LECTURE 11 Stereotyping, Prejudice, and Discrimination

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LECTURE 11 Stereotyping, Prejudice, and
Discrimination

• Administration
• Relationships between stereotyping, prejudice,
  discrimination
• Stereotyping
• Abstraction vs. Exemplar Models
• Activation and Application of Stereotypes
  (Devine, 1989)
• Model of Impression Formation (Fiske Neuberg,
  1990)
• Prejudice
• Old-Fashioned vs. Modern vs. Implicit
• Aversive Racism
• Break
• Discrimination
• Video True Colors
• Shooter Bias Effect
• Next Class

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Exam 2Section T
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Exam 2Section P
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Questions?
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Defining Biases

• Stereotypes a belief about the personal
  attributes of a group of people.
• Prejudice a negative attitude toward a group.
• Discrimination unequal treatment of the group.
  

French-Canadians are snobs
I dont like French Canadians
I dont hire French Canadians
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The relationship betweenstereotyping, prejudice,
and discrimination
Negative Stereotype Members of Group A are
dirty, hostile, lazy, . leads to Prejudiced
Attitude I dont like As leads to
Discrimination I prefer to avoid As, exclude
them from good jobs,
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The relationship betweenstereotyping, prejudice,
and discrimination
.25 .32 Stereotypes
--------------------- Prejudice (attitude)
--------------------- Discrimination
.16
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StereotypingAbstraction vs. Exemplar Models

• Stereotypes
• A belief about the personal attributes of a group
  of people.
• Abstraction/Schematic Model
• According to this model, we maintain cognitive
  representations of social categories in which
  these categories associated with specific
  characteristics/traits. For each of these
  characteristics, we have a central tendency
  (e.g., a mean) and a variance (e.g., standard
  deviation).

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StereotypingAbstraction vs. Exemplar Models
Exemplar Model According to this model, we have
specific examples, exemplars of people that we
have encoded in our memory. If we have to give an
evaluation of a group, than we retrieve these
images of these specific people and base our
judgment on these exemplars.
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On-Line vs. Instance-Based Retrieval
On-line retrieval Abstraction Model According
to this model, we adjust our estimates of
variability and averages for characteristics
related to the categories every time we meet a
new person from the group. We always keep an
estimate of central tendency and variance of
traits in our memory and when we need this
estimate we simply retrieve it and use it. Online
we update this representation. Instance-Based
Retrieval - Exemplar Model According to this
model, we dont have estimates in our memory that
we can retrieve if we have to give a judgment. If
we have to give a judgment, we retrieve different
exemplars from memory and on the basis of these
exemplars we can make an estimate at the instance
we need it.
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Stereotype Activation and Application
(Devine, 1989)

• Study 2 activation of stereotype
• Study 3 controlled application of stereotypes

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Study 2 Activation of Stereotypes
(Devine, 1989)

• Phase 1
• Participants were first subliminally primed with
  either 80words related to Blacks or 20 words
  related to Blacks. None of the words were related
  to hostile/aggressive.
• Phase 2
• Participant next read the Donald Story and were
  asked how aggressive Donald was, along with
  ratings on neutral traits?

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Study 2 Activation of Stereotypes
(Devine, 1989)

• Extent of Stereotype Priming
• 20 80
• Ratings of Donald
• Hostile Traits 6.9 7.5
• Neutral Traits 5.9 6.0

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Study 3 Controlled Application of Stereotypes
(Devine, 1989)

• Participants were first asked to write down
  different names for the Black category.
• Next, they had to write down their own personal
  associations of Blacks these associations were
  coded as either traits or opinions/beliefs.
• An example of a trait is athletic or criminal
• An example of a belief is Affirmative action is
  good. or Blacks cause many problems.

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Study 3 Controlled Application of Stereotypes
(Devine, 1989)
High Prejudice Participants Beliefs Traits
Positive 1.2 1.8 Negative 1.2 3.3
Low Prejudice Participants Beliefs Traits
Positive 4.5 1.2 Negative 1.2 1.0

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Stereotyping by High and Low Prejudiced People
under Automatic and Controlled Processing
(Devine, 1989)
Low Prej High Prej Automatic
Activation of Stereotypes yes
yes (Study 2) Controlled Application of
Stereotypes no yes (Study 3)
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Continuum Model of Impression Formation
(Fiske Neuberg, 1990)

• Five important premises related to the model
• Categorization is the default mode. The first
  fast process that occurs is the activation of a
  specific category. We form our impression based
  on this category.

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Continuum Model of Impression Formation
(Fiske Neuberg, 1990)

• Five important premises related to the model
• Categorization is the default mode. The first
  fast process that occurs is the activation of a
  specific category.
• After if we are motivated, we see whether the
  characteristics that are present fit the initial
  category.

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(No Transcript)
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Is this person vulnerable? Does this person play
basketball? Does this person like country music?
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(No Transcript)
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Does this person like to read? Is he
religious? Does he support affirmative action
programs?
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(No Transcript)
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Does this person like baking? Is she
careful? Does she like small children? Is she
offended by nude scenes on television?
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Continuum Model of Impression Formation
(Fiske Neuberg, 1990)

• Five important premises related to the model
• Categorization is the default mode. The first
  fast process that occurs is the activation of a
  specific category.
• After if we are motivated, we see whether the
  characteristics that are present fit the initial
  category.
• Where we end up on the continuum is determined
  by our attention to individual attributes.

