Stereotype s

1. Stereotypes

2. Learning outcome • Explain the formation of stereotypes and their effect on behavior

3. To what extent do you use stereotypes? • For each of the following people identify their • occupations • sexual orientation • ethnicity

5. Occupation: SURFER Sexual Orientation: HETEROSEXUAL Race: CAUCASION (USA - MIAMI, FL)

7. Occupation: Actress Sexual Orientation: Homosexual Race: Caucasian

9. Occupation – businessman Sexual orientation – NG (so take a guess….) Race: Caucasian (Australian)

11. Occupation: model Race: African American Sexual Orientation: heterosexual

13. Occupation: hairdresser – turned – actress. Sexual orientation: homosexual Race: Lebanese

15. Occupation – soccer player Sexual orientation – Homosexual Race – Spanish.

16. What is a stereotype ? • Mental representations of particular shared beliefs about the characteristics (personality traits and characteristics) of a group and its members • They reflect fairly precise categories of social or cultural knowledge.

17. Is the process of stereotyping simply a natural cognitive process of social categorization? • Maybe but how does it actually happen?

18. Stereotype - Contents

19. These shared beliefs/ ideas …… • Different cultures may have different beliefs • Studies by Katz and Braly (1933) and Karlins et al (1969) show that stereotypical ideas are slow to change.

20. Stereotypes may be based on a ‘grain of truth’ , Campbell (1967)- there is some basis in reality ex one experience with a member of a group is generalized to the whole group. • Think about errors in attribution. • So Campbell proposes there are two sources of stereotypes - personal experience with individuals - ‘gatekeepers’- media, parents etc of a culture

21. Illusory correlation…. • Another view is that stereotypes are an illusion- people see a correlation between two variables even when there is non Hamilton and Gifford (1976) • Can you think of an example? • Women and math????

22. Confirmation bias • People then to seek out or remember information that supports the illusionary relationship. • Look at Snyder and Swann (1978) – Crane 109

23. Process in Stereotyping

24. Effect of stereotyping

25. Quick Cartoon Break!

26. Effects of Stereotyping • Untrue and unfair prejudgment and allocation of characteristics to individuals • Confirmatory bias • Exaggeration of perceived similarities within groups and differences between groups • Justification of discriminatory behavior towards stereotyped groups, based on the assessment of their supposed characteristics

27. Jane Elliot (1968)http://www.youtube.com/watch?v=JCjDxAwfXV0

28. Jane Elliot’s Study Method: Experimental/Observational Design: Repeated Measure Variables: Independent- Color of eyes (blue or brown) Dependent- Feeling “inferior” or “superior”

29. Participants -3rd grade students -male and female -9 brown eyed children -9 blue eyed children

30. Summary of Video (1st day) 1st day blue eyes were the superior ones  they were given special privileges, and were encouraged to discriminate against the inferior brown eyed children During recess, a blue-eyed child called a brown-eyed a “brown-eyed” and they fought. A discriminatory act.

31. Academic performances increased for the blue-eyed, while the brown eyed decreased On the 2nd day the roles were reversed. Jane Elliot told them that the statement she said the previous day was untrue. The blue-eyed children quickly took the oppressing role and vise-versa Similar effect happened

32. Effects of the blue/brown eyed stereotype • Whoever was “superior”, their academic level had increased to a higher level e.g. reading level. Superior Academic level was far beyond what would normally be expected for 3rd graders Far beyond where they had performed just one week prior to the experiment Inferior • Far below what would ordinarily be expected for 3rd graders • Far below the level of performance that they had just one week prior to the experiment

33. Superior behaved more maturely towards teacher and amongst their “blue-eyed” group strong enthusiasm for learning better posture, grooming and attitude yet aggressive towards the “inferior” Inferior  Suffered serious blows to self-image barely liked themselves, low self-esteem displayed self-disparaging attitudes cried and sulked many behaved sullen and disrespectful manner none revealed interest in learning or socializing with their classmates

34. Effect of stereotypes on individual's performance • Read Crane 108 and 109 • Draw conclusions regarding how stereotyping may affect an individual’s performance. • Clearly outline the studies of Steele (1997); Steele and Aronson (1995); Spencer et al (1977) and Herrnstein (1994)

35. Some questions • What do you think are the main reasons behind humans use of stereotypes? • What are stereotypes based on? • What negative effects can stereotyping have on an individual? • Present one example that shows how a stereotype may be the result of an illusory correlation. • What other forms of processes could be considered an illusory correlation? • What can be concluded from Hamilton and Gifford’s study of illusionary correlation? • What have is explained in Synder & Swann’s experiment on confirmation bias?