Apr 15, 2016 · 138. Studies of implicit prejudice indicate that prejudice is often A) triggered by deindividuation. B) a response to frustration. C) unconscious. D) unlearned.
Feb 17, 2015 · Studies of implicit attitudes indicate that prejudice is often A. triggered by deindividuation. B. a response to frustration. C. unconscious. D. unlearned. Answer: C
Mar 31, 2019 · Studies of implicit prejudice indicate that prejudice is often which of the following? unconscious. 4. Chuck has just moved into a new neighborhood. This new neighborhood is full of drug addicts living in rundown houses …
Evaluations of an object or target; implicit and explicit. Implicit attitudes. Outside of awareness, unintentionally activated, uncontrollable; develop through pairings of group with evaluation. Components of implicit attitudes (Bargh, 1994) 1. Lack of conscious intent. 2.
Prejudice and discrimination. Prejudice occurs when someone holds a negative feeling about a group of people, representing the affective component. As noted above, our thoughts and feelings lead to behavior and so discrimination is when a person acts in a way that is negative against a group of people.
It should not be a surprise to learn that one way we acquire stereotypes and prejudice is to simply learn them in childhood. Three main, complementary and not competitive, learning models explain how this might occur. In fact, they explain how we acquire and then subsequently maintain such cognitions and emotional reactions to other groups. They could also account for why discriminatory acts are committed.
Module 9 takes what has been learned throughout the previous eight modules and relates it to the case of prejudice, discrimination, and intolerance. We will differentiate between key concepts and then move to explanations of, and ways to reduce, prejudice, discrimination, stereotyping, and intolerance.
As a starting point, one way to reduce prejudice and discrimination (or reduce negative feelings rooted in cognitions about another group and negative behavior made in relation to the group) is by teaching tolerance or “respect, acceptance and appreciation of the rich diversity of our world’s cultures , our forms of expression and ways of being human. Tolerance is harmony in difference.” The Teaching Tolerance movement ( https://www.tolerance.org/ ), founded in 1991 by the Southern Poverty Law Center to prevent the growth of hate, provides free resources to teachers, educators, and administrators from kindergarten to high school. The program centers on social justice, which includes the domains of identity, diversity, justice, and action; and anti-bias, which encourages children and young people to challenge prejudice and be agents of change in their own lives. They write, “We view tolerance as a way of thinking and feeling—but most importantly, of acting—that gives us peace in our individuality, respect for those unlike us, the wisdom to discern humane values and the courage to act upon them.”
Recall from Module 4 (Section 4.2.1) attribution theory (Heider, 1958) asserts that people are motivated to explain their own and other people’s behavior by attributing causes of that behavior to either something in themselves or a trait they have, called a dispositional attribution, or to something outside the person called a situational attribution. We also commit the fundamental attribution error (FAE; Jones & Harris, 1967) which is an error in assigning a cause to another’s behavior in which we automatically assume a dispositional reason for his or her actions and ignore situational factors. Related to the current discussion of prejudice and discrimination, we commit the cognitive error of group-serving bias by ignoring an outgroup member’s positive behavior and assigning dispositional attributions to their negative behavior while attributing negative behavior to situational factors and positive behavior to dispositional ones for ingroup members. One study investigated harmful behavior and found evidence of the group-serving bias insofar as members of the Italian Communist party said outgroup actors were more aggressive and intentional in their harmful actions than in-group actors (Schruijer et al., 1994).
According to an APA feature article in 2001, to reduce bias among conflicting groups, all you need is contact ( https://www.apa.org/monitor/nov01/contact ). In the 1950s, psychologist Gordon Allport proposed his “ contact hypothesis ” which states that contact between groups can promote acceptance and tolerance but only when four conditions are met. First, there must be equal status between the groups in the situation as if the status quo of imbalance is maintained, the stereotypes fueling prejudice and discrimination cannot be broken down. Second, the groups must share common goals that are superordinate to any one group which leads to the third condition of intergroup cooperation. The groups must work together and share in the fruits of their labor. Finally, there has to be support at the institutional level in terms of authorities, law, or custom (Allport, 1954).
Social identity theory asserts that people have a proclivity to categorize their social world into meaningfully simplistic representations of groups of people. These representations are then organized as prototypes, or “fuzzy sets of a relatively limited number of category defining features that not only define one category but serve to distinguish it from other categories” (Foddy & Hogg, 1999). This social categorization process leads us to emphasize the perceived similarities within our group and the differences between groups and involves the self. We construct in-groups, or groups we identify with, and out-groups, or groups that are not our own, and categorize the self as an in-group member. From this, behavior is generated such that the self is assimilated to the salient in-group prototype which defines specific cognitions, affect, and behavior we may exhibit. We favor ingroups, called ingroup favoritism, to enhance our own self-esteem and produce a positive self-concept. Another consequence is that we tend to see members of the outgroup as similar to one another while our ingroup is seen as varied, called the outgroup homogeneity effect (Park & Rothbart, 1982). One reason why this might occur is that we generally have less involvement with individual members of outgroups and so are less familiar with them. If we have contact, then they are less likely to be seen as homogeneous.
Prejudice and Discrimination is Learned. Albert Bandura’s social learning theory “states that behavior is learned from the environment through the process of observational learning” (Bandura, 1977). It is Bandura’s belief that “humans are active information processors and think about the relationship between their behavior and its consequences” ...
Prejudice is defined as “attitudes or opinions about a person or group simply because the person belongs to a specific religion, race, nationality, or other group” (What to Tell Your Child About Prejudice and Discrimination, n.d.). Discrimination on the other hand is “when people act on the basis of their prejudices or stereotypes, ...
For example, children may learn it from watching television, or reading books or magazines.
The social learning theory involves adopting someone else’s behavior. So this can mean that a child can adopt good behavior from a model such as holding the door open for someone or bad behavior, such as prejudice and discrimination.
It is Bandura’s belief that “humans are active information processors and think about the relationship between their behavior and its consequences ” (Bandura, 1977). Furthermore, unless cognitive processes are at work, observational learning cannot occur (Bandura, 1977).
The children observe individuals who were referred to as models. According to McLeod, “children are surrounded by many influential models, such as parents within the family, characters on children’s TV, friends within their peer group and teachers at school” (McLeod, 2011). Mcleod further states that the children observe ...