Deomi - Eoarcp Block 2050 And Mix

Front 1

Welcome to the EOARCP flashcards page

The cards are drawn from the April 2010 version of the study guide

The set was created as a collaborative effort among students in the Jan 2011 class

If you’ve made some cards of your own and would like them to be shared here, drop me an email at [e-mail] or look me up in group 6 and bring me your cards, I’ll post them here and return them to you the next day.

In the evenings, you can also drop them by Bldg, 235, room 3203

Share this utility freely, as preferred. The link is http://www.flashcardexchange.com/flashcards/view/1612513 then click on the button that says “Study” and you’re off to the races!

Be well and expect the best from your experience, you're creating it!
Jeff Nix

Back 1

Now let's get started!

Front 2

EOAP-1300: Discuss the concept of diversity

Back 2

(p18)

1) To a US corp. Diversity is mainly about race, ethnicity, gender, religion, physical disability, age, sexual orientation.

2) Ford Motors: respect for employees, customers, communities, dealers, suppliers, and retirees. Appreciation of differences, Inclusion of every person and every perspective.

3) In the Netherlands = “ethnic difference” and “immigrants” \

4) Ref: Marilyn Loden, otherness, or those human qualities that are different from our own and outside the groups to which we belong, yet are present in other individuals and groups… who are different from us along one or several dimensions such as age, ethnicity, gender, race, sexual affection/orientation, and so on.

Front 3

What are the six stages of Bennett’s developmental model of intercultural sensitivity?

Back 3

1) Denial of differences
2) Defense against differences
3) Minimization of differences
4) Acceptance of differences
5) Adaptation to differences
6) Integration of differences

Front 4

What are factors that impact our personal growth?

Back 4

1) Knowledge factor –personal awareness, we learn more from our differences; recognize that everyone that is different brings their differences to the table.

2) Behavior factor – personal development continues with the hand, we become effective in interactions with others, we modify our behavior to in order to deal effectively with others.

3) Feelings factor - personal development involves the heart – Addressing feelings leads to growth, develop relationships with those that are different. .

Front 5

(p18)
What are the characteristics of the Primary Dimension of Diversity?

Back 5

Age, Gender, Ethnicity, Race, Sexual Orientation, Mental & physical abilities & characteristics

Front 6

(p18) The Dimension of Diversity over which we have no control is?

Back 6

Primary Dimension

Front 7

(p18) Education, Religion, Income, Work Style, and Military experience are examples of which dimension of diversity?

Back 7

Secondary Dimension

Front 8

(p18) The Dimension of Diversity over which we have control is?

Back 8

Secondary Dimension

Front 9

(p21)
What are the two main stages of Bennett’s Developmental Model of Intercultural Sensitivity?

Back 9

Ethnocentric and Ethnorelative

Front 10

(p21)
A person who assumes the worldview of their culture is central to reality is Ethnocentric or Ethnorelative?

Back 10

Ethnocentric

Front 11

(p22)
Referencing Bennett’s Developmental Model of Intercultural Sensitivity, when one does not consider differences and uses benign stereotypes, they are in which stage of the model?

Back 11

Denial of differences

Front 12

(p22)
Referencing Bennett’s Developmental Model of Intercultural Sensitivity, recognizing differences but viewing them as threatening is a characteristic of which stage of the model?

Back 12

Defense against differences

Front 13

(pg49)
The lecture type designed to teach students about a particular subject is?

Back 13

Teaching lecture

Front 14

(pg49)
This type of briefing informs with facts only with no recommendations

Back 14

Informational briefing

Front 15

(pg49)
When you “take the floor” at a conference to deliver a speech, without warning or notice, this is what kind of speech?

Back 15

Impromptu speech

Front 16

(pg32)
The purpose of a formal speech is to…

Back 16

inform, persuade, entertain

Front 17

(pg32)
Which type of speech has prescribed formats with time limits and are fully coordinated and staffed?

Back 17

Formal speech

Front 18

(pg32)
A distinction between a formal and formal teaching lecture is…

Back 18

Formal is one way communication, informal allows for interaction between the instructor and the audience

Front 19

(pg32)
What are the four types of public speaking?

Back 19

1. Formal speech
2. Briefing
3. Teaching lecture
4. Guided discussions

Front 20

(pg32)
A leader planned discussion is what kind of discussion?

