Stereotypes 2018
- 1. Stereotypes
- 2. Learning Outcome Discuss the impact that stereotypes have on human behavior.
- 3. Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.
- 4. Schema Theory A mental representation of knowledge stored in the brain. A network of knowledge, beliefs, and expectations about particular aspects of the world. The lens that you see the world through. Shaped by Culture. Categorization Generalization
- 5. What is a Stereotype? A generalization that is made about a group and then applied to individual members of that group. They can be either positive or negative. Positive Examples: Women are caring; Men are strong Negative Example: Women are emotional; Men are slobs Explained as a result of schema processing
- 6. Stereotype Microlab Discussion How do you think stereotypes impact human behavior? Do you think you are impacted by stereotypes (both positive and negative) in your life? Do you face more positive or negative stereotypes? What steps can be taken to avoid stereotypes?
- 7. Part I: Theories on the Origins of Stereotypes Where do stereotypes come from?
- 8. Theory #1: Social Categorization - Tajfel Based on his Social Identity Theory, Tajfel argues that humans use Social Categorization to categorize humans based on shared characteristics (race, age, gender, religion, sexual orientation). This creates In-Groups and Out-Groups. Tajfel would argue that stereotypes form because people associate negative traits to the Out-groups and positive traits to the In- Groups. This helps us maintain a positive self-image.
- 9. Theory #2: Grain of Truth Hypothesis: Campbell (1967) Campbell argues that stereotypes have some basis in reality. Specifically, Campbell believes that there are two sources of stereotypes: 1. Our personal experiences and interactions with members of a particular group. 2. Gatekeepers: The media, parents, politicians, teachers, and other members of our culture who hold sway over our view on the world. From these experiences, Campbell created the Grain of Truth Hypothesis, which argues that observations about a group will be generalized to the group because observers feel that even one confirmation is enough.
- 10. Theory #3: Illusionary Correlations: Hamilton & Gifford (1976) Hamilton and Gifford argue that stereotypes are the result of Illusionary Correlations. This means that humans see relationships between two variables (women & poor mathematics) even when there is none. Furthermore, Hamilton & Gifford argue that humans use Confirmation Bias to defend their stereotypes. This means that humans look for evidence and examples that defend their beliefs and ignore the evidence and examples that do not fit.
- 11. Part 2: Research on Holding Stereotypes
- 12. Darley and Gross (1983) (How Our Stereotypes impact our perceptions of others) Aim: To discover how schemas and stereotypes can impact judgments of others. Method: Researchers showed one of two versions video of a girl to 70 undergrad participants (30 men, 40 women; none had formal teacher training). Video 1: The girl was playing in a poor environment (poor stereotype). Video 2: The girl was playing in a wealthy environment (wealthy stereotype). Then they were shown the same video of the girl taking an intelligence test and judge the girl’s ability. Findings :Those who saw the poor video ranked her performance at below grade level. Those who saw the wealthy video ranked her performance at above grade level. Conclusions: Stereotypes about rich and poor children impacted the perception of intelligence and ability. Explanation? Critical Thinking?
- 13. Rosenthal & Jacobson (1968) Aim: The investigate the impact that expectations about students’ ability shaped the way students were treated by teachers. Method: Elementary school teachers were told by researchers that 20% of students in their classes were likely to be “academic bloomers” (show unusual growth) in the upcoming school year. Researchers then observed the interactions of teachers with their students and tracked the academic performance of students. Findings: Students that were labeled as “bloomers” showed a larger increase in IQ than other students. Conclusions: The expectations of teachers led them to treat certain students warmer than others and allow them to grow in the classroom. Explanation? Critical Thinking?
- 14. Bian et al (2017) Aim: To investigate the development of gendered stereotypes about academic performance in young girls. Method: Researchers offered 160 children a chance to play two new games—one for children “who are really, really smart” and another for those who “try really, really hard”. Findings: At age 5, children were equally as drawn towards both games. But among those aged 6 or older, the girls were less interested than the boys in the game for smart kids (but not the one for hard-working ones. Conclusions: Gendered notions of brilliance are acquired early and have an immediate effect on children’s interests. Explanation? Critical Thinking?
- 15. Part 3: Research on Being Stereotyped How does knowing about stereotypes about yourself impact behavior?
