important, meaningful
groups.

B. Ingroup favoritism is stronger in diverse groups.

C. Ingroup favoritism is stronger in very similar groups.

D. Ingroup favoritism will happy for any group, even those
based on arbitrary or meaningless criteria.

56. Is Prejudice Really
Self-Image Maintenance?

Fein & Spencer, 1997

Participants told that they failed or aced an intelligence
test
 Self-esteem either threatened or affirmed

Participants watched an interview of a job applicant
 She

was either clearly Jewish or clearly Non-Jewish
Participants...
 Rated
the job applicant

57. Is Prejudice Really
Self-Image Maintenance?
Maria D’Agostino
Julie Goldberg

Volunteer for Hillel

Member of Jewish Sorority
Non-Cultural Sorority


Volunteer for Catholic Social
Services



Cross necklace

Hair down
Star of David necklace
Hair back in a “JAP Clip”

Participant words, not mine.

58. Is Prejudice Really
Self-Image Maintenance?
100
Candidate’s Personality Rating
90
80
70
60
50
Maria D'Agostino
Julie Goldberg
40
30
20
10
0
Positive Feedback
Negative Feedback

59. Is Prejudice Really
Self-Image Maintenance?
100
Candidate’s Personality Rating
90
If their self-esteem
wasn’t threatened, they
didn’t derogate the
Jewish candidate
because there was no
reason to do so.
80
70
60
50
Maria D'Agostino
Julie Goldberg
40
30
20
10
0
Positive Feedback
Negative Feedback

60. Is Prejudice Really
Self-Image Maintenance?
100
Candidate’s Personality Rating
90
However, if they got
negative feedback, they
coped with self-esteem
threat by dissing the
Jewish candidate
80
70
60
50
Maria D'Agostino
Julie Goldberg
40
30
20
10
0
Positive Feedback
Negative Feedback

61. Is Prejudice Really
Self-Image Maintenance?
10.0
Self-Esteem After Rating Candidate
9.0
8.0
7.0
6.0
5.0
Maria D'Agostino
Julie Goldberg
4.0
3.0
2.0
1.0
0.0
Positive Feedback
Negative Feedback

62. Is Prejudice Really
Self-Image Maintenance?
10.0
Self-Esteem After Rating Candidate
9.0
Furthermore, the
negative ratings helped
to boost their selfesteem.
8.0
7.0
6.0
5.0
Maria D'Agostino
Julie Goldberg
4.0
3.0
2.0
1.0
0.0
Positive Feedback
Negative Feedback

63. Is Prejudice Really
Self-Image Maintenance?




Sinclair &Kunda, 1999: Doctors & Race
Participants were praised or criticized by a doctor
The doctor was either black or white
Participants then performed a lexical decision task
(LDT)
 This
is basically an implicit measure (like the IAT!)
 Participants see strings of letters and have to decide as
quickly as they can if it’s a word or not
 The more “accessible” certain knowledge is (i.e. the
more recently you’ve thought about it), the faster you’ll
be to recognize words related to that knowledge

64. Stereotype Activation & Threat
630
Reaction Time (ms) for Recognizing “Doctor”
Stereotype Words
620
610
600
590
580
White Doctor
Black Doctor
570
560
550
540
530
Positive Feedback
Negative Feedback

65. Stereotype Activation & Threat
How Quickly They Recognize “Doctor” Stereotype
Words
0.0018
0.0017
White Doctor
Black Doctor
0.0016
0.0015
Positive Feedback
Negative Feedback

66. Stereotype Activation & Threat
How Quickly They Recognize “Doctor” Stereotype
Words
0.0018
When people got
positive feedback
from the doctor, it
activated “Doctor”
stereotypes.
0.0017
White Doctor
Black Doctor
0.0016
0.0015
Positive Feedback
Negative Feedback

67. Stereotype Activation & Threat
620
Reaction Time (ms) for Recognizing “Black”
Stereotype Words
610
600
590
580
White Doctor
Black Doctor
570
560
550
540
530
Positive Feedback
Negative Feedback