Back 20

Guided discussion

Front 21

(pg33)
What are the four types of briefing?

Back 21

1. Impromptu brief
2. Informational brief
3. Advocacy brief
4. Decision brief

Front 22

(pg33)
Which type of brief is used to explain a new policy or procedure?

Back 22

Advocacy brief

Front 23

(pg33)
Which type of briefing has specialized oral presentations, deals with facts, is simple and precise?

Back 23

Information brief

Front 24

(33)
What are the elements of a decision brief?

Back 24

1. Statement of situation
2. Background
3. Several courses of action
4. Recommendation and course of action
5. Asks for a decision

Front 25

(pg33)
Which type of briefing differs from other types of briefings in that you end it by asking the commander for a decision?

Back 25

Decision brief

Front 26

(pg34) term:
Define basic facilitation

Back 26

A learning process which prepares participants to access needed information in the easiest, most supportive manner possible, while identifying areas of concern, solving problems, and making decisions

Front 27

(pg34)
What are the core values of guiding facilitation?

Back 27

1. Valid information - people share relevant information in a way that others understand it, it can be independently evaluated
2. Free and informed choice – People define their own objectives, , are not coerced or manipulated, base their choices on valid information
3. Internal commitment to choice – People feel personally responsible for their decisions, finding their own decisions compelling and satisfying

Front 28

(pg34) term:
The content of the facilitation is defined as?

Back 28

The actual experience or activity that the group members participate in, “what is being said”

Front 29

(pg34) term:
The process of the facilitation is defined as?

Back 29

How the group members participated, “How it is said”

Front 30

(pg35)
What are the characteristics of guided discussions?

Back 30

1. Student participation
2. Promotes the understanding of concepts and principles
3. Develops individual and small group thinking skills
4. Is more effective than the lecture for changing student attitudes and behaviors

Front 31

(pg35)
Are guided discussions best suited for large or small groups?

Back 31

Small groups

Front 32

(pg35)
What can the presenter of a guided discussion do to clarify student responses and eliminate errors in fact and reasoning?

Back 32

Ask spontaneous questions

Front 33

(pg36)
The briefing [in the presentation format] consists of what three parts?

Back 33

1. Staging the remarks
2. A purpose statement
3. An overview

Front 34

(pg37)
Which transition type improves the flow of sentences within a single idea?

Back 34

Internal transitions

Front 35

(pg37)
True or False. During a briefing, external transitions link separate ideas, guiding the reader from one idea to the next.

Back 35

True

Front 36

(pg38) term:
Define credibility

Back 36

The quality of being believable or trustworthy

Front 37

(pg38)
Four briefing considerations are…

Back 37

1. Credibility
2. Timing
3. Organize the information
4. Setting/Environment

Front 38

(pg38)
When your briefing attempts to persuade, it is which type of briefing?

Back 38

Advocacy briefing

Front 39

(pg38)
Advocacy briefings are organized into one of four patterns. Name these patterns

Back 39

1. Reason pattern – discuss the logic
2. General to specific pattern - support the statements
3. Problem/Solution pattern – here, you’ll describe both
4. Psychological pattern – shows cause and effect

Front 40

(pg39)
What are the fundamental elements of public speaking?

Back 40

1. Overcome nervousness by preparation and mastery & confidence of the topic
2. Establish contact by effective initial remarks, good eye contact, being deliberate
3. Your presence, your proper appearance builds confidence and reduces stage fright, use good posture and movement, facial expression, gestures

Front 41

(pg40)
What are the delivery techniques of public speaking?

Back 41

1. Voice quality = pitch, volume, rate
2. Speech delivery = choice of words, formation of sentences, pauses, articulation, [enunciation, pronunciation] length

Front 42

(pg31)
What are the four [knowledge level] samples of behavior in the presentation skills lesson?

Back 42

1. Recall the types of public speaking
2. Recognize guided discussion and facilitation methodologies
3. Recognize a proper briefing/presentation format
4. Recall fundamental elements of public speaking

Front 43

(pg75) term:
Define political power

Back 43

The power type held by a person or group in society, typically by a leader of state, but also is related to the amount of societal influence they can wield.

Front 44

(pg75) term:
Define physical power

Back 44

The energy or motive force by which a physical system or machine is operated

Front 45

(pg75) term:
Define social power

Back 45

From Max Weber, “Power is meant that opportunity existing within a social relationship which permits one to carry out one’s own will even against resistance and regardless of the basis on which this opportunity rests”

Front 46

(pg75)
What are the two types of power?

