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Journal articles on the topic 'Stereotype'
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1
Rivers, Andrew M., Jeffrey W. Sherman, Heather R. Rees, Regina Reichardt, and Karl C. Klauer. "On the Roles of Stereotype Activation and Application in Diminishing Implicit Bias." Personality and Social Psychology Bulletin 46, no. 3 (June 14, 2019): 349–64. http://dx.doi.org/10.1177/0146167219853842.
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Stereotypes can influence social perception in undesirable ways. However, activated stereotypes are not always applied in judgments. The present research investigated how stereotype activation and application processes impact social judgments as a function of available resources for control over stereotypes. Specifically, we varied the time available to intervene in the stereotyping process and used multinomial modeling to independently estimate stereotype activation and application. As expected, social judgments were less stereotypic when participants had more time to intervene. In terms of mechanisms, stereotype application, and not stereotype activation, corresponded with reductions in stereotypic biases. With increasing time, stereotype application was reduced, reflecting the fact that controlling application is time-dependent. In contrast, stereotype activation increased with increasing time, apparently due to increased engagement with stereotypic material. Stereotype activation was highest when judgments were least stereotypical, and thus, reduced stereotyping may coincide with increased stereotype activation if stereotype application is simultaneously decreased.
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Falbén, Johanna K., Dimitra Tsamadi, Marius Golubickis, Juliana L. Olivier, Linn M. Persson, William A. Cunningham, and C. Neil Macrae. "Predictably confirmatory: The influence of stereotypes during decisional processing." Quarterly Journal of Experimental Psychology 72, no. 10 (April 16, 2019): 2437–51. http://dx.doi.org/10.1177/1747021819844219.
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Stereotypes facilitate the processing of expectancy-consistent (vs expectancy-inconsistent) information, yet the underlying origin of this congruency effect remains unknown. As such, here we sought to identify the cognitive operations through which stereotypes influence decisional processing. In six experiments, participants responded to stimuli that were consistent or inconsistent with respect to prevailing gender stereotypes. To identify the processes underpinning task performance, responses were submitted to a hierarchical drift diffusion model (HDDM) analysis. A consistent pattern of results emerged. Whether manipulated at the level of occupational (Expts. 1, 3, and 5) or trait-based (Expts. 2, 4, and 6) expectancies, stereotypes facilitated task performance and influenced decisional processing via a combination of response and stimulus biases. Specifically, (1) stereotype-consistent stimuli were classified more rapidly than stereotype-inconsistent stimuli; (2) stereotypic responses were favoured over counter-stereotypic responses (i.e., starting-point shift towards stereotypic responses); (3) less evidence was required when responding to stereotypic than counter-stereotypic stimuli (i.e., narrower threshold separation for stereotypic stimuli); and (4) decisional evidence was accumulated more efficiently for stereotype-inconsistent than stereotype-consistent stimuli and when targets had a typical than atypical facial appearance. Collectively, these findings elucidate how stereotypes influence person construal.
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Flanagan, Jennifer. "Gender and the Workplace: The Impact of Stereotype Threat on Self- Assessment of Management Skills of Female Business Students." Advancing Women in Leadership Journal 35 (June 12, 2017): 166–71. http://dx.doi.org/10.21423/awlj-v35.a127.
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Stereotype threat, the threat of being stereotyped against (Steele & Aronson, 1995), regardless of the legitimacy of the stereotype, can impact not only productivity, but goals, behavior, and ultimately attitudes. Stereotype threat impacts not only racial groups but men and women as well, each group impacted by the negative stereotypes about their intellectual and/or work performance. As the workplace becomes more and more diverse, managers must understand and brace for the impact stereotypes have on their workers. This study looks at the impact of stereotype threat on male and female business majors in the workplace and future entrepreneurs. The impact of stereotype was measured in their ranking of their own management skills, how they thought others would rank their management skills, and their goals in the workplace.
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Scarabis, Martin, and Arnd Florack. "How the Motivation to Make Fair Judgments Influences Memory for In- and Out-Group Behavior." Swiss Journal of Psychology 67, no. 4 (December 2008): 241–48. http://dx.doi.org/10.1024/1421-0185.67.4.241.
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In the present study, we investigated the subtle effect of instructing participants to make fair judgments by avoiding the influence of stereotypes on their judgments. Previous studies have shown that instructing participants to disregard a stereotype may lead to enhanced accessibility of that stereotype, which in turn facilitates the encoding and identification of stereotype-consistent information, but not of stereotype-irrelevant information. Extending this research, we examined the effect of giving fairness instructions on the encoding of stereotype-inconsistent and stereotype-consistent information: Participants who were instructed to avoid stereotypic judgments showed enhanced memory for stereotype-consistent as well as for stereotype-inconsistent information. Thus, instructing participants to make fair judgments had the undesired effect of enhancing memory for stereotype-consistent information, but also the desired effect of enhancing memory for stereotype-inconsistent information.
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Monteith, Margo J., Jeffrey W. Sherman, and Patricia G. Devine. "Suppression as a Stereotype Control Strategy." Personality and Social Psychology Review 2, no. 1 (February 1998): 63–82. http://dx.doi.org/10.1207/s15327957pspr0201_4.
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Recent research reveals that efforts to suppress stereotypic thoughts can backfire and produce a rebound effect, such that stereotypic thinking increases to a level that is even greater than if no attempt at stereotype control was initially exercised (e.g., Macrae, Bodenhausen, Milne, & Jetten, 1994). The primary goal of this article is to present an in-depth theoretical analysis of stereotype suppression that identifies numerous potential moderators of the effect of stereotype suppression on the likelihood of subsequent rebound. Our analysis of stereotype suppression focuses on two broad issues: the influence of level of prejudice and the influence of processing goals on the activation versus application of stereotypes. Although stereotype rebound occurs under some circumstances, we suggest that a complete understanding of this phenomenon requires consideration of the full array of possible moderating influences.
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McGee, Ebony. "“Black Genius, Asian Fail”: The Detriment of Stereotype Lift and Stereotype Threat in High-Achieving Asian and Black STEM Students." AERA Open 4, no. 4 (October 2018): 233285841881665. http://dx.doi.org/10.1177/2332858418816658.
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Asians are typically situated at the top of the STEM educational and career hierarchy and enjoy a host of material benefits as a result. Thus, their STEM lives are often considered problem-free. This article describes the role of race-based stereotypes in shaping the experiences of high-achieving Black and Asian STEM college students. Their experiences exposed the insidious presence of anti-Black and pro-Asian sentiment, operationalized through the frameworks of stereotype threat and stereotype lift. Stereotype threat and stereotype lift situate the racialized experiences of Black and Asian students as opposites, thereby ignoring their shared marginalization and responses to being stereotyped. I argue that both racial groups endure emotional distress because each group responds to its marginalization with an unrelenting motivation to succeed that imposes significant costs. I aim to demonstrate that Black and Asian college students are burdened with being stereotyped and judged unfairly, enduring sometimes debilitating consequences even while they are praised for fulfilling or defying stereotypes. Discussion includes coalition building among racial groups of color in STEM, serving in part to co-construct racialized psycho-social coping skills, and a strategy for more equitable material outcomes for Black STEMers.
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Liu, Yasi, Junyu Yang, and Zhuo Huang. "Analysis on the Causes and Influence of College Students ' Occupational Gender Stereotypes." BCP Social Sciences & Humanities 16 (March 26, 2022): 536–49. http://dx.doi.org/10.54691/bcpssh.v16i.510.
