Aqa Gcse Psychology Unit 1 - Stereotyping, Prejudice And Discrimination.

Front 1

What is a Stereotype?

Back 1

An oversimplified, generalise set of ideas that we have about others, e.g., secondary head teachers are strict, intimidating, scary and male.

Front 2

Aim and Method of Williams and Best.

Back 2

Aim: To investigate the extent of sex stereotyping across 30 different countries.

Method: Participants got 300 characteristics and had to sate whether they were more likely to be associated with men, women or both.

Front 3

Results and Conclusion of Williams and Best.

Back 3

Results: Across all 30 countries, females were 'understanding', 'emotional' and 'warm' and males were 'reckless', 'hard-headed' and 'determined'

Conclusion: The findings of this cross-cultural study suggests there are common stereotypes of males and females.

Front 4

Aim and Method of Rubin et al.

Back 4

Aim: To find out if new parents stereotyped their babies.

Method: Parents were asked to describe their new babies less than 24 hours after birth.

Front 5

Results and Conclusion of Rubin et al.

Back 5

Results: Boys were described as alert and strong, whereas girls were soft and delicate.

Conclusion: Parents stereotype their children from a young age, even before birth.

Front 6

What is the media?

Back 6

Means of communication, e.g. tv, newspaper, radio and the internet.

Front 7

What is a role model?

Back 7

Someone who a child looks up to and is likely to copy.

Front 8

Practical Implications of Research into stereotyping.

Back 8

Increased awareness that children imitate role models, therefore children's shows are less stereotyped so girls don't believe they shouldn't be ding manual jobs, for example.

Front 9

Advantages of Stereotyping.

Back 9

-helpful when we need to make snap judgments

-enable us to remember information about others

-enable us to respond appropriately to new people

-enable us to fit in with a group to feel a sense of belonging.

Front 10

Disadvantages of Stereotyping.

Back 10

-stop us seeing the real person when first meeting

-most promote harmful images

-make mistakes about people when first meeting

-may be difficult to overcome by children

Front 11

What is Prejudice?

Back 11

A rigid set of attitudes or beliefs towards particular groups of people. These attitudes are usually negative but not always.

Front 12

What is Discrimination (with reference to prejudice)?

Back 12

The way an individual behaves towards another person or group as a result of their prejudiced view. This is usually negative. but could be positive.

Front 13

Aim and Method of Barrett and Short

Back 13

Aim: To look at the development of prejudice among young children.

Method: 216 English children from 5-10y.o. were interviewed on their views of people from different European countries.

Front 14

Results and Conclusion of Barrett and Short.

Back 14

Results: Children already had more positive views towards some countries than others, Germans being the least liked, French being most liked, despite there being no factual information.

Front 15

What is Authoritarian Personality?

Back 15

A personality type that is prone to being prejudiced.

Front 16

What is the F-Scale?

Back 16

The questionnaire used by Adorno to measure personality characteristics.

Front 17

Aim and Method of Adorno.

Back 17

Aim: To investigate the relationship between personality type and prejudiced beliefs.

Method: 100s of people were interviewed and tested using the F-Scale.

Front 18

Results and Conclusion of Adorno.

Back 18

Results: They found a relationship between personality traits and prejudiced views.

Conclusion: There is an authoritarian personality and people with these characteristics are highly likely to be prejudiced towards others.

Front 19

What are Personality characteristics that make up the authoritarian personality?

Back 19

-disliking jews

-resistance to change

-holding traditional values

-sticking rigidly to beliefs

-being obedient to higher authority

-looking down on people of a lesser status

Front 20

Evaluate Adorno's theory.

Back 20

-doesn't explain why people are prejudiced towards only some groups

-difficult to provide evidence that parenting affects it.

-researched in America, may not be generalizable to different cultures.

Front 21

What is Robbers Cave?

Back 21

The name given to Sherif's experiment on prejudice.

Front 22

Aim and Method of Sherif/Robber's Cave.

Back 22

Aim: To find out if prejudice develops when in competition for resources.