Back 46

Formal and informal

Front 47

(pg75)
What are the elements of formal power?

Back 47

1. Conferred to a person, not necessarily earned
2. A function of position, rank, or status
3. Authority is given to a person that holds a certain position in and is supported by the organization
4. May include the ability to reward or punish

Front 48

(pg76)
What are the elements of informal power?

Back 48

1. Comes from forms of leverage, must be earned, can not be conferred
2. A function of ability, personality, or association
3. May be based on knowledge or skill
4. Authority based on expertise can only be exercised if others recognize the ability and have a use for it.
5. May be based on trust developed through friendship or personality characteristics
6. Trust as a power base builds on common goals
7. May be based on association with a group or another person perceived to have power

Front 49

(pg76)
What are the three bases of formal power?

Back 49

1. Reward power
2. Coercive power
3. Legitimate power

Front 50

(pg76)
What are the three bases of informal power?

Back 50

1. Expert power – based on knowledge, talent, and skill of a leader (professor, specialist, doctor, lawyer)
2. Reverent power – based on leaders personal traits (charm, charisma, sensitivity, creativity) Is intangible, commands awe, respect
3. Information power – based on a leaders ability to disseminate information to followers

Front 51

(pg76)
Which type of power is based on trust developed through friendship or personality characteristics?

Back 51

Informal power

Front 52

(pg75)
Which type of power may include the ability to reward or punish?

Back 52

Formal power

Front 53

(pg76)
Authority based on expertise that can only be exercised if others recognize the ability and have a use for it is considered formal or informal power?

Back 53

Informal power

Front 54

(p78)
What are the three levels, or components of prejudice?

Back 54

1. Cognitive – the stereotype
2. Emotional – emotions/feelings of hostility or liking, can be positive or negative
3. Action oriented – inclined toward action, can be positive or negative

Front 55

(pg78)
What are the five levels of prejudice? (Allports Scale)

Back 55

1. Antilocution “Ethnophaulisms” (jokes, abuse, insult)
2. Avoidance or keeping distance
3. Discrimination (housing, rights, employment)
4. Physical attack “Ethnoviolence”
5. Extermination (violence against a group or individual)

Front 56

(pg79)
What are the four types of discrimination?

Back 56

1. Type A - isolate
2. Type B – small group
3. Type C – direct institutionalized
4. Type D – indirect institutionalized

Front 57

... is a learning process which prepares participants to access needed information in the easiest, most supportive manner possible; while identifying areas of concern, solving problems, and making decisions.

Back 57

basic facilitation

Front 58

Considering the Types of public speaking, which are:

- Formal Speech
- Briefings
- Teaching informal lecture
- Guided discussion

Which type is... "a leader planned and guided learning experience in which the sharing of information by a group that leads to the achievement of learning objectives"

Back 58

guided discussion

Front 59

Considering the Types of public speaking, which are:

- Formal Speech
- Briefings
- Teaching informal lecture
- Guided discussion

Which type would you not use with larger groups?

Back 59

guided discussion

Front 60

Considering the Types of public speaking, which are:

- Formal Speech
- Briefings
- Teaching informal lecture
- Guided discussion

Which type is Concise and factual, intended to inform listeners about a mission, operation or concept (new instruction or directive), Involves questions and answers?

Back 60

briefing

Front 61

Recalling the “briefing considerations”, they are, credibility, setting/environment, timing and…

Back 61

organize the information

Front 62

In a proper briefing/presentation format, the propose of the introduction is to…

Back 62

"capture your audience’s attention, establish rapport and announce your purpose"

Front 63

The types of briefings are, Impromptu brief, advocacy brief, __________ and __________

Back 63

Information brief and decision brief

Front 64

The types of public speaking are, teaching informal lecture, guided discussion, __________ and __________

Back 64

formal Speech and briefings

Front 65

Test three sided card

Back 65

This is side 2 of 3

Hint 65

This is side 3 of 3

Front 66

(pg80)
What are characteristics of direct institutional discrimination?

Back 66

1) Actions are condoned and agree with prevailing norms

2) Actions are intentional, overt

3) Individuals may carry out policies and not be prejudiced

Front 67

(pg80)
What are characteristics of indirect institutional discrimination?