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Based on the sampling survey data of ten universities in Wuhan, this study uses binary Logistic regression and Stereotypic Explanatory Bias (SEB) quantitative method to explore the influencing factors of college students' occupational gender stereotypes and analyze the influence of college students' occupational gender stereotypes on their employment choices from the point of occupational gender stereotype. The results show that: Wuhan college students have significant occupational gender stereotypes, but will consciously suppress external stereotypes; Occupational concept affects occupational gender stereotype; Occupational gender stereotype affects college students' career choice. Combined with the research results, the end of This study puts forward some suggestions to change the stereotype of college students' career gender and optimize the employment field. Respectively, colleges and universities set up relevant courses to correctly shape college students' view of occupation and gender; Mass media guide society to establish a correct occupation concept; The state and society strengthen the institutional building, introduce policies and regulations; The enterprise establish es fair, impartial and open employment and promotion systems, breaking down gender barriers in various industries and eliminating "hidden discrimination".
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Gibson, Carolyn E., Joy Losee, and Christine Vitiello. "A Replication Attempt of Stereotype Susceptibility ()." Social Psychology 45, no. 3 (May 1, 2014): 194–98. http://dx.doi.org/10.1027/1864-9335/a000184.
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Awareness of stereotypes about a person’s in-group can affect a person’s behavior and performance when they complete a stereotype-relevant task, a phenomenon called stereotype susceptibility. Shih, Pittinsky, and Ambady (1999) primed Asian American women with either their Asian identity (stereotyped with high math ability) or female identity (stereotyped with low math ability) or no priming before administering a math test. Of the three groups, Asian-primed participants performed best on the math test, female-primed participants performed worst. The article is a citation classic, but the original studies and conceptual replications have low sample sizes and wide confidence intervals. We conducted a replication of Shih et al. (1999) with a large sample and found a significant effect with the same pattern of means after removing participants that did not know the race or gender stereotypes, but not when those participants were retained. Math identification did not moderate the observed effects.
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Miller, Anna, Claire Cartwright, and Kerry Gibson. "Stepmothers’ Perceptions and Experiences of the Wicked Stepmother Stereotype." Journal of Family Issues 39, no. 7 (November 7, 2017): 1984–2006. http://dx.doi.org/10.1177/0192513x17739049.
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Stepfamilies are a common family form. Despite this, negative stereotypes of stepfamilies, and in particular, stepmothers still exist. This study used qualitative methods to examine stepmothers’ experiences of the wicked stepmother stereotype. One hundred and thirty-four stepmothers living in New Zealand completed an online questionnaire about their experiences of the stereotype and strategies for coping. The majority of stepmothers reported awareness of or identification with the stereotype in salient stepfamily situations. These included situations in which they judged themselves according to gendered expectations of motherhood. They also perceived they were stereotyped by stepchildren, stepchildren’s mothers, and social institutions. They reported a number of cognitive and behavioral strategies for coping with the stigma attached to the wicked stepmother stereotype, including seeking support, using humor, adopting a resistant attitude, engaging in strategies designed to minimize the relevance of the stereotype, and concealment.
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Hanges, Paul J., and Jonathan C. Ziegert. "Stereotypes About Stereotype Research." Industrial and Organizational Psychology 1, no. 4 (December 2008): 436–38. http://dx.doi.org/10.1111/j.1754-9434.2008.00083.x.
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Rees, Heather Rose, Debbie S. Ma, and Jeffrey W. Sherman. "Examining the Relationships Among Categorization, Stereotype Activation, and Stereotype Application." Personality and Social Psychology Bulletin 46, no. 4 (July 22, 2019): 499–513. http://dx.doi.org/10.1177/0146167219861431.
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Increased category salience is associated with increased stereotyping. Prior research has not examined the processes that may account for this relationship. That is, it is unclear whether category salience leads to increased stereotyping by increasing stereotype activation (i.e., increased accessibility of stereotypic information), application (i.e., increasing the tendency to apply activated stereotypes), or both processes simultaneously. We examined this question across three studies by manipulating category salience in an implicit stereotyping measure and by applying a process model that provides independent estimates of stereotype activation and application. Our results replicated past findings that category salience increases stereotyping. Modeling results showed that category salience consistently increased the extent of stereotype application but increased stereotype activation in more limited contexts. Implications for models of social categorization and stereotyping are discussed.
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Rubinstein, Rachel S., Lee Jussim, Bryan Loh, and Megan Buraus. "A Theory of Reliance on Individuating Information and Stereotypes in Implicit Judgments of Individuals and Social Groups." Journal of Theoretical Social Psychology 2022 (August 27, 2022): 1–15. http://dx.doi.org/10.1155/2022/5118325.
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We propose a theory of (a) reliance on stereotypes and individuating information in implicit person perception and (b) the relationship between individuation in implicit person perception and shifts in implicit group stereotypes. The present research preliminarily tested this theory by assessing whether individuating information or stereotypes take primacy in implicit judgments of individuals under circumstances specified by our model and then testing the malleability of implicit group stereotypes in the presence of the same (or additional) counterstereotypic individuating information. Studies 1 and 2 conceptually replicated previous research by examining the effects of stereotype-inconsistent and stereotype-consistent individuating information on implicit stereotype-relevant judgments of individuals. Both studies showed that stereotypic implicit judgments of individuals made in the absence of individuating information were reversed when the individuals were portrayed as stereotype-inconsistent and were strengthened when targets were portrayed as stereotype-consistent (though in Study 2 this strengthening was descriptive rather than inferential). Studies 3 and 4 examined whether the strong effects of individuating information found in studies 1 and 2 extended to the social groups to which the individuals belonged. Even in the presence of up to eight counterstereotypic exemplars, there was no evidence of significant shifts in group stereotypes. Thus, the data showed that the shifts in implicit judgments that were caused by individuating information did not generalize to stereotypes of the social groups to which the individuals belong. Finally, we propose modifications to our theory that include potential reasons for this lack of generalization that we invite future research to explore.
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Moskowitz, Gordon B., and Jeff Stone. "The Proactive Control of Stereotype Activation." Zeitschrift für Psychologie 220, no. 3 (January 2012): 172–79. http://dx.doi.org/10.1027/2151-2604/a000110.
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Stereotypes are typically conceived of as controlled through conscious willing. We propose that goals can lead to stereotype control even when the goals are not consciously noted. This is called proactive control since goal pursuit occurs not as a reaction to a stereotype having been activated and having exerted influence, but as an act of goal shielding that inhibits stereotypes instead of activating them. In two experiments proactive control over stereotypes toward African Americans was illustrated using a lexical decision task. In Experiment 1, participants with egalitarian goals showed slower responses to stereotypic words when following an African American male face (relative to following a White face). Experiment 2 illustrated African American faces facilitated responses to stimuli relevant to egalitarian goals; White faces did not. Together, these studies indicate that, without consciously trying, participants with egalitarian goals’ implicit reaction to African Americans included triggering fairness goals and inhibiting stereotypes.
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Arifatin, Fais Wahidatul. "Gender Stereotype in Joyce Lebra’s The Scent of Sake." NOTION: Journal of Linguistics, Literature, and Culture 1, no. 2 (November 6, 2019): 76. http://dx.doi.org/10.12928/notion.v1i2.976.
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Gender stereotype should be understood as negative beliefs shared by a particular group due to over-simplification and generalization. In this study, gender stereotype is used to mean negative beliefs toward women, which is based on their sexual or gender identity instead of their personal quality and individual competence. The writer try to show that in The Scent of Sake by Joyce Lebra is considered as a novel depicting the issue of gender stereotype in Japanese family culture, especially in managing the sake business which is represented trough Rie as the main character. Hence, in this study try to answer What are gender stereotypes experienced by Rie as reflected in Joyce Lebra’s The Scent of Sake and how does Rie struggle against gender stereotype as reflected in the novel. The research design used by the writer is literary criticism; it is liberal feminism especially the theory of Mary Wollstonecraft. The results of the study show that women as represented by Rie, is stereotyped in the family’s sake business through many negative stigmas. Such stereotypes have given negative influences toward Rie in terms of marginalization in management, in educational access and women’s lack of decision making in marriage. To reduce the effects, Rie struggles against gender stereotype by performing the stereotypes. Through considerable struggles, Rie has proven that women should not be viewed as inferior to men. Rie has tried very hard to play an active role as a subject in her own family’s business of sake production.