- 16. Bargh et Al. (1997) (How knowing about stereotypes about us impact our behavior) Aim: To investigate how being aware of stereotypes may impact the behaviors of individuals. Method: College students performed word scramble activities that primed them either in a rude, polite, or control condition. Participants were told to complete the task and bring it down the hall to meet with a researcher. Upon seeing the researcher, a confederate student would begin a conversation with the researcher, requiring the participant to wait. Finding: Participants who were primed in the rude condition were more likely to intervene in the conversation and did so quicker. Conclusion: Activation of stereotypes (that teenagers are rude and impatient) can impact the behavior of individuals. Explanation? Critical Thinking?
- 17. Stereotype Threat Stereotype Threat: Being at risk of confirming, as self- characteristic, a negative stereotype about one’s group.
- 18. Steele & Aronson (1995) (How knowing about stereotypes about our groups can impact us) Aim: To investigate the impact of stereotype threat on behavior. Method: Had white and black students take a verbal test (GRE). Control Condition: Participants told that the test was a problem solving exercise. Stereotype Condition: Participants told that the test would measure their underlying intellectual abilities. Findings Control Condition: No difference between black & white students Stereotype Condition: Black participants performed worse and completed less answers than their white peers. Conclusion: Stereotype Threat can negatively impact the behaviors of those who face them. Critical Thinking?
- 19. Inzlicht et al. (2006) Aim: To investigate whether stereotype threats have lasting impacts on individuals Method: Women were given a math test and either informed that it would test their ability (activated stereotypes) or given strategies to cope with the pressure of the math test (non activated stereotypes) Participants were observed following the test for a variety of stress related behaviors. Findings: Women who faced stereotype threat were more likely to overeat, show aggressive behavior, and show less self-control. Conclusions: Stereotyped individuals face a Stereotype Threat Spillover which creates a situational predicament whereby coping with negative stereotypes leave one in a depleted volitional state, and, thus, less able of willing to show self-control. Critical Thinking?
- 20. Part 4: Overcoming Stereotypes How can people overcome stereotypes?
- 21. Spinner et al (2018) Aim: To investigate the impact of stereotypic and counter-stereotypic peers pictured in children’s magazines on children’s gender flexibility around toy play and preferences, playmate choice, and social exclusion behavior Method: British children were randomly assigned to view a picture of a peer-age boy and girl in a magazine playing with either a gender stereotypic or counter-stereotypic toy. In the stereotypic condition, the pictured girl was shown with a toy pony and the pictured boy was shown with a toy car; these toys were reversed in the counter-stereotypic condition.
- 22. Spinner et al (2018) Findings: Children showed significantly greater gender flexibility around toy play and playmate choices among children in the counter-stereotypic condition compared to the stereotypic condition, and boys in the stereotypic condition were more accepting of gender-based exclusion than were girls. However, there was no difference in children’s own toy preferences between the stereotypic and counter- stereotypic condition, with children preferring more gender-typed toys overall. Conclusion: Media presentation and child rearing strategies can impact the perceptions of stereotypes in children. Explanation? Critical Thinking?
- 23. Dugiud & Thomas-Hunt (2015) Aim: To investigate how awareness about stereotypes impact the behavior of people. Method: Researchers told managers at companies that stereotypes were either common or uncommon. They then were asked to read an interview transcript from a candidate for a job that was either described as a male or female (all transcripts were the same). At the end of the interview, the candidate asked for higher compensation and a nonstandard bonus. Some managers were told by researchers “vast majority of people try to overcome their stereotypic preconceptions.”
- 24. Dugiud & Thomas-Hunt (2015) Findings: When the managers read that many people held stereotypes, they were 28 percent less interested in hiring the female candidate. They also judged her as 27 percent less likable. The same information did not alter their judgments of male candidates. After reading the message that people try to overcome stereotypes, managers were 28 percent more interested in working with the female candidate who negotiated assertively and judged her as 25 percent more likable. Conclusion: The perceptions of the prevalence and acceptance of stereotypes impacted the behavior of managers. Explanation? Critical Thinking?
- 25. GENERATING DISCUSSION QUESTIONS Using the Costas Levels Questions (Use Level 2 & 3), work as a group to write discussion questions for the following topics. When you have a good question, write it on a sticky note and place it in the appropriate topic on the board.
- 26. Group 3 Discussion Questions Topic: Stereotypes at TuHS To what extent do stereotypes impact students here at Tualatin High School? How do stereotypes that students feel from other students impact their behavior? How do stereotypes that teachers have about students impact their behavior? Do you think that Tualatin High School does enough to combat stereotypes? If yes, why? In not, what could the school do better?