Back 67

1) Practices which result in a negative impact

2) Policies and regulations seem to be fair as they are

3) Intent to discriminate is not always present

Front 68

(pg80) Term:
Define indirect institutional discrimination

Back 68

“Consists of dominant-group practices having a harmful impact on members of a subordinate racial and ethnic group even though the organizationally or community prescribed norms or regulations guiding those actions have been established with no intent to harm”

Front 69

(pg80)
The following definition references which type of discrimination? indirect institutional discrimination or direct institutional discrimination:

“Consists of dominant-group practices having a harmful impact on members of a subordinate racial and ethnic group even though the organizationally or community prescribed norms or regulations guiding those actions have been established with no intent to harm”

Back 69

indirect institutional discrimination

Front 70

(pg79) Term:
Define direct institutional discrimination

Back 70

“Is [an] organizationally prescribed or community prescribed action that by intention, has a differential and negative impact on members of a subordinate racial and ethnic group”

Front 71

(pg79) Term:
Define isolate discrimination

Back 71

Define isolate discrimination is, “A harmful action taken intentionally by a member of a dominant racial or ethnic group against members of a subordinate racial group without the support of other members of the dominate group in the immediate social or community context”

Front 72

(pg79)
The following definition is which type of discrimination?

Type A - isolate
Type B – small group
Type C – direct institutionalized
Type D – indirect institutionalized

“A harmful action taken intentionally by a member of a dominant racial or ethnic group against members of a subordinate racial group without the support of other members of the dominate group in the immediate social or community context”

Back 72

Type A - isolate

Front 73

(pg79) Term:
Define small group discrimination

Back 73

small group discrimination is, “A harmful action taken intentionally by a small number of dominant-group individuals acting in concert against members of subordinate racial and ethnic groups without the direct support of the norms and most social or community context”

Front 74

(pg79)
The following definition is which type of discrimination?

Type A - isolate
Type B – small group
Type C – direct institutionalized
Type D – indirect institutionalized

“A harmful action taken intentionally by a small number of dominant-group individuals acting in concert against members of subordinate racial and ethnic groups without the direct support of the norms and most social or community context”

Back 74

Type B - small group discrimination

Front 75

(pg79) (study note) A notable distinction between two similar terms, easy to miss…

The book definition of Type A – isolate discrimination differs from Type B – small group discrimination in a single aspect: ISOLATE is by an individual member, whereas SMALL-GROUP is by a “group”. Otherwise, the definitions are the same.

Back 75

Continue to the next card

Front 76

(pg 81)
True or false? red lining, steering, and zoning are examples of an impact of institutional discrimination

Back 76

True

Front 77

(pg 84)
Recognize the relationship among power, prejudice, and discrimination.

Note: This material is one of the "cognitive samples of behavior" so it will likely appear on the test. It is however not clearly presented in the text so it’ll be tricky for the test to postulate a question that relates clearly to the concept. It may be a good idea to tag the concept to some key word in the text, thereby mentally linking the “cognitive sample of behavior” by definition, to the best answer among the related choices provided.

See the page text in full on the answer card and otherwise reference this to the support data on page 84

Back 77

1) Power is at the core of discrimination. In order to discriminate, one must have some type/base of power over another individual group.

2) In most circumstances of discrimination, both power and prejudice lie beneath. However, power and prejudice do not always result in discrimination and nor is prejudice always present when discrimination occurs.

3) According to Robert Merton, an American sociologist, there is substantial evidence that suggests that prejudice and discrimination are not always linked.

For support, reference the four (Merton) classifications concerning prejudice and discrimination on page 84

Front 78

(pg85)
Identify ways to reduce prejudice and discrimination.

Back 78

1) Persuasive communication

2) Education / Training

3) Intergroup contact and employee development

4) Simulation and experimental exercises

Front 79

(1300 -pg19)
Which is NOT a secondary dimension of diversity:

First Language, Gender, Education, Family status, work experience, ethnicity,

_______ and _______

Back 79

Gender and Ethnicity

Front 80

(pg19-1300)
Work style, communication style, geographic location, and religion are examples of the primary or secondary dimensions of diversity?

Back 80

secondary dimension

(characteristics you can either change or have control over)

Front 81

(1300 - pg18)
which dimension of diversity includes "those differences that are inborn and/or that exert an important impacton our early socialization..."