68. Stereotype Activation & Threat
How Quickly They Recognize “Black” Stereotype
Words
0.0018
0.0017
White Doctor
Black Doctor
0.0016
0.0015
Positive Feedback
Negative Feedback

69. Stereotype Activation & Threat
How Quickly They Recognize “Black” Stereotype
Words
0.0018
When people got
negative feedback
from the doctor, it
activated “Black”
stereotypes.
0.0017
White Doctor
Black Doctor
0.0016
0.0015
Positive Feedback
Negative Feedback

70. Stereotype Activation & Threat
For Black Doctors...
0.0018
0.0017
Doctor Stereotypes
Black Stereotypes
0.0016
0.0015
Positive Feedback
Negative Feedback

71. Stereotype Activation & Threat
For White Doctors...
0.0018
0.0017
Doctor Stereotypes
Black Stereotypes
0.0016
0.0015
Positive Feedback
Negative Feedback

72. Stereotype Activation & Threat
For Black Doctors...
For White Doctors...
0.0018
0.0018
0.0017
0.0017
Doctor
Doctor
Black
Black
0.0016
0.0016
0.0015
0.0015
Positive
Negative
Positive
Negative

73. Different Perspectives

Intergroup bias comes from...

Economic Perspective
 Competition
with outgroups over valuable/scarce
resources.

Motivational Perspective
 Identification
with an ingroup, frustration, or social
identity.

Cognitive Perspective

74. Summed up in two sentences...
“The real environment is altogether too big, too
complex, and too fleeting for direct acquaintance.
We are not equipped to deal with so much subtlety, so
much variety, so many permutations and
combinations...
we have to reconstruct it on a simpler model before we
can manage with it.”

75. Summed up in one picture...

76. The Cognitive Perspective
Schemas, schemas, schemas
and
Heuristics, heuristics, heuristics

77. The Cognitive Perspective

Stereotypes are just schemas about groups of
people

Schemas are knowledge structures that use
information you already have as a shortcut for
assessing new situations

Stereotypes can be useful because they decrease

78. The Cognitive Perspective

Stereotypes become harmful when rigidly overapplied.

When you rely on schemas and automatic
judgments to dictate how you respond in any one
particular situation (or to any one person), that’s
when it’s a big problem.

79. The Cognitive Perspective



Bodenhausen, 1990
Participants who self-identified as “morning” or “night”
people came into the lab early in the morning or late at
night
They read scenarios in which the main character
belonged to different stereotyped groups, and he is
accused of engaging in an undesirable behavior (like
cheating on a test).

80. The Cognitive Perspective


Participants at the “low point” of their circadian
rhythms (e.g. “night people” were there in the AM or
“morning people” were there in the PM) were more
likely to rely on stereotypes when making their
judgments.
Example: “Night people” tested in the morning were
more likely to say that an athlete cheated.

81. How Stereotypes Can Be
Useful

Participants performed two tasks at the same time

Task 1: Form impression of a hypothetical person
described by a bunch of traits presented on the
computer

Task 2: Listen to a tape-recorded lecture about
Indonesia

82. Stereotypes Can Be Useful

For half of the participants, the trait terms were
accompanied by a relevant stereotype
 Example:

“Rebellious,” “Aggressive,” “Skinhead.”
At the end, participants were given a quiz on the trait
terms and on Indonesia

83. Quiz Scores
9
People who had
stereotypes to help
remembered more of
both types of info.
8
7
6
5
Trait Quiz
Indonesia Quiz
Overall Quiz Score
4
3
2
1
0
Stereotype
No Stereotype

84. Test Your Knowledge

You will be most likely to form judgments based on
stereotypes if you are...

A. Introverted

B. Sleepy

C. Making these judgments early in the morning

D. Poorly Educated

85. Stereotypes Can Be Harmful

Even though our knowledge of schemas and the
cognitive perspective says that stereotypes can be
useful (for processing speed), they are also harmful.

They are especially harmful when people rely on
stereotypes in an exclusive, rigid, or automatic way

86. Stereotypes Can Be Harmful

Outgroup Homogeneity Effect
The tendency to assume that members of outgroups are “all
alike,” whereas members of ingroups are varied and distinct.
 You encounter the ingroup all the time, so unique/identifying
information is most useful, frequent, and attention-grabbing.
 If you rarely encounter outgroup members, the only
information you may have about them are stereotypes.