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Fladmoe, Audun, Julia Orupabo, Jan-Paul Brekke, and Ferdinand Mohn. "Holding Back: The Impact of Motivation to Control Prejudice on Stereotypes About Immigrants." Nordic Journal of Migration Research 14, no. 1 (January 23, 2024): 1. http://dx.doi.org/10.33134/njmr.541.
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A central insight from the research building on the Stereotype Content Model (SMC) is that different groups elicit different emotional and threat reactions. To advance our knowledge about which groups are likely to share experiences of discrimination and prejudice, we must explore the content of the stereotypes connected to different immigrant groups. Building on population representative survey data, the study applies a split-sample experimental design to test the SCM in Norway, an egalitarian welfare state characterized by low-income inequality. The results confirm the relevance of the SCM model in an egalitarian welfare setting, displaying an ethnic hierarchy expressed through social stereotypes. The results further indicate that ambivalent stereotypes of immigrants are limited in the Norwegian context. Finally, this study extends the SCM model by examining how respondents’ motivation to control prejudice (MCP) moderate stereotype judgement and finds that respondents with a high MCP rated the groups that are stereotyped as cold and incompetent more positively than individuals with a low MCP. Thus, individual propensity to hold back on prejudices influences expressions of stereotype content.
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Skorinko, Jeanine Lee McHugh. "Riddle Me This: Using Riddles That Violate Gender Stereotypes To Demonstrate The Pervasiveness Of Stereotypes." Psychology Learning & Teaching 17, no. 2 (January 15, 2018): 194–208. http://dx.doi.org/10.1177/1475725717752181.
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This paper describes a classroom demonstration that showcases how pre-existing beliefs (e.g., stereotypes) influence problem-solving. Across four studies, participants solved riddles with gender stereotype-consistent (e.g. doctor is male) or gender stereotype-inconsistent (e.g., doctor is female; barber is female) solutions. Solve time, perceived difficulty, and perceptions of the demonstration and how it influenced learning were measured. Studies 3 and 4 extended Studies 1 and 2 by measuring objective learning through a quiz on gender stereotypes and bias. Results indicate that students solved the stereotype-inconsistent riddles slower than stereotype-consistent riddles. Stereotype-inconsistent riddles were rated as more difficult to solve than stereotype-consistent riddles. Subjectively, participants perceived the demonstration to be an effective tool, enhancing their knowledge about gender stereotypes. Objectively, participants performed better on the quiz when they solved stereotype-inconsistent riddles than stereotype-consistent riddles. These findings suggest that using stereotype-inconsistent riddles in class can help understanding about gender stereotypes and bias.
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Rees, Heather Rose, Andrew Michael Rivers, and Jeffrey W. Sherman. "Implementation Intentions Reduce Implicit Stereotype Activation and Application." Personality and Social Psychology Bulletin 45, no. 1 (June 1, 2018): 37–53. http://dx.doi.org/10.1177/0146167218775695.
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Research has found that implementation intentions, if–then action plans (e.g., “if I see a Black face, I will think safe”), reduce stereotyping on implicit measures. However, it is unknown by what process(es) implementation intentions reduce implicit stereotyping. The present research examines the effects of implementation intentions on stereotype activation (e.g., extent to which stereotypic information is accessible) and stereotype application (e.g., extent to which accessible stereotypes are applied in judgment). In addition, we assessed the efficiency of implementation intentions by manipulating cognitive resources (e.g., digit-span, restricted response window) while participants made judgments on an implicit stereotyping measure. Across four studies, implementation intentions reduced implicit stereotyping. This decrease in stereotyping was associated with reductions in both stereotype activation and application. In addition, these effects of implementation intentions were highly efficient and associated with reduced stereotyping even for groups for which people may have little practice inhibiting stereotypes (e.g., gender).
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Lyubymova, Svitlana. "Nomen Est Omen Socialis." Acta Universitatis Sapientiae, Philologica 14, no. 2 (December 1, 2022): 116–33. http://dx.doi.org/10.2478/ausp-2022-0019.
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Abstract Functioning in media discourse as reference points for shaping people’s worldview, sociocultural stereotypes are considered cognitive-linguistic phenomena, formed in the process of evaluative categorization. A lexical item that represents a sociocultural stereotype in media discourse is determined in the study as a nomen of a stereotype. The aim of the paper is to outline strategies of nomen formation that are found in American media discourse. Nomina of stereotypes are formed by phonetic, morphologic, and semantic means. As phonetic means, onomatopoeia creates a nomen on the basis of a sound representation of a stereotyped group. Morphological nomina are conditioned by available in the language through word formation means such as suffixation, compounding, blending, and acronymization. Semantically motivated nomina of sociocultural stereotypes are formed according to logical, allusive, and figurative strategies. Logical strategy is based on the unbiased perception of a social group, regardless of its emotional and evaluative perception. Transference of a well-known name of a figure or an event to a sociocultural stereotype determines allusive strategy. Figurative strategy lies in the sensory portrayal of stereotypes, which takes place according to metaphorical, metonymic, and eponymous patterns. The results of the research can be applied in lexical discourse analysis, media linguistics, and cognitive semantics studies.
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Tokarska-Bakir, Joanna. "Hassliebe. Żydowska samonienawiść w ujęciu Sandera L. Gilmana (część pierwsza: od Hermana z Moguncji do Johannesa Pfefferkorna)." Studia Litteraria et Historica, no. 2 (June 30, 2014): 27–59. http://dx.doi.org/10.11649/slh.2013.003.
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Hassliebe. Jewish self-hatred as seen by Sander L. Gilman (part one: from Hermann of Mainz to Johannes Pfefferkorn)The present paper constitutes the first part of the analysis of Sander L. Gilman’s famous book Jewish Self-Hatred, and the pioneering interpretation of the concept of stereotype. According to Gilman, a stereotype emerges as a result of an active collaboration of the person who stereotypises and the outsider. The latter opposes the image imposed by the stereotype, and thus splits the stereotype into a positive and a negative part. By identifying himself with the positive part, the outsider delegates the purity of classification not only to the subgroup he does not feel any attachment to, but also involuntarily legitimises the stereotype, because without his authorisation, the stereotype would merely remain a racist insult. The article is based on the narrations of Jewish converts to Christianity from the Middle Ages to the 15th century. Hassliebe. Żydowska samonienawiść w ujęciu Sandera L. Gilmana (część pierwsza: od Hermana z Moguncji do Johannesa Pfefferkorna)Tekst jest pierwszą częścią omówienia głośnej książki Sandera L. Gilmana, Jewish Self-Hatred i przedstawionej w niej pionierskiej koncepcji stereotypu, powstającego w ramach aktywnego współdziałania stereotypizującego i outsidera. Ten ostatni, walcząc z narzuconym mu niesprawiedliwym wizerunkiem, dokonuje rozszczepienia stereotypu na pozytywny i negatywny, identyfikując się z tym pierwszym. W ten sposób nie tylko deleguje „nieczystość klasyfikacyjną” na podgrupę, z którą nie czuje związku, ale przede wszystkim niezauważalnie sam legitymizuje stereotyp, który bez jego autoryzacji miałby rangę rasistowskiego oszczerstwa. Materiał źródłowy artykułu stanowią narracje żydowskich konwertytów na chrześcijaństwo od średniowiecza po wiek XV.