Back 81

primary dimension

Front 82

(1300 - pg18)
Which dimension of diversity includes include the differences that we acquire, discard, and/or modify throughout our lives?

Back 82

secondary dimension

Front 83

(1300 - pg 22) Study Text

Stage 1 of Bennett's developmental model of intercultural sensitivity is denial of differences. Individuals in this stage...

Back 83

1) Do not consider the existence of differences

2) Have no recognition of the differences of others…

3) May see “benign” stereotypes…

4) Separation necessitates a temporary acknowledgement of some kind of differences…

Front 84

(1300 - pg 22) Study Text

Stage 2 of Bennett's developmental model of intercultural sensitivity is defense against differences. Individuals in this stage...

Back 84

1) Recognize differences but view them as threatening and create defenses against

2) Form negative stereotypes about all members of a distinct group….

3) Make overt statements of hostility toward any one culture

4) Believe their culture is superior to all others

“cultural difference perceived as threatening is countered by relegating it to a lower status position”

Front 85

(1300 - pg 23) Study Text

Stage 3 of Bennett's developmental model of intercultural sensitivity is minimization of differences. Individuals in this stage...

Back 85

1) Recognize the differences but trivializes them

2) Believe human similarities are more important that any differences

3) Recognize and accept superficial differences, such as physical differences and work habits

4) May lack awareness of their own culture

5) Believe that if you are different from me, you are not as good as me

Front 86

(1300 - pg 24) Study Text

Stage 4 of Bennett's developmental model of intercultural sensitivity is acceptance of differences. Individuals in this stage...

Back 86

1) Acknowledge and respect diversity

2) Recognize and appreciate differences in behavior and values

3) Understand that nonverbal and verbal behavior varies across cultures and are worthy of respect

4) Recognize differences in communication styles and body language

5) Respect variations in rituals, verbal descriptions and arguments, expressions of feelings

Front 87

(1300 - pg 25) Study Text

Stage 5 of Bennett's developmental model of intercultural sensitivity is adaptation to differences. Individuals in this stage...

Back 87

1) Have achieved a high level of sensitivity to diversity

2) Are able to shift their cultural frame of reference for the purpose of communication

3) Develop communication skills that enable effective communication…

4) Learn how to empathize, understand differences by imagining another’s’ perspective

5) Go beyond empathy…

6) Sometimes get stuck here because they have achieved credibility and reinforcements for their efforts

Front 88

(1300 - pg 25) Study Text

Stage 6 of Bennett's developmental model of intercultural sensitivity is integration of differences. Individuals in this stage...

Back 88

1) Have achieved an ultimate level of diversity awareness

2) Have the ability to analyze and evaluate situations from more than one perspective

3) Operate outside of all cultural frames of reference

4) Construct appropriate frames of reference for particular purposes

Front 89

(1300 - pg 24) Study Text

Referencing Bennett's developmental model of intercultural sensitivity, the elements of the Ethnorelative Stage are?

Back 89

1) Acceptance of differences

2) Adaptation to differences

3) Integration of differences

Front 90

(1300 - pg 221-22) Study Text

Referencing Bennett's developmental model of intercultural sensitivity, the elements of the Ethnocentric Stage are?

Back 90

1) Denial of differences

2) Defense against differences

3) Minimization of differences

Front 91

(1300) Study Text

Referencing Bennett's developmental model of intercultural sensitivity, which are NOT elements of the Ethnocentric Stage are?

1) Denial of differences
2) Defense against differences
3) Acceptance of differences
4) Minimization of differences
5) Integration of differences

Back 91

Acceptance of differences and Integration of differences

Front 92

(1300 - pg26) Text study:

There are three factors of personal diversity awareness

Back 92

1) Knowledge (head)

2) Behavior (hand)

3) Feelings (heart)

Front 93

Tip:
"Knowing what diversity is, is one thing but only the tip of the iceberg. Recognizing and valuing diversity, exploring people's similarities and differences however, will ultimately lead to the success of an organization"

Back 93

See ALL flashcards on the main page, search DEOMI - EOARCP

Front 94

Does the oral surgeon have informal power when he is at the auto parts store?

Back 94

ummmmmm... no

Front 95

(pg 77) Multiple choice:

Which power is based on the knowledge, talent and skill of a leader?

