Ch 13 Psych Prejudice

Front 1

Prejudice

Back 1

Affective component. Hostile/negative attitude toward distinguishable group of people, based solely on membership

Front 2

Stereotype

Back 2

Cognitive component. Generalization about a group of people in which certain traits are assigned to virtually all members, regardless of variation

Like a shortcut

Front 3

Stereotypes (examples)

Back 3

Gender stereotyping, attributions to success, role of parents, downplaying of own ability

Front 4

Discrimination

Back 4

Behavioral component. Unjustified negative/harmful action towards a member of a group based solely on membership

Formal vs interpersonal discrimination??

EX: homosexuals not protected under law

Front 5

Can prejudice be taught

Back 5

Specifics are learned, prejudice can be taught

Front 6

Reason 1 for prejudice (Social cognition)

Back 6

Social categorization, us vs them grouping

Front 7

In group bias

Back 7

To enhance self esteem

minimal groups can be formed based on trivial criteria (paintings)

Front 8

Out group homogeneity

Back 8

"They" are all alike

Front 9

Failure of logic due to:

Back 9

Strength of affective part of attitude

Subtyping

Front 10

Subtyping

Back 10

Take into account confirmations/reject exceptions to group (SUBTYPING - type of schematic processing)

SUBTYPING - don't take into account exceptions
exception may actually strengthen prejudice, need many exceptions

Front 11

Stereotypes reflect:

Back 11

Cultural beliefs

Front 12

Activation of stereotypes

Back 12

Even if we don't believe in prejudice, others do. This activates the prejudice.

Front 13

Davine's two step Model

Dissociation model of prejudice

Back 13

1. Automatic processing
2. Controlled processing

Front 14

Automatic processing

Back 14

w/o awareness, triggered by stimulus. Unconsciously prejudiced

Front 15

Controlled processing

Back 15

W/awareness, choose to disregard/ignore prejudice

Front 16

Justification-Suppression Model

Back 16

1) Dislike group but don't act to preserve image (to avoid dissonance)

2) Find justification as excuse to preserve energy, and act

Front 17

Illusory correlation

Back 17

Tendency to see relationships between unrelated events are MORE LIKELY IN MINORITY cases

Front 18

Ultimate attribution error

Back 18

tendency to make dispositional attributions about a group (not situations as a cause)

Front 19

Stereotype threat

Back 19

Apprehension that behavior might conform to that stereotype (AA testing)

Front 20

Blaming the victim

Back 20

Tendency to blame individuals (make dispositional attributions) for their victimization

Motivated by desire to see world as a fair place

Front 21

Self fulfilling prophecies

Back 21

1) Have expectation of other
2) Influences how you act towards them
3) Causes person to react as you expected (interviewer/chair study)

Front 22

Realistic conflict theory

Back 22

Limited resources lead to conflict between groups, result to increased prejudice/discrimination

Front 23

Economic/political competition (effect of)

Back 23

Magnifies outgroup, prejudice, discrimination

Front 24

Scapegoating

Back 24

When frustrated/unhappy, displacing aggression onto groups that are disliked, viable, powerless

Front 25

Institutionalized racism/sexism

Back 25

Racist/sexist attitudes held by vast majority where stereotypes/discrimination are the NORM

Front 26

Normative conformity

Back 26

Tendency to go along with group to be seen positively by others/accepted

Front 27

Modern racism

Back 27

Outwardly acting unprejudiced, inwardly maintaining prejudiced attitudes

Front 28

Hostile vs benevolent sexism

Back 28

???

Front 29

Contact hypothesis

Back 29

Works under
1) Mutual interdependence (VERY important) - common goal important to both groups
2) Equal status?
3) Informal, interpersonal contact
4) Multiple contacts
5) Social norms of equality

Summer camp Sherif experiment

Front 30

Contact hypothesis fails when:

Back 30

1) Students not prepared for difficulty (in classroom)
2) Self fulfilling prophecy occurs

Front 31

Jigsaw Classroom

Back 31

To reduce prejudice/raise self esteem children placed in small, desegregated group. Each child dependent on other to do well/learn in class

Front 32

Universal dimensions of prejudice

Back 32

Based on two criteria:
1) Warmth: How friendly, trustworthy
2) Competence: How effective in accomplishing goals

Based on cooperativeness/status
Outgroups are never both!