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Lecture 4

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Department
Psychology
Course
PSYB10H3
Professor
Elizabeth Page- Gould
Semester
Fall

Description
PSYB10 Sept. 30, 2013 INTERGROUP RELATIONS, STEREOTYPING, AND PREJUDICE Intergroup Processes Ingroup: A social group to which you belong Outgroup: A social group to which you do not belong or anybody that does not belong to your ingroup Intergroup Processes: Situations, cognitions, beliefs, and feelings that arise when people from different groups interact with or think about each other (Groups can be religions, races, clubs, schools, really anything) Social Identity Theory Def.: A diffuse but interrelated set of social psychological theories about when and why individuals identify with, and behave as a part of, social groups Assumptions Key Assumption:  We have all have a need for positive self-regard o We don‟t want to feel bad about ourselves. We want to make ourselves feel good How do we achieve this positive self-regard?  Via our own achievements  Via identification with the achievements of the social groups to which we belong Components Main Components of Social Identity Theory: Categorization Def.: People naturally group other social objects into groups; Creates ingroup-outgroup distinction Why do we categorize people into groups?  Old way of thinking: PSYB10 Sept. 30, 2013 o Laziness – we didn‟t want to spend too much time thinking about other people because we want to deal with many people.  New way of thinking: o Cognitive miser Cognitive miser perspective: We have a limited cognitive resources that must be conserved  Engage in mental shortcuts (e.g., heuristics)  Applied to group categorization: o Categorize people on the basis of shared features: can be really anything – personality, looks, etc. o Can trivially create “minimal groups”: Ingroups and outgroups formed on trivial, highly context-specific features Minimal Group Paradigm: Creating ingroups and outgroups from the most minimal of conditions Classic examples:  Sandals versus sneakers on 1st day of class  Blue versus yellow t-shirts distributed in the lab Example: Minimal Groups Paradigm Tajfel & Turner (1979) Method: 1. Participants come into lab in groups 2. Asked to estimate the number of dots on a page 3. Randomly assigned to groups: a. “Overestimators” b. “Underestimators” 4. Ask participants to rate each group and allocate study payment to fellow ingroup member or outgroups member Results:  Overestimators viewed Underestimators as less likeable, kind, and effective than Overestimators  Underestimators viewed Overestimators as less likeable, kind, and effective than Underestimators  Overestimators distributed much less money to Underestimators PSYB10 Sept. 30, 2013  Underestimators distributed much less money to Overestimators Identification Def.: The processes of associating the self with certain ingroups  Bolsters self-esteem – if you are proud of a group, being part of it adds to your self-pride  Effects of social identity theory are dependent on identification with the group Can be low or high. You can be part of a group but you don‟t have to necessarily have a high amount of connection with that group. So you may be a woman but that might not be a defining part of your personality. This means that it is low identification. However, if it is a major part of who you are, it is high identification. Comparison Def.: We compare ingroups with outgroups, seeing a favourable bias toward the group to which we belong Ingroup Favouritism: Belief that the ingroup is good across a variety of characteristics and more deserving of good things; Maintains positive status of group (and positive self- regard) Examples:  Remember only the good (and not bad) characteristics of group members  Allocate more resources to ingroup members  Self-serving attributions o Good