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Johnson, David J., and William J. Chopik. "Geographic Variation in the Black-Violence Stereotype." Social Psychological and Personality Science 10, no. 3 (March 23, 2018): 287–94. http://dx.doi.org/10.1177/1948550617753522.
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The stereotype that Blacks are violent is pervasive in the United States. Yet little research has examined whether this stereotype is linked to violent behavior from members of different racial groups. We examined how state-level violent crime rates among White and Black Americans predicted the strength of the Black-violence stereotype using a sample of 348,111 individuals from the Project Implicit website. State-level implicit and explicit stereotypes were predicted by crime rates. States where Black people committed higher rates of violent crime showed a stronger Black-violence stereotype, whereas states where White people committed higher rates of violent crime showed a weaker Black-violence stereotype. These patterns were stronger for explicit stereotypes than implicit stereotypes. We discuss the implications of these findings for the development and maintenance of stereotypes.
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Plant, E. Ashby, Janet Shibley Hyde, Dacher Keltner, and Patricia G. Devine. "The Gender Stereotyping of Emotions." Psychology of Women Quarterly 24, no. 1 (March 2000): 81–92. http://dx.doi.org/10.1111/j.1471-6402.2000.tb01024.x.
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Three studies documented the gender stereotypes of emotions and the relationship between gender stereotypes and the interpretation of emotionally expressive behavior. Participants believed women experienced and expressed the majority of the 19 emotions studied (e.g., sadness, fear, sympathy) more often than men. Exceptions included anger and pride, which were thought to be experienced and expressed more often by men. In Study 2, participants interpreted photographs of adults' ambiguous anger/sadness facial expressions in a stereotype-consistent manner, such that women were rated as sadder and less angry than men. Even unambiguous anger poses by women were rated as a mixture of anger and sadness. Study 3 revealed that when expectant parents interpreted an infant's ambiguous anger/sadness expression presented on videotape only high-stereotyped men interpreted the expression in a stereotype-consistent manner. Discussion focuses on the role of gender stereotypes in adults' interpretations of emotional expressions and the implications for social relations and the socialization of emotion.
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Abdullah, Muna Essam, and Hadeel Kamil Ali. "Cultural Stereotyping and its Effect on Power Balance in English and Arabic." Journal of Tikrit University for Humanities 25, no. 10 (October 20, 2018): 1–19. http://dx.doi.org/10.25130/jtuh.25.10.2018.23.
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Most individuals, especially adults, usually have a set of images which is completely stored in their minds. These images are utilized to stereotype a particular person or a specific social group whether in Western or Eastern culture, these images are stereotypes. Therefore, some people may often face difficulties to change their stereotype because it is categorized as an essential and obvious portion of human everyday life, especially in the way of judging others. Moreover, cultural stereotyping is usually happened out of an individual's knowledge, for this reason, it influences one's judgment whether positive or negative through revealing the way of behavior toward others.Through concentrating on the relationship between categories of stereotype (gender, age and race) and power, such relation would clarify how cultural stereotyping specifies its effect on power balance in two different cultures (English and Arabic). In other words, individuals who have a high degree of power often tend to stereotype their subordinates more strongly in any community whereas, powerless people always are stereotyped negatively by those who are over them. This study comes to reveal the big three categories of stereotype and utilize them in some proverbs to investigate the effect of stereotype by focusing on the degree of power that one's may have over others in Western and Eastern communities.This study is presented in six sections. An introduction which gives a general presentation of stereotype as a sociolinguistic phenomenon. The second section presents some important and basic concepts related to this study. The third section outlines the categories of stereotype in detail. The fourth section sheds the light on the influence of power on stereotype. The fifth section deals with data analysis of English texts. The sixth section with deals with data analysis of Arabic texts with focusing on gender category of stereotype. The study is concluded with the discussion of the findings reached at.
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Goldstein, Susan B. "Stereotype Threat in U.S. Students Abroad: Negotiating American Identity in the Age of Trump." Frontiers: The Interdisciplinary Journal of Study Abroad 29, no. 2 (November 16, 2017): 94–108. http://dx.doi.org/10.36366/frontiers.v29i2.395.
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An underinvestigated and significant source of stress for U.S. student sojourners across racial/ethnic groups is exposure to stereotypes that target their American identity. This study built on the extensive research literature on stereotype threat to investigate U.S. students’ vulnerability and reactions to being the target of stereotypes. Stereotype threat occurs when one expects to be judged negatively based on stereotypes of one’s social group and feels at risk of confirming these stereotypes. An online questionnaire administered to 95 students studying abroad just prior to and following the 2016 U.S. presidential election assessed predictors of, and common responses to, stereotype threat. Multiple regression analysis identified participant gender, CQ-Motivation, and exposure to Trump-related stereotypes as significant predictors of stereotype threat. Exploratory analyses indicated possible responses to stereotype threat, including distancing from a U.S. American identity and altering one’s appearance and behavior to look less American. Implications for sojourner support and for future research are discussed.
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Liubymova, S. A. "Sociocultural stereotypes in anglophone media discourse: the dynamic aspect." Bulletin of Luhansk Taras Shevchenko National University, no. 2 (350) (2022): 60–68. http://dx.doi.org/10.12958/2227-2844-2022-2(350)-60-68.
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The article is devoted to the results of the research of sociocultural stereotypes’ development in American media discourse. In the work, sociocultural stereotypes are considered as verbalized cognitive constructs that form a system of interrelated ideas about the categories of a social world. Changes that happen with stereotypes are conditioned by social, cultural, and media factors, reflected in the language. The development of sociocultural stereotypes represents the stages of their formation, functioning, changes, activation, and inactivation. The formation of a socio-cultural stereotype is based on the process of evaluative categorization, the result of which is fixed by a social consciousness in the form of linguistic designations. Embedding of sociocultural stereotypes in media discourse and their use in accordance with communicative intent of speakers determines the stage of their functioning, which leads to changes of their designation or evaluative meaning. Increasing circulation of sociocultural stereotypes in the media discourse defines the stage of their activation, which manifests itself in the emergence of word-formation paradigms of stereotype’s designation represented by a single word. Inactivation is a decrease in manifestations of interest in a socio-cultural stereotype in the media discourse, which leads to its disappearance. At the stage of inactivation, caused by lack of new information about the referent or changes in opinion about it, a designation of a sociocultural stereotype disappears or loses its connotations, remaining in the language as the marker of a certain historical and cultural period.
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Wong, Jessica T., and David A. Gallo. "Activating Aging Stereotypes Increases Source Recollection Confusions in Older Adults: Effect at Encoding but Not Retrieval." Journals of Gerontology: Series B 74, no. 4 (March 16, 2018): 633–41. http://dx.doi.org/10.1093/geronb/gbx103.
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Abstract Objectives Activating aging stereotypes can impair older adult performance on episodic memory tasks, an effect attributed to stereotype threat. Here, we report the first study comparing the effects of explicitly activating aging stereotypes at encoding versus retrieval on recollection accuracy in older adults. Method During the encoding phase, older adults made semantic judgments about words, and during the retrieval phase, they had to recollect these judgments. To manipulate stereotype activation, participants read about aging-related decline (stereotype condition) or an aging-neutral passage (control condition), either before encoding or after encoding but before retrieval. We also assessed stereotype effects on metacognitive beliefs and two secondary tasks (working memory, general knowledge) administered after the recollection task. Results Stereotype activation at encoding, but not retrieval, significantly increased recollection confusion scores compared to the control condition. Stereotype activation also increased self-reports of cognitive decline with aging, but it did not reliably impact task-related metacognitive assessments or accuracy on the secondary tasks. Discussion Explicitly activating aging stereotypes at encoding increases the likelihood of false recollection in older adults, potentially by diminishing encoding processes. Stereotype activation also influenced global metacognitive assessments, but this effect may be unrelated to the effect of stereotypes on recollection accuracy.