87. Stereotypes Can Be Harmful

Princeton & Rutgers Study
 Princeton
and Rutgers participants watched a videotape
of a student making a simple decision.
 “Should
I listen to rock or classical music?”
½
of them thought the student was from Princeton
 ½ of them thought the student was from Rutgers
“What percent of students from the same
university as this student would make the same
choice?”

88. Stereotypes Can Be Harmful

Princeton & Rutgers Study

Participants made higher percentage estimates
when they thought the student was from the other
university.
People assume more variability of habits/opinions in
their ingroup, but assume that “all outgroup members
are alike.”

89. Stereotypes Can Be Harmful

Illusory Correlation
 An
incorrect belief that two things are related when they
actually are not

Distinctive (low frequency) events capture attention
 Minority
members are, by definition, low frequency
 Negative behaviors also occur less frequently than
positive


As a consequence, negative behaviors from minority
members are doubly distinct.
Negative behaviors from minority members are likely
to seem much more correlated than they really are.

91. Automatic vs. Controlled
Processing

Dovidio et al., 2002


White participants were brought into the lab
Measured explicit and implicit attitudes toward AAs

Engaged in two 3-minute conversations (recorded)
 One

with a white student, one with a black student
Independent judges either saw the entire videos, or
the visual footage with the sound removed

92. Automatic vs. Controlled
Processing

Dovidio et al., 2002

Explicit Attitudes Predicted: How differentially friendly
they were in the whole videos, participants’ ratings of
their own differential levels of friendliness.

Implicit Attitudes Predicted: How differentially friendly
they were in the visual-only videos, the conversation
partners’ ratings of their friendliness.

93. Police Officer’s Dilemma

Correll et al., 2002

Participants played a videogame in which they moved
through a virtual building.
At unpredictable points, a person would pop out from
behind an obstacle.

Some were white, some were black
 Some held a gun, some held a neutral object (phone)


Participants had to shoot as quickly as possible if the
target was armed, and not do anything if he wasn’t

http://home.uchicago.edu/~jcorrell/TPOD.html

94. Police Officer’s Dilemma

95. Police Officer’s Dilemma

Correll et al., 2002

People were more likely to accidentally shoot unarmed
Black targets than unarmed White targets

People were more likely to accidentally fail to shoot
armed White targets than armed Black targets

96. Police Officer’s Dilemma

Correll et al., 2002

Rationale: Many people hold stereotypes that
associate African-Americans with hostility and
violence; the targets’ race primes these
thoughts, which temporarily influences how
participants perceive the objects in their hands

Extensive experience with this sort of task can
reduce the tendency to overshoot unarmed black
targets, which is...hopeful, at least.

97. Construal
“Stereotypic beliefs about women’s roles, for
example, may enable one to see correctly that a
woman in a dark room is threading a needle rather
than tying a fishing lure...
...but they may also cause one to mistakenly assume
that her goal is embroidery rather than cardiac
surgery.”

98. Construal



The “Shoving Study” (Duncan, 1976)
White participants watched a video of two men in a
heated discussion; coded behavior into categories
At one point, one man shoved the other
½
saw a white man do the shoving, ½ saw a black man
How did participants code this behavior?

99. Construal

The “Shoving Study” (Duncan, 1976)
White Pusher: Coded the behavior as “playing
around.”
Black Pusher: Coded the behavior as
“aggressive.”

100. Construal


Fundamental Attribution Error (Sort Of) Revisited
If someone is prejudiced against a certain
group/person...
 Stereotype-Inconsistent
Behavior = Situational
Attribution
 Stereotype-Consistent Behavior = Dispositional
Attribution
Joke/Stunt
What She Likes Reading

103. Chapter Overview

Characterizing Intergroup Bias

Intergroup Bias: Different Perspectives
 Economic
Perspective
 Motivational Perspective
 Cognitive Perspective

Being a Member of a Stigmatized Group

Reducing Stereotypes, Prejudice, and Discrimination

104. Attributional Ambiguity

Members of stigmatized groups may be uncertain if
the treatment they receive is due to themselves
personally or due to their group membership
 Why
didn’t you get hired?
 Why did you get into that school?
 Why did you get that award?