Method: 22 boys went to a summer camp and were split into two groups, kept away from each other, whilst they bonded and form an identity. They didn't know the other existed. When they were introduced, they had to battle for a silver cup.

Front 23

Results and Conclusion of Sherif.

Back 23

Results: Unpleasant name calling occurred quickly and they even tried to attack each other.

Conclusion: Competition is a cause of prejudice.

Front 24

Evaluate Sherif.

Back 24

-Artificial setting, so lack ecological validity.

-American, 12y.o., white, middle-class boys so cannot generalise.

-Has real-life implications.

Front 25

What is an In-Group?

Back 25

A group of people you believe you have something in common with.

Front 26

What is an Out-Group?

Back 26

A group of people whom you believe you have nothing in common with.

Front 27

Aim and Method of Levine.

Back 27

Aim: To see if people are more likely to help a stranger with something in common with them.

Method: A situation was set up so that a stuntman fell over in front of Man U fans, 1/2 the times wearing a Man U shirt, the other 1/2 wearing a Liverpool shirt.

Front 28

Results and Conclusion of Levine.

Back 28

Results: In the Man U shirt, he was helped up every time, whereas in the Liverpool shirt, he was never helped up.

Conclusion: We are more likely to help someone if we feel we have something in common with them.

Front 29

Aim and Method of Tajfel

Back 29

Aim: To show how easily people discriminate against their out-groups

Method: 14-15y.o. boys randomly assigned to 2 groups, and had to give points to each team in a game, to be swapped to prizes at the end.

Front 30

Results and Conclusion of Tajfel

Back 30

Results: The boys awarded points which made the biggest difference between the two, not the one which gave them more points.

Conclusion: People discriminate against others just because they are in the out-group.

Front 31

Evaluate Tajfel.

Back 31

-Cannot be generalised as it was 14-15y.o. boys

-Artificial, so lack of ecological validity.

-Has a lot of support.

Front 32

How did Sherif reduce prejudice and discrimination?

Back 32

He arranged trips for meals and films, but this didn't work, so he set up an 'emergency' activity where effort from everyone was needed. The cooperation brought the boys together.

Front 33

What is the Jigsaw Method?

Back 33

A technique used by Aronson to reduce prejudice in a group of mixed-race students, where each became experts in part of the lesson, then passed it on to other groups. After, the students said the method had; enhanced their self-esteem, increased their liking of their peers, and improved perception of other racial groups in class.

Front 34

What are Expert Groups?

Back 34

Another name for the jigsaw method. It is called expert groups as each member becomes an expert in one topic and pass it on to the rest of the group.

Front 35

What is empathy?

Back 35

Being able to put yourself in someone else's position psychologically and understand how that person is feeling.

Front 36

Aim and Method of Elliott.

Back 36

Aim: To teach her class what it's like to be discriminated against.

Method: The children were told; blue-eyed kids were smarter than brown-eyed kids, blue-eyed kids were the best, brown-eyed and blue-eyed kids cant play together, and brown-eyed kids can't use the drinking fountain.

Front 37

Results and Conclusion of Elliott.

Back 37

Results: Blue-eyed kids were delighted, arrogant and vicious, brown-eyed kids were angry, sad, confused and withdrawn. Fights broke out. The next day, Elliott reversed the experiment and the results reversed, too.

Conclusion: The kids would grow up less prejudiced as theyexperienced empathy.

Front 38

What is contact?

Back 38

seeing, speaking or writing to someone.

Front 39

Aim and Method of Harwood.

Back 39

Aim: To investigate children's views of the elderly

Method: Children and grandparents were asked about their relationships, and the children also about their views of the elderly.

Front 40

Results and Conclusion of Harwood

Back 40

Results: Children who had regular contact with grandparents had a more positive view of the elderly in general.

Conclusion: Contact with grandparents is a good predictor of a child's attitude towards the elderly.

Front 41

Practical Implications of reducing prejudice

Back 41

-Sherif's theory is difficult to practice in real life-Aronson's work suggests prejudice can be reduced in schools and work, but cannot be generalised-Elliott's method would, but only with very yound children as she did.-Harwood's research emphasises the importance of contact with grandparents.