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Hermann, Johanna M., and Regina Vollmeyer. "Das mathematische Selbstkonzept als Moderator des Stereotype-Threat- und Stereotype-Lift-Effekts." Zeitschrift für Pädagogische Psychologie 31, no. 3-4 (September 2017): 221–34. http://dx.doi.org/10.1024/1010-0652/a000209.
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Zusammenfassung. Ziel dieser Studie war es, zu untersuchen, ob Schüler/-innen durch die Aktivierung von Stereotypen in ihrer Mathematikleistung beeinflusst werden und inwiefern diese Prozesse durch das mathematische Selbstkonzept moderiert werden. Bei Mädchen gehen wir davon aus, dass bei schweren Aufgaben eine Stereotyp-Aktivierung nur bei hohem mathematischem Selbstkonzept zu einer schlechteren Leistung im Vergleich mit der weiblichen Kontrollgruppe führt. Für Jungen mit hohem mathematischem Selbstkonzept wird in der Stereotyp-Threat-Bedingung hingegen ein Leistungsanstieg im Vergleich mit der Kontrollgruppe erwartet. An der Studie nahmen 97 Schüler/-innen der 10. Jahrgangsstufe teil (Alter: M = 15.37, SD = .63). Erwartungskonform zeigte sich bei schweren Mathematikaufgaben eine signifikante Interaktion zwischen Geschlecht, Selbstkonzept und Versuchsbedingung. Mädchen mit hohem mathematischem Selbstkonzept schnitten in der Stereotype-Threat-Bedingung signifikant schlechter ab als Mädchen der Kontrollgruppe. Ein signifikanter Lift-Effekt bei Jungen mit hohem mathematischem Selbstkonzept ergab sich nicht. Die Befunde werden im Hinblick auf Erkenntnisse der Selbstkonzeptforschung und Interventionsstrategien in der Schule diskutiert.
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He, Elizabeth. "Reflections on Stereotyped Ways of Seeing and an Introduction to ‘Anekant’." International Journal of Education and Humanities 7, no. 3 (March 13, 2023): 5–8. http://dx.doi.org/10.54097/ijeh.v7i3.5861.
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This essay is inspired by Ways of Seeing, by John Berger, 2008. The photo essays in the book have led to this essay’s focus on preconceptions and stereotypes. Stereotypes are formed just at the moment ‘seeing’ is taking place, and the possession of prior knowledge is mainly effective in such stereotype formation, even when people are viewing the unknown, a stereotype is working to classify and categorize the unknown into the known, the unfamiliar into the familiar, thus, a deviation from the truth (assuming there is an objective truth or relative truth, which means a fuller vision) occurs. Anekant (an idea in Jainism) is introduced as a possible solution to stereotyped thinking. Instead of cancelling out other opinions, the main teaching of Anekant is to smartly collaborate with every different viewpoint to have a fuller vision and to be nearer to the objective truth.
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Neuburger, Sarah, Petra Jansen, Martin Heil, and Claudia Quaiser-Pohl. "A Threat in the Classroom." Zeitschrift für Psychologie 220, no. 2 (January 2012): 61–69. http://dx.doi.org/10.1027/2151-2604/a000097.
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Females’ performance in a gender-stereotyped domain is impaired when negative gender stereotypes are activated (Nguyen & Ryan, 2008). “Stereotype threat” affects the gender difference in adults’ mental-rotation performance (e.g., Moè & Pazzaglia, 2006). Our study investigated this effect in fourth graders. Two hundred sixteen males and females solved two mental-rotation tests. In between, a gender-difference instruction was given (“boys better,” “girls better,” “no gender difference”). A significant interaction of time and gender was found in the “girls better”-condition and in the “no gender difference”-condition: As expected, the male performance advantage disappeared after these two instructions, because girls improved and boys deteriorated. Thus, the study suggests that the gender effect in mental rotation is affected by stereotype threat and stereotype lift from the very beginning of its occurrence. Results are discussed within a biopsychosocial framework and seem to play an important role with regard to the “hidden curriculum” in schools.
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Zbyr, Iryna. "OVERCOMING STEREOTYPES IN THE KOREAN-SLAVIC INTERCULTURAL COMMUNICATION (based on the Korean-Ukrainian and Korean-Polish Intercultural Communication)." Theory and Practice of Teaching Ukrainian as a Foreign Language, no. 17 (June 25, 2023): 40–49. http://dx.doi.org/10.30970/ufl.2023.17.3909.
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The article is devoted to the analysis of stereotypes in the Korean-Slavic intercultural communication which were revealed during a survey of Korean students, which was conducted at the Department of Ukrainian Studies and Department of Polishat Hankuk University of Foreign Studies inApril and November 2021. It deals with the causes of these stereotypes and characterizes the ways to overcome them based on M. Bennett’s model of intercultural sensitivity development and stereotype-oriented learning, which Korean students studied during lectures on the discipline “Understanding the Modern Slavic Cultural Code”. The procedure of the analysis went through several stages: 1) revealing stereotypes through anonymous surveys among students; 2) quantitative and qualitative analysis of the data obtained; 3) stereotype-oriented /non-stereotyped teaching and feedback from the students. The results of the first stage of the survey show that in Korean-Slavic intercultural communication, Korean students are mostly at the ethnocentric stage. This is due to the lack of information about Ukraine and Ukrainians and Poland and Poles in the Korean media, personal contacts, as well as “old” stereotypes inherited from the older generation. Instead, at the end of the academic year, Korean students progressed to the ethno-relativistic stage thanks to stereotype-oriented learning, which helped them understand many specific features of Slavic cultures (especially Ukrainian and Polish). Therefore, further study of the formation and overcoming of stereotypes in Korean-Slavic communication will contribute to the integration of three cultures and successful intercultural communication between Koreans and Ukrainians and Poles. Key words: Korean-Slavic intercultural communication, Korean students, Ukraine, Poland, stereotypes, developmental model of intercultural sensitivity (DMIS).
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Fehr, Jennifer, Kai Sassenberg, and Kai J. Jonas. "Willful Stereotype Control." Zeitschrift für Psychologie 220, no. 3 (January 2012): 180–86. http://dx.doi.org/10.1027/2151-2604/a000111.
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Internal motivation to behave nonprejudiced leads to heightened control of stereotype activation. However, it is not clear whether internal motivation to behave nonprejudiced only reduces stereotype activation or whether individuals high internally motivated to behave nonprejudiced are also more successful in intentionally controlling already activated stereotypes. Two studies show that internal motivation to behave nonprejudiced when measured as well as when manipulated leads to more efficient control of activated stereotypes. This underlines the powerful potential of internal motivation to behave nonprejudiced to support the intentional control of previously activated stereotypes.
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Klymenko, I. V., and A. O. Kozelska. "THE PSYCHOLOGICAL FEATURES OF THE PERCEPTION OF ADVERTISING WITH DIFFERENT GENDER-ROLE MODELS." Ukrainian Psychological Journal, no. 2(16) (2021): 54–69. http://dx.doi.org/10.17721/upj.2021.2(16).4.
