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Session #3: Stereotypes and Perception. Class members will gain an understanding of : Perceptual processes that influence stereotyping The nature and purpose of stereotyping The dangers of stereotyping How numerical proportions affects stereotyping: The Tokenism Effect Stereotype Exercise
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Session #3: Stereotypes and Perception • Class members will gain an understanding of : • Perceptual processes that influence stereotyping • The nature and purpose of stereotyping • The dangers of stereotyping • How numerical proportions affects stereotyping: The Tokenism Effect • Stereotype Exercise • Video
Perceptual Processes That Influence Stereotyping • Information is filtered through expectations • Expectations are influenced by stereotypes • We see what we want to see/ expect to see • Perceptual shortcuts: • We like people who are like ourselves (similar-to-me) • Halo effect • First Impressions • Use stereotypes as a shortcut • We assume perceptions= reality • Our reality confirms our perceptions • Self-fulfilling process
The Stroop Test • http://www.youtube.com/watch?v=Tpge6c3Ic4g • Stroop (1935) test measures selective attention and illustrates perceptual artifacts.
OK, So what does this mean? • Words have meaning. They represent ideas and images • CEO = • Secretary = • Janitor = • President= • How do stereotypes influence our expectations? BLUE WHITE BLACK
What are Stereotypes? • “Cognitive categories that are used by the social perceiver in processing information about people.” (Hamilton & Trolier, 1986). • Exaggerated belief associated with a category that justifies our conduct (Allport, 1954) • “A perceptual and cognitive process in which specific behavioral traits are ascribed to individuals on the basis of their group membership.” (Cox, 1993)
Stereotyping • STEREOTYPING PROCESS • Individual categorized into group • Traits may be positive or negative • i.e,: Midwesterner? UWM student? • STEREOTYPES DIFFERENT FROM PREJUDICE • PREJUDICE • Attitudes and emotional reactions • Usually negative
Write down the first three words that come to your mind when viewing each of these pictures. Who would you be most comfortable with?
Kids Reactions to Pictures • Kids Reactions to Pictures 20/20 • http://www.youtube.com/watch?v=MTYn1WRCuoU
Why do people stereotype? • Process information • Simplify environmental stimuli • Control environment • Oh, so you’re a XYZ -- you must be ABC…. • Pervasive human tendency
Issues in Stereotyping • DANGERS IN STEREOTYPING: • Inaccurate assumptions regarding group (ie., older workers take longer to learn task) • Inaccurate assignment of individual to group • Assume all individuals in group are the same • Question: How do we understand differences between groups without using or developing stereotypes?(ie. Family life is important to Asians/latinos; education important to Jewish people). • Answer: • 1. Use systematic and reliable data sources to establish accuracy of differences. • 2. Acknowledge variations within groups (ie education not important to all Jews/Asians)
Harmful Effects of Stereotypes • Stereotypes (Think for Yourself) (2 minutes) • http://www.youtube.com/watch?v=BO6PQHGXnIk
Sometimes there are kernels of truth – but who wants to be judged by a stereotype? Also… there is a danger…
Stereotype Threat (Steele & Aronson, 1995 ) • Stereotype threat is the risk of confirming a negative stereotype • Early research found that black students performed worse on standardized tests when race was emphasized (Steele & Aronson, 1995) • Extends to Hispanics, Women, students from low socioeconomic backgrounds and White men when highlighting Asian superiority in math (Gonzales et al, 2002; Goode et al., 2008; Aronson et al., 1999) • Can influence career paths
TOKENISM AND STEREOTYPES(Kanter, 1977) • Stereotypes heightened by numerical proportionsXXXXXXX 0 XXXXXXXX 0 XXXXXXXXX 0 XXX • Gender/Racial proportion in work groups: • Uniform: all x’s or O’s (100:0) • Balanced: equivalent proportions (50:50) • Skewed: Minority group status (85:15)
IMPACT OF NUMERICAL PROPORTIONS • 1. VISIBILITY: Life under the microscope….. • Performance pressures: • scrutinized • displayed as show pieces • Symbolic consequences • held as representatives of entire group • Achievements eclipsed by presence • (attention to what you wear, not what you say) • Increased potential for backlash • (assumed to be “affirmative action hire”) • Token responses: • Over-achievement • Impression management • Attempt to keep personal life private
2. CONTRAST • Polarization and exaggeration of differences between token and dominant group. • Leads to boundary heightening: exaggeration of dominant’s culture. • Token made to feel isolated/foreigner. • Dominant group feels invaded: • Constant reminder of differences: token viewed as “ wet blanket” • Quarantine token: exclude from informal networks & activities • Loyalty tests: target of jokes; negative reactions for being with others. • Token’s Response: • Accept isolation • Become Insiders: • Define self as exception (“I’m not like the rest of my group”) • Turn against own group
3. Assimilation • Token’s characteristics distorted to fit stereotypes about group (Role encapsulation). • Token represents entire gender/group • Status leveling (women = secretary) • Tracked towards “group appropriate” positions (EEO officer) • Stereotyped informal roles (pet; mother) • Token’s response: • Accept stereotyped roles (Self-distortion) • Fight roles (Constant vigil and effort)
Contrast: You’re very different from us Majority Minority Assimilation: You’re all alike
IMPLICIT BIASES AT WORK Implicit biases at work: (Google) (4 minutes) https://www.youtube.com/watch?v=NW5s_-Nl3JE