{"id":3989,"date":"2018-07-27T14:30:36","date_gmt":"2018-07-27T18:30:36","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=3989"},"modified":"2019-05-26T00:28:30","modified_gmt":"2019-05-26T04:28:30","slug":"prejudice","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/social-psychology\/prejudice\/","title":{"rendered":"Prejudice"},"content":{"rendered":"

Prejudice<\/strong><\/p>\n

\n
Defining Prejudice<\/strong><\/li>\n
Preconceived negative judgment of a group and its individual members<\/li>\n
Individual members are judged solely on their group membership<\/li>\n
Beliefs about the personal attributes of a group of people<\/li>\n
Supported by stereotypes<\/li>\n<\/ul>\n
Types of Prejudice<\/strong><\/p>\n
\n
Racism<\/li>\n
Prejudicial attitudes and discriminatory behavior toward people of a given race<\/li>\n
Sexism<\/li>\n
Prejudicial attitudes and discriminatory behavior toward people of a given sex<\/li>\n<\/ul>\n
Components of Prejudice<\/strong><\/p>\n
\n
Two components of Prejudice<\/li>\n
Cognitive Component: the attitude<\/li>\n
Stereotype<\/em><\/li>\n
Behavioral Component: the behavior<\/li>\n
Discrimination<\/em><\/li>\n<\/ul>\n
Stereotypes: Cognitive Component<\/strong><\/p>\n
\n
Defining Stereotype<\/strong><\/li>\n
A generalization about a group of people in which identical characteristics are assigned to virtually all members of the group, regardless of actual variation among the members<\/li>\n
Can be either positive, negative or neutral<\/li>\n
A type of cognitive shortcut- heuristic<\/li>\n
Stereotypes are\/do not necessarily<\/li>\n
Emotional<\/li>\n
Lead to discrimination* Falsely founded<\/li>\n<\/ul>\n
Example of a Stereotype<\/u><\/em><\/strong><\/p>\n
\n
Gender Stereotype<\/li>\n
Women are seen as more nurturing and less assertive than men<\/li>\n
Evolutionary psychologists argue that the difference is due to a basis in the behaviors required for reproductive success<\/em><\/li>\n<\/ul>\n
* Stereotype that has some basis of truth<\/h3>\n
Discrimination: Behavioral Component<\/strong><\/p>\n
\n
Defining Discrimination<\/strong><\/li>\n
An unjustified negative or harmful action towards a member of a group, simply because of his or her membership in that group<\/li>\n<\/ul>\n
Inducing Prejudice \u2013 Real World Experiment<\/strong><\/p>\n
\n
School teacher Jane Elliott<\/li>\n
Divided her class according to eye color<\/li>\n
Blue and brown<\/em><\/li>\n
Those children with blue eyes were given preferential treatment and told they were superior to the brown eyed children<\/li>\n
Results (less than 30 minutes later)<\/li>\n
Blue- eyed children<\/li>\n
Began taunting and criticizing the brown-eyed children<\/em><\/li>\n
Brown-eyed children<\/li>\n
Lowered self-esteem and lower academic performance that day<\/em><\/li>\n<\/ul>\n
Explaining Prejudice<\/strong><\/p>\n
\n
Two explanations<\/li>\n
Cognitive Explanation<\/li>\n
Prejudice and Economic Competition: Realistic Conflict Theory<\/li>\n<\/ul>\n
Prejudice: Cognitive Explanation<\/strong><\/p>\n
\n
Cognitive Explanation<\/li>\n
Byproduct of categorization, schemas, and heuristics<\/li>\n
How prejudice arises<\/em>* Faulty Memory Processes\/Problems Processing Information<\/li>\n
How prejudice persists<\/em><\/li>\n<\/ul>\n
Categorization, Schemas and Heuristics<\/strong><\/p>\n
\n
How they work<\/li>\n
Processes that extract information from our environment<\/li>\n
Information is then used to create categories* Once categories are formed, this information is used to put things (people, events, objects) into aforementioned categories<\/li>\n
These processes allow Social Categorization<\/strong><\/li>\n<\/ul>\n
Social Categorization<\/strong><\/p>\n
\n
Social categorization follows those same steps with individuals* However, due to the complexity of an individual it is difficult to create categories that both separate individuals and do not overlap<\/li>\n
e. person doesn\u2019t belong to more than one category, categories are distinct from one another <\/em><\/li>\n
Result<\/li>\n
In-group bias and out-group homogeneity bias <\/em><\/li>\n<\/ul>\n
In-Group Bias<\/strong><\/p>\n
\n
Defining In-Group Bias<\/li>\n
Two parts<\/li>\n
Positive feelings and special treatment we reserve for people we have <\/em><\/li>\n<\/ul>\n
defined as being part of our in-group<\/em><\/p>\n
\n