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The article considers the problem of gender discrimination and popular gender stereotypes in the advertising, as well as studies the psychological features of the perception of advertising with different gender-role models: in particular, advertising with gender discrimination or with gender stereotypes, the gender-neutral advertising and advertising with signs of femvertising (which challenges such stereotypes). The authors analysed the mechanisms of gender stereotype alimentation in advertising, the main varieties of such stereotypes and types of the stereotyped advertising characters of both sexes, as well as the trends related to anti-sexism and gender stereotype breaking. Particular attention was paid to the analysis of the criteria distinguishing the gender stereotypes or signs of gender discrimination in advertising. The authors present the results of their own study on the psychological features of the perception of advertising with different gender-role models. Advertising that contained gender stereotypes and signs of gender discrimination received the lowest ratings from the respondents compared to other advertisings. The only exception was the evaluation of such advertising with cognitive indicators. However, there was a certain heterogeneity in the perception of such advertising: the more natural a stereotype was for certain people, the more tolerant was their attitude towards such advertising. Gender-neutral advertising was evaluated the highest with all indicators. The only exception was the advertising demonstrating gender neutrality in topics which previously was distinguished clearly by gender: the older men rated such advertising very low. Advertising that challenged gender stereotypes was perceived rather positively, especially emotionally, however, its perception depended significantly on the respondents’ age and gender: young women rated ads with signs of femvertising positively with all indicators, older women assessed such advertising neutrally, but older men had the lowest rating for such ads.
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Tempel, Tobias, and Roland Neumann. "Gender Role Orientation Moderates Effects of Stereotype Activation on Test Performances." Social Psychology 47, no. 2 (March 2016): 63–73. http://dx.doi.org/10.1027/1864-9335/a000259.
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Abstract. We investigated the moderation of effects of activated gender stereotypes on the performance of women in tests of different ability domains. The Bem Sex Role Inventory assessed masculinity and femininity. The difference of the masculinity and femininity scores served as a continuous independent variable of gender role orientation. Only participants with feminine gender role orientation suffered from stereotype activation with regard to mental rotation and math performance. In contrast, participants with feminine gender role orientation profited from stereotype activation with regard to emotional sensitivity performance. These results demonstrate a generally higher susceptibility to gender stereotypes of women with feminine gender role orientation. Higher self-relevance of stereotypes was associated with stronger stereotype threat, but also stronger stereotype lift or boost.
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Dawd, A. M., F. Y. K. Oumar, and C. S. Cukur. "Dynamics in the Contents of Self-Stereotyping and its Implication in Inter-Group Relations." Social Psychology and Society 12, no. 2 (2021): 23–40. http://dx.doi.org/10.17759/sps.2021120202.
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Objectives. Developing a comprehensive model to understand intergroup relationship through integrating two constructs usually used to be examined discretely; self-stereotyping and stereotyping. Background. Today’s understanding of intergroup behavior is firmly grounded in concepts related to stereotypes. In literature, apparently, there are, two dominant approaches in studying stereotype’s effect on intergroup relations. The first approach focuses on the effect of dominant group’s stereotype on intergroup relation, while the second approach focuses on studying the impacts of self stereotyping on victims. Furthermore, minority groups’ self-sterotyping is considered to be derived from the dominant groups’ stereotype. As a result, the prevailing approaches are insensitive to the dynamics in self-stereotype and its implication to the intergroup relationship. In this article, it is claimed that the etiology of intergroup behavior could be better understood by considering a mutually interacting groups’ perspective. Methodology. Systematic approach of reviewing the prevailing literature pertaining to stereotyping and self-stereotyping and integrative analysis method to develop new perspective. Conclusion. Intergroup relation involves the interaction of two or more groups each of them having stereotypes regarding their own group and outgroup. Thus, in this paper, we argued that, the etiology of intergroup behavior cannot be adequately understood without employing the belief system of mutually interacting groups. Hence, we integrated self-stereotyping and other’s stereotypes and the behaviors that emerge during intergroup relations is predicted using the dynamics in the content/valence of minority group members’ self-stereotyping simultaneously with the dominant groups’ stereotype. The integration of these two approaches appears to offer the most adequate explanation for the complex nature of intergroup behavior.
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Mousavi, Seyyed Mohammadreza, Laura Gray, Sahar Beik, and Maxime Deshayes. "“You Kick Like A Girl!” The Effects of Gender Stereotypes on Motor Skill Learning in Young Adolescents." Journal of Sport & Exercise Psychology 43, no. 6 (December 1, 2021): 450–58. http://dx.doi.org/10.1123/jsep.2020-0255.
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This study investigated the effect of gender stereotypes on (a) a soccer learning task based on accuracy (i.e., shooting on different size targets) among young adolescents and (b) the strategy used to score as many points as possible. After performing 10 baseline trials, 45 young adolescents were randomly divided into three groups: positive stereotype, negative stereotype, and control. Then, they performed five blocks of 10 trials and two retention tests, 1 and 3 days after the stereotype manipulation to assess the relatively permanent consequences of stereotype effects. Results showed that when the negative stereotype was induced, participants performed worse during the acquisition phase and the first retention test. The positive stereotype only had a positive effect on performance during the second retention test. These findings provide the first evidence of the effect of gender stereotypes on motor learning tasks requiring accuracy among young adolescents.
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Loughnan, Steve, Nick Haslam, Robbie M. Sutton, and Bettina Spencer. "Dehumanization and Social Class." Social Psychology 45, no. 1 (June 1, 2014): 54–61. http://dx.doi.org/10.1027/1864-9335/a000159.
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Three studies examined whether animality is a component of low-SES stereotypes. In Study 1a–c, the content of “white trash” (USA), “chav” (UK), and “bogan” (Australia) stereotypes was found to be highly consistent, and in every culture it correlated positively with the stereotype content of apes. In Studies 2a and 2b, a within-subjects approach replicated this effect and revealed that it did not rely on derogatory labels or was reducible to ingroup favoritism or system justification concerns. In Study 3, the “bogan” stereotype was associated with ape, rat, and dog stereotypes independently of established stereotype content dimensions (warmth, competence, and morality). By implication, stereotypes of low-SES people picture them as primitive, bestial, and incompletely human.
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Beukeboom, Camiel J., and Christian Burgers. "How Stereotypes Are Shared Through Language: A Review and Introduction of the Social Categories and Stereotypes Communication (SCSC) Framework." Review of Communication Research 7 (2019): 1–37. http://dx.doi.org/10.12840/issn.2255-4165.017.
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Language use plays a crucial role in the consensualization of stereotypes within cultural groups. Based on an integrative review of the literature on stereotyping and biased language use, we propose the Social Categories and Stereotypes Communication (SCSC) framework. The framework integrates largely independent areas of literature and explicates the linguistic processes through which social-category stereotypes are shared and maintained. We distinguish two groups of biases in language use that jointly feed and maintain three fundamental cognitive variables in (shared) social-category cognition: perceived category entitativity, stereotype content, and perceived essentialism of associated stereotypic characteristics. These are: (1) Biases in linguistic labels used to denote categories, within which we discuss biases in (a) label content and (b) linguistic form of labels; (2) Biases in describing behaviors and characteristics of categorized individuals, within which we discuss biases in (a) communication content (i.e., what information is communicated), and (b) linguistic form of descriptions (i.e., how is information formulated). Together, these biases create a self-perpetuating cycle in which social-category stereotypes are shared and maintained. The framework allows for a better understanding of stereotype maintaining biases in natural language. We discuss various opportunities for further research.
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Klysing, Amanda, Marie Gustafsson Sendén, Emma Renström, and Anna Lindqvist. "Gendered stereotype content for people with a nonbinary gender identity." Routledge Open Research 2 (November 7, 2023): 45. http://dx.doi.org/10.12688/routledgeopenres.17976.1.