A) Expert Power
B) Reverent Power
C) Information Power

Back 95

A) Expert Power

Front 96

(pg 77) Multiple choice:

Which power is based on a leaders personal traits, is intangible but characteristic of most leaders, commands awe and respect.

A) Expert Power
B) Reverent Power
C) Information Power

Back 96

B) Reverent Power

Front 97

(pg 77) Multiple choice:

Which power is “Based on the ability of the leader to give out information that is necessary to the normal functioning of the organization or individual followers” ?

A) Expert Power
B) Reverent Power
C) Information Power

Back 97

C) Information Power

Front 98

(pg77)
Channeling or withholding information is an effective way to control actions, True or False?

Back 98

True

Front 99

(pg 76)

List the THREE BASES of Formal Power

Back 99

a) Reward Power
b) Coercive Power
c) Legitimate Power

Front 100

(pg76) Term
Prejudice is…

(4 Terms Listed)

Back 100

Prejudice is: “An unreasonable negative attitude toward others because of their membership in a particular group. The quality that makes an attitude unreasonable is that it does not readily get modified when exposed to new and conflicting information” (Fishbein)

Prejudice is: “Preconceived judgment or opinion, an adverse opinion or learning formed without just grounds or before sufficient knowledge, an irrational attitude of hostility directed against an individual, a group, a rave, or their supposed characteristics. (Webster)

Hint 100

“Prejudice is an antipathy based upon faulty and inflexible generalization. It may be felt or expressed. It may be directed toward a group as a whole or toward an individual because he/she is a member of that group” (Allport)

“Prejudice is: Attitudes and beliefs involving a tendency to prejudge people, usually negative and usually on the basis of a single personal characteristic…” (Farley)

Front 101

(pg 80)

True or False? this term,

“Consists of dominant-group practices having a harmful impact on members of a subordinate racial and ethnic group even though the organizationally or community prescribed norms or regulations guiding those actions have been established with no intent to harm”

Is the definition of Direct Institutionalized Discrimination?

Back 101

False, it is the definition of Indirect Institutionalized Discrimination

Front 102

(pg 82)
What are the four sources of discrimination?

Back 102

A) In Group versus Out Group

B) Societal, organizational, and intergroup patterns of contact and norms for intergroup relations also known as social learning and conformity

C) Individual contributions

D) Socioeconomic status

E) Integrated threat theory

Front 103

(pg82)
Of the four sources of discrimination, the following is part of which source?

Laws, regulations, policies, norms of segregation, mass media, educational system and the structure and functioning of work organizations.

Back 103

"societal, organizational, and intergroup patterns of contact and norms for intergroup relations"

READ the support material on page 82 for additional detail.

Front 104

(pg 83)
Under the “sources of prejudice and discrimination”, be familiar with these sub terms…

Back 104

1) realistic threats: “Threats to political, economic, physical, or material well-being of in-group”

2) Symbolic threats, “Perceived threats to in-groups morals, values, standards, beliefs, and attitudes”

3) Intergroup anxiety: Fear about negative incomes of self, such as being embarrassed, rejected, or ridiculed.

4) Stereotypes: When expectations are negative, conflict or unpleasant interactions are likely to be anticipated

Front 105

(pg 82)
Under the “sources of prejudice and discrimination”, socioeconomic status references…

Back 105

• Inverse relationship between education and prejudice

• Economic insecurity

Front 106

(pg 82)
Individual contributions as “sources of prejudice and discrimination” are…

Back 106

Active (doing)
Inactive (seeing it but doing nothing about it, think about it but don’t act)

Front 107

(pg 84) text familiarization:
What are the three references that relate to “The relationship among power, prejudice, and discrimination”

Back 107

1) Power is at the core of discrimination.

2) In most circumstances of discrimination, both power and prejudice lie beneath

3) There is substantial evidence to suggest that prejudice and discrimination are not always linked

Front 108

Referencing “the relationship among power, prejudice, and discrimination” – Robert Merton developed four classifications concerning prejudice and discrimination. They are…

Back 108

A) Type 1 – unprejudiced, non discriminator (consistent behavior)

B) Type 2 - unprejudiced, discriminator (inconsistent behavior)

C) Type 3 - prejudiced, non discriminator (inconsistent behavior)

D) Type 4 - prejudiced, discriminator (consistent behavior)