Negative feelings and unfair treatment we reserve for others simply because we have defined them as being in the out-groups (groups which an individual does not identify with) <\/em><\/li>\n
May be due to self-esteem maintenance (Tajfel)<\/li>\n<\/ul>\n
Out-Group Homogeneity Bias<\/strong><\/p>\n
\n
Defining Out-Group Homogeneity Bias<\/li>\n
The perception that those in the out-group are more similar (homogenous) to each other than they really are<\/li>\n
Example<\/li>\n
Cross race effects in eye witness identification<\/li>\n
Numerous studies have found significantly more false identifications when the \u201cwitness\u201d is identifying someone of a differing race.<\/em><\/li>\n<\/ul>\n
Prejudice: Cognitive Explanation<\/strong><\/p>\n
\n
Cognitive Explanation<\/li>\n
Byproduct of categorization, schemas, and heuristics<\/li>\n
How prejudice arises<\/em>* Faulty Memory Processes\/Problems Processing Information<\/li>\n
How prejudice persists<\/em><\/li>\n<\/ul>\n
Faulty Memory Processes\/Problems Processing Information<\/strong><\/p>\n
\n
Two main reasons prejudices persist<\/li>\n
It is primarily the emotional aspect of attitudes that makes a prejudiced person hard to argue with (i.e. illogical)<\/li>\n
Firmly established schema for the target group(s)<\/li>\n
leads them to pay attention to (and therefore recall)<\/em><\/li>\n
information consistent with their beliefs <\/strong><\/li>\n
leads you to ignore (and therefore forget)<\/em><\/li>\n
information inconsistent with their beliefs<\/strong><\/li>\n<\/ul>\n
Explaining Prejudice<\/strong><\/p>\n
<\/p>\n
Two explanations<\/p>\n
\n
Cognitive Explanation<\/li>\n
Prejudice and Economic Competition: Realistic Conflict Theory<\/li>\n<\/ul>\n
Prejudice: Realistic Conflict Theory<\/strong><\/p>\n
\n
Realistic conflict theory<\/strong><\/li>\n
limited resources theory lead to conflict between groups and result in increased prejudice and discrimination<\/li>\n
several historical studies document that discrimination against out-groups correlates with the scarcity of jobs or other resources<\/em><\/li>\n<\/ul>\n
Realistic Conflict Theory: Sheriff et. al (1961)<\/strong><\/p>\n
\n
Robber\u2019s Cave\u201d experiment<\/li>\n
Methods<\/li>\n
created two groups of 12 year old boys at a summer camp<\/li>\n
eagles and rattlers<\/em><\/li>\n
Three phases<\/li>\n
groups were isolated and placed in situations designed to increase group cohesiveness<\/em><\/li>\n
groups were brought together to participate in a series competitive activities<\/em><\/li>\n
hostilities escalated<\/strong><\/li>\n
researchers tried to eliminate hostility by eliminating the games and increasing between-group contact<\/em><\/li>\n
unsuccessful<\/strong><\/li>\n<\/ul>\n
Ways to Reduce Prejudice<\/strong><\/p>\n
\n
Contact Hypothesis<\/li>\n
merely bringing members of different groups into contact with each other will erode prejudice<\/li>\n
somewhat unsuccessful<\/em><\/li>\n
e. desegregation <\/strong><\/li>\n<\/ul>\n
Ways to Reduce Prejudice: Contact Hypothesis<\/strong><\/p>\n
\n
Allport (1954) six required conditions<\/li>\n
Mutual interdependence<\/li>\n
situations where two or more groups need each other and must depend on each other in order to accomplish a goal<\/em><\/li>\n
A common goal that is important to both of them<\/li>\n
Equal status of group members<\/li>\n
Having informal interpersonal contact<\/li>\n
Multiple contacts with several members of the out-group so that individuals can learn that their beliefs are wrong<\/li>\n
Social norms in place that promote equality<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"
Prejudice Defining Prejudice Preconceived negative judgment of a group and its individual members Individual members are judged solely on their group membership Beliefs about the personal attributes of a… Continue Reading Prejudice<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[102],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3989"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=3989"}],"version-history":[{"count":1,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3989\/revisions"}],"predecessor-version":[{"id":4913,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3989\/revisions\/4913"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=3989"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=3989"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=3989"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}