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Background Gender stereotypes about women and men have a complementary structure, where women and men are seen as high/low in feminine characteristics and low/high in masculine characteristics. These stereotypes are related to representation within social roles, where beliefs about social role occupation influences which characteristics are associated with women or men. It is not known how people with gender identities that do not fit a binary structure are stereotyped. The current study provides a first step towards addressing this gap. Methods Swedish participants (N = 152) reported descriptive stereotype content (positive/negative feminine/masculine personality characteristics) and estimations of representation within domestic and occupational social roles for people with a nonbinary gender identity for the past, present, and future in a between-groups design. Stereotype content for the past included a higher degree of feminine compared to masculine characteristics, but ratings for the present and future showed no differentiation between femininity and masculinity. Results People with a nonbinary gender identity were believed to more frequently occupy feminine compared to masculine social roles for all time points; this was especially pronounced for occupational social roles. The theorised connection between social role occupation and stereotype content did not emerge: degree of positive masculinity and femininity correlated positively with representation in masculine domestic and occupational roles respectively, but positive femininity was negatively correlated with representation in feminine occupational roles. Conclusions These results indicate that stereotypes about people with a nonbinary gender identity do not show the same complementary pattern or reliance on social roles as gender stereotypes about women and men, but that there is a feminine bias in perceptions of social role occupation for people with a nonbinary gender identity.
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Hao, Qichao. "Analyze the Stereotypes in the Movie Zootopia and How to Eliminate the Typical Stereotypes in Today’s Workplace." Studies in Social Science & Humanities 2, no. 4 (April 2023): 23–30. http://dx.doi.org/10.56397/sssh.2023.04.03.
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After Lippmann put forward the concept of stereotype, people gradually pay attention to the ubiquitous stereotype. In today’s workplace, stereotypes are even more pronounced, especially for women and people with disabilities. By taking Zootopia as an example, this paper aims to analyze the problem of stereotypes in the movie, and put forward some feasible suggestions for eliminating stereotypes based on specific cases.
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Hudriati, Andi, Muli Umiaty Noer, and Naurah Nadifah. "Investigating the Influence of Stereotype in Intercultural Communication Towards English Literature Students of Universitas Muslim Indonesia." ELT Worldwide: Journal of English Language Teaching 7, no. 1 (April 30, 2020): 77. http://dx.doi.org/10.26858/eltww.v7i1.15397.
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This study's objectives explored two prominent cases: (1) the forms of stereotype in Literature Faculty and (2) how the influence of stereotype in intercultural communication toward the students of Literature Faculty. This study applied qualitative research, which explored the stereotype and intercultural communication toward Literature Faculty students. The researcher applied purposive sampling to gain data. There were 15 students participated as the participant, and the data were obtained through interviews. This study shows that stereotypes in Literature Faculty were stereotypes towards Makassar Ethnicity (Rudely) and stereotypes towards Buginese (Uang Panaik it is too expensive). Even though the students learned many negative stereotypes toward Makassarese and Buginese, most students were not affected by these negative stereotypes. The students chose to trust personal experience and establish effective communication with Makassarese and Buginese, which eventually eliminated negative stereotypes towards the Makassarese and Buginese groups.
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Sandstig, Gabriella. "Public opinion on age stereotypes during the COVID-19 pandemic." Proceedings of the International Crisis and Risk Communication Conference 4 (2021): 29–32. http://dx.doi.org/10.30658/icrcc.2021.07.
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The news media can both mirror age stereotypes held by the public, as well as contribute to constructing or amplifying them. The first risk group identified in the pandemic was older adults. They are generally not so visible in the media, but during the pandemic, they were in focus. This study analyses to what extent the public agrees with age stereotypes during the COVID-19 pandemic and what characterizes the groups that hold them. Survey data from 04/14/20-06/28/20 on a national sample (6000) of the population of Sweden is used. The results, contrary to the expectation that stereotypes of older adults should dominate the public opinion, rather the stereotype of younger people not distancing themselves enough is the most common. However, the corresponding stereotype of older adults not doing the same is the second most common. In a non-crises situation, the most common stereotype of older adults is that they have poor cognitive abilities. However, this stereotype is rare during the pandemic. The characteristic of the group that agree with the stereotypes are that they are young rather than old. There are also differences by gender, education and residential area, but they vary depending on the specific age stereotype in question.
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Smith, Daniel M., and Sarah E. Martiny. "Stereotype Threat in Sport: Recommendations for Applied Practice and Research." Sport Psychologist 32, no. 4 (December 1, 2018): 311–20. http://dx.doi.org/10.1123/tsp.2017-0134.
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Stereotype-threat theory holds that activation of a negative stereotype has a harmful effect on performance in cognitive and motor domains. This paper provides a literature review of stereotype-threat research in the motor domain followed by recommendations for sport psychology practitioners. The review discusses the most widespread stereotypes that exist in sport, the effects of stereotype activation on performance in different sports, and mechanisms that explain why stereotype threat decreases performance. Recommendations for practitioners include individual- and organizational-level approaches, with the former subdivided into interventions aimed at prevention or coping.
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Eagly, Alice H., and Anne M. Koenig. "The Vicious Cycle Linking Stereotypes and Social Roles." Current Directions in Psychological Science 30, no. 4 (July 14, 2021): 343–50. http://dx.doi.org/10.1177/09637214211013775.
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Members of social categories defined by attributes such as sex, race, and age occupy certain types of social roles much more than members of other social categories do. The qualities that define these roles become associated with the category as a whole, thus forming a stereotype. In a vicious cycle, this stereotype then hinders category members’ movement into roles with different demands because their stereotype portrays them as well matched to their existing roles but not to these new roles. This vicious cycle has important implications for stereotype change. Given the difficulties of producing enduring change by directly attacking stereotypes in the minds of individuals, a more effective strategy consists of policies and programs that change the distributions of category members in roles, thereby changing stereotypes at their source. If the vicious cycle is not interrupted by such social change, observations of category members’ typical social roles continually reinstate existing stereotypes.
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Krendl, Anne, Izzy Gainsburg, and Nalini Ambady. "The Effects of Stereotypes and Observer Pressure on Athletic Performance." Journal of Sport and Exercise Psychology 34, no. 1 (February 2012): 3–15. http://dx.doi.org/10.1123/jsep.34.1.3.
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Although the effects of negative stereotypes and observer pressure on athletic performance have been well researched, the effects of positive stereotypes on performance, particularly in the presence of observers, is not known. In the current study, White males watched a video either depicting Whites basketball players as the best free throwers in the NBA (positive stereotype), Black basketball players as the best free throwers in the NBA (negative stereotype), or a neutral sports video (control). Participants then shot a set of free throws, during which half the participants were also videotaped (observer condition), whereas the other half were not (no observer condition). Results demonstrated that positive stereotypes improved free throw performance, but only in the no observer condition. Interestingly, observer pressure interacted with the positive stereotype to lead to performance decrements. In the negative stereotype condition, performance decrements were observed both in the observer and no observer conditions.
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Gorbunova, Lidia A., Jens Ambrasat, and Christian von Scheve. "Neighborhood Stereotypes and Interpersonal Trust in Social Exchange: An Experimental Study." City & Community 14, no. 2 (June 2015): 206–25. http://dx.doi.org/10.1111/cico.12112.
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Recent research indicates that segregation is, in addition to many other undesirable consequences, negatively associated with social capital, in particular, generalized trust within a community. This study investigates whether an individual's residential neighborhood and the stereotypes associated with this neighborhood affect others’ trusting behavior as a specific form of social exchange. Using an anonymous trust game experiment in the context of five districts of the German capital, Berlin, we show that trusting is contingent on others’ residential neighborhood rather than on deliberate assessments of trustworthiness. Participants show significantly greater trust toward individuals from positively stereotyped neighborhoods with favorable sociodemographic characteristics than to persons from negatively stereotyped neighborhoods with unfavorable sociodemographics. Importantly, when stereotypes and sociodemographic factors point in opposite directions, participants’ trust decisions reflect stereotype content.