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Continuum Model of Impression Formation
(Fiske Neuberg, 1990)

• Five important premises related to the model
• Categorization is the default mode. The first
  fast process that occurs is the activation of a
  specific category.
• After if we are motivated, we see whether the
  characteristics that are present fit the initial
  category.
• Where we end up on the continuum is determined
  by our attention to individual attributes.
• Motivation is important for where we end up on
  the continuum. We can be motivated to categorize
  or individuate.

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Continuum Model of Impression Formation
(Fiske Neuberg, 1990)

• Five important premises related to the model
• Categorization is the default mode. The first
  fast process that occurs is the activation of a
  specific category.
• After if we are motivated, we see whether the
  characteristics that are present fit the initial
  category.
• Where we end up on the continuum is determined
  by our attention to individual attributes.
• Motivation is important for where we end up on
  the continuum.
• Attention is also important to the influence of
  motivation on impression formation processes.
  Motivation x Attention

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Questions?
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Prejudice

• Prejudice
• A negative attitude toward a group.
• Old-fashioned Prejudice
• vs.
• Modern Prejudice
• vs.
• Implicit Prejudice

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Old-Fashioned Prejudice

• Definition Prejudice revealed in nonsubtle,
  blatant ways. An overt negative evaluation of a
  group.
• I wont associate with Blacks if I can help it.
• I would not want my sister to marry a Black
  person.
• Generally speaking, Blacks are not as smart as
  Whites.

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Modern Racism

• Definition Prejudice revealed in subtle,
  indirect ways because people have learned to hide
  prejudiced attitudes in order to avoid being
  labeled as racist. Rationalize prejudice
  according to other beliefs.
• Over the past few years the government and the
  media have shown more respect to Blacks than they
  deserve.
• It is easy to understand the anger of Black
  people in America. (R)
• Blacks are getting too demanding in their push
  for equal rights.
• Over the years Blacks have gotten more
  economically than they deserve.
• Discrimination against Blacks is no longer a
  problem in Canada. (R)
• Blacks should not push themselves where they are
  not wanted

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Race Implicit Association Task (IAT)
unpleasant or BLACKS
pleasant or WHITES
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Are We Prejudiced?
If measured with Old-Fashioned Racism Scale
NO If measured with Modern Racism Scale --
NO If measured with IAT YES Preference for
Whites 70 Little or no preference
17 Preference for Blacks
12 Theory of Aversive Racism -- YES
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Aversive Racism Gaertner Dovidio (1986)

• Aversive racists
• are fairly liberal
• dont think that they are prejudiced
• think that equality and the status of minorities
  is important
• also harbor negative (hidden even from
  themselves) feelings towards Blacks.

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Aversive Racism Gaertner Dovidio (1986)

• Because of these negative feelings, we
  discriminate when we get the chance. This does
  not have to be conscious but it does happen.
• Importance of Situational Norms
• Difficult to Measure

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Study of Aversive Racism

• White subjects participate in a study with
  either another White person or a Black person.
• Half way through the study, they hear that a
  number of chairs have fallen on the other person.
  
• They think that they are the only person who
  heard this accident or that other bystanders have
  also heard this.
• Does this sound familiar? Its a typical
  bystander effect experiment.

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Bystander Study of Aversive Racism
Alone Others are present Victim Black
Person 94 38 White Person 81 75
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Questions?
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Discrimination
Discrimination Unequal treatment of the group.
Negative behaviour toward group members. Do we
still discriminate? Is this still such a big
problem? For Blacks? Women? Immigrants? Italians?
Jews? Mexicans? Muslims? Video True Colors
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Discrimination
Shooter Study Correll, Park, Wittenbrink, Judd
(2002) Participants were asked to play a
videogame in which they could win money. White
and Black targets were presented on a computer
screen. The targets held in their hand either a
nongun (e.g., a silver can, a black cell phone, a
black wallet) or a gun.
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Discrimination

• Shooter Study
• Correll, Park, Wittenbrink, Judd (2002)
• First, participants saw a series of backgrounds,
  then a person would appear in the background.
• If the person carried a gun, the participant was
  to shoot him asap by pressing the shoot button.
• If the participant was holding something that was
  not a gun, he was to press the not shoot button
  asap.
• Show Demo

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Shooter Bias
Reaction Times White Targets Black
Targets Armed Targets (Shoot) 550 539 Unarme
d Targets (Dont Shoot) 607 620
Error Rates White Targets Black
Targets Armed Targets (Shoot) .76 .49
(ns) Unarmed Targets (Dont Shoot) .33 .65
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Questions?
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Next Class

• Class 12 Wednesday, April 2nd
• Attraction and Course Wrap-Up
• Reading material
• Chapter 11 Attraction and Intimacy
• Liking and Loving Others
• pp. 353-395.