Have you ever experienced this?
 A)
Yes
 B) No

105. Attributional Ambiguity

Crocker et al., 1991: Feedback and Ambiguity

½ White participants
½ Black participants




½ got positive feedback
½ got negative feedback
½ thought the other person could see them through a one-way
mirror

106. Attributional Ambiguity

Crocker et al., 1991: Feedback and Ambiguity

Self-esteem for White participants went up after positive
feedback, down after negative feedback, no matter what.

Self-esteem for Black participants only changed if they
thought the other person could not see them.

“Do they really feel this way, or just saying that because they
know what I look like and are changing their response
because of it?”

107. Stereotype Threat

The fear that we will confirm
a stereotype that others
have because of a group
we’re in

Group members typically
know the stereotypes that
others hold about them/their
groups

108. Stereotype Threat

In a performance
situation, people often want
to prove that the
stereotype’s not true
 This
leads to anxiety about
accidentally confirming it
 This actually makes it more
likely one will confirm it

Claude Steele on stereotype
threat

109. Stereotype Threat

½ participants told
that there’s “no
gender difference”

½ told that men
tend to do better

In the second
condition, women
do worse.

110. Stereotype Threat

Which of the following findings illustrates stereotype threat?

(A) White male students do worse on math tests when they
are surrounded by Asian students.
(B) Female Asian students do worse on math tests when
prompted to think about being female, but better when
prompted to think about being Asian.
(C) Black students perform worse at golf when it’s described
as a test of “sports intelligence,” but White students do worse
on the same task when it’s described as a test of “natural
athletic ability”
(D) Black students perform worse on aptitude tests when
asked to indicate their race on the test booklet before
starting.
(E) All of the above.





111. Self-Fulfilling Prophecies

Interview Study (Word et al., 1974)

White Princeton undergrads interviewed black and
white men pretending to be job applicants; these
interviews were recorded.

When coders analyzed these videos, they found that
interviewers faced with black applicants were more
likely to sit further away, cut the interview short, and
perform other “modern racism” behaviors.

112. Self-Fulfilling Prophecies

Interview Study (Word et al., 1974)

In a follow-up study, actors were trained to act like
the interviewers from the first study when they
interacted with either White or Black applicants.

The actors then interviewed a new batch of
participants, all of whom were White.

Independent judges rated the applicants from this
study.

113. Self-Fulfilling Prophecies

Interview Study (Word et al., 1974)
Applicants who were interviewed by actors trying to
act like how the first interviewers had interviewed the
Black applicants were rated more negatively.

114. Self-Fulfilling Prophecies

Interview Study (Word et al., 1974)

Interviewers came in with negative expectations.

They acted in ways that elicited negative behaviors they
expected.

Yes, the Black applicants usually acted more negatively in
Study 1...
 ...but so did a later sample of White applicants when they

115. Chapter Overview

Characterizing Intergroup Bias

Intergroup Bias: Different Perspectives
 Economic
Perspective
 Motivational Perspective
 Cognitive Perspective

Being a Member of a Stigmatized Group

Reducing Stereotypes, Prejudice, and Discrimination

116. 
A Class Divided: “Eye Of The Storm”

117. Other Videos

More about the IAT

118. Top Ten Things To Know

Stereotypes vs. Prejudice vs.
Discrimination

Modern vs. Traditional Racism


What is the minimal group
paradigm? How does it relate
to self-esteem?

Automatic vs. Controlled
Processes

Outgroup Homogeneity Effect

Illusory Correlations &
Stereotypes

Stereotype Threat
Ambivalent Sexism



What are the differences?

How do benevolent and hostile
sexism relate to each other?
What are they?
Realistic Group Conflict Theory


Why does prejudice/discrimination
arise?
Which group is better for intergroup
relations, the military or
universities?


What is it?
Self-Fulfilling Prophecies