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Klapproth, Florian, and Birthe Doreen Fischer. "Achievement development is less important for school-placement recommendations when students are stereotyped." Social Psychology of Education 23, no. 6 (September 29, 2020): 1483–504. http://dx.doi.org/10.1007/s11218-020-09593-9.
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AbstractWith this study we examined with a sample of N = 102 primary-school teachers whether their use of information about students’ achievement development for placement recommendations depended on student ethnicity. We applied student vignettes to mimic real students, and orthogonally varied student ethnicity, their GPA development, suggested by their last two school reports in primary school, and their grand mean of grades. We found that students were more likely to be recommended for the highest track when their grand mean of grades indicated higher achievements and when their GPA improved rather than declined. Moreover, we found strong evidence that teachers applied ethnic stereotypes when making school-placement recommendations. If the students fitted an ethnic stereotype, teachers tend to ignore information about their achievement development, whereas if the students did not fit an ethnic stereotype, teachers’ judgments were rather based on all information that was provided about the students. Hence, achievement development was less important for school-placement recommendations when students were stereotyped than when they were not stereotyped. Implications of the results were discussed.
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Kahraman, B., and G. Knoblich. "«Stechen statt Sprechen»: Valenz und Aktivierbarkeit von Stereotypen über Türken." Zeitschrift für Sozialpsychologie 31, no. 1 (March 2000): 31–43. http://dx.doi.org/10.1024//0044-3514.31.1.31.
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Zusammenfassung: In zwei Untersuchungen gingen wir der Frage nach, was die Inhalte stereotypen Wissens über in Deutschland lebende Türken und Deutsche sind, und ob diese Stereotype automatisch aktiviert werden. In der ersten Untersuchung befragten wir deutsche ProbandInnen (n = 20) über ihr Wissen zu kulturellen Stereotypen über Türken und Deutsche. Die ProbandInnen generierten zwar gleich viele negative Aussagen über das deutsche und türkische Stereotyp, aber deutlich weniger positive Aussagen über das türkische Stereotyp. In der zweiten Untersuchung überprüften wir die automatische Aktivierbarkeit der Kategorien «türkisch» und «deutsch» in einer Priming-Anordnung. ProbandInnen (n = 18) beurteilten türkische und deutsche Vornamen, nachdem zuvor ein mit dem jeweiligen Stereotyp konsistenter oder inkonsistenter Prime vorgegeben worden war. Die Vorgabe konsistenter Primes führte zu einer Beschleunigung der Reaktionszeiten. Die Ergebnisse unterstützen die Hypothese, daß die sozialen Kategorien «Türkisch» und «Deutsch» durch assoziierte Attribute automatisch aktiviert werden.
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Gasiorek, Jessica, and Marko Dragojevic. "The Effects of Speaker Group Membership and Stereotypes on Responses to Accumulated Underaccommodation." Journal of Language and Social Psychology 38, no. 4 (August 12, 2019): 514–22. http://dx.doi.org/10.1177/0261927x19864981.
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This study explored the role of social group membership and stereotypes in evaluating accumulated underaccommodation (i.e., repeated, insufficiently adjusted communication). Participants ( N = 229) engaged in three tasks in which they received underaccommodative instructions from another individual, ostensibly a young adult or an older adult. Consistent with hypotheses, speakers’ social group membership predicted stereotype content (with older adults stereotyped as warmer and more competent); warmth (but not competence) stereotypes, in turn, predicted inferred motive (directly) and perceived accommodation (indirectly) for the initial task, which in turn predicted ratings for subsequent tasks. Group membership also affected overall speaker evaluations.
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Kurbacheva, Olga V. "Historical and philosophical understanding of the essence and role of ethnic stereotypes in the modern world." Journal of the Belarusian State University. History, no. 4 (October 27, 2022): 53–62. http://dx.doi.org/10.33581/2520-6338-2022-4-53-62.
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The article is devoted to the historical and philosophical understanding of the ethnic stereotype in the modern global world. The relevance of the study is dictated, on the one hand, by the increasing level of anxiety and aggressiveness in the virtual and real space, the escalation of ethno-cultural tension, ethnophobia, as well as the increasing ethnic stereotyping in society. And, on the other hand, the lack of comprehensive and systematic studies of the problem of ethnic stereotypes in the context of modern collisions. In this regard, the article proposes a substantive historical and philosophical analysis of the nature of ethnic stereotypes, revealing not only the structural components and features of ethnic stereotyped thinking, but also the significance of ethnic stereotypes in diagnosing the prospects for ethnocultural interaction. The article differentiates authentic and artificially mythologised ethnic stereotypes, and also reveals the special role of the ethnic stereotype as a tool that can be used both to escalate tension and bring together ethnic and cultural communities. Two correlated levels in stereotyped perception are analysed: the cognitive and emotional-value levels, which together have a direct impact on the positive or negative connotation in ethnic stereotyping. The author substantiates the relationship between various distorted variants of ethnic self-expression in a hyperpositive and lithotised form and existing ethnic stereotypes, which manifests itself in ethnocultural deviation: ethnophobia, collective guilt, ethnofavoritism, ethnofanatism, etc. Exploring heterostereotypes, the author emphasises that in the conditions of open global boundaries, the attributed categorisation is conditional and therefore heterostereotypes will always act as a mental construct. The practical significance of the findings about the importance of timely detection of the transformation of ethnic stereotypes, which are a kind of indicator of ethno-cultural tension and affecting the prospect of ethno-cultural interaction in the modern multi-ethnic world, is emphasised.
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Leach, Colin Wayne, Luciana Carraro, Randi L. Garcia, and Jessica J. Kang. "Morality stereotyping as a basis of women’s in-group favoritism: An implicit approach." Group Processes & Intergroup Relations 20, no. 2 (July 27, 2016): 153–72. http://dx.doi.org/10.1177/1368430215603462.
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Four studies used three different implicit methods (the BriefIAT, Affect Misattribution Procedure, and Lexical Decision Task) to measure women’s gender stereotypes of violence, strength, competence, trustworthiness, and sociability. Analyses of response latencies in Study 1 ( N = 100) showed that these stereotypes were based more in in-group favoritism than out-group derogation. Consistent with recent evidence that morality is central to the positive evaluation of in-groups, it was the implicit stereotype of women as more trustworthy that best predicted their implicit in-group favoritism across studies, r(249) = .27. Only by examining such specific stereotype content could we assess the moral stereotype of trustworthiness as distinctly tied to in-group favoritism. Alternative analyses of the two global dimensions of group evaluation (i.e., agency/competence and communion/warmth) obscured differences between the more specific stereotypes. Implications for theory and research on stereotype content, as well as the group favoritism of disadvantaged groups, are discussed.
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Weiss, David, and Anna E. Kornadt. "Age-Stereotype Internalization and Dissociation: Contradictory Processes or Two Sides of the Same Coin?" Current Directions in Psychological Science 27, no. 6 (October 19, 2018): 477–83. http://dx.doi.org/10.1177/0963721418777743.
Full textAbstract:
There is overwhelming evidence that age stereotypes have systematic effects on older adults’ development. Regarding the direction of these effects, two seemingly opposing phenomena can be observed. On the one hand, it has been shown that older adults engage in self-stereotyping and assimilate their self-views and behavior to commonly held age stereotypes, a process described as stereotype internalization. On the other hand, there is considerable evidence for age-group dissociation, showing that when confronted with negative age stereotypes, older adults tend to distance and dissociate themselves from this negative stereotype. In addition to reviewing evidence for both processes and their respective adaptivity, we propose an integrated model of age-stereotype internalization and dissociation to explain when and why older adults internalize or dissociate from negative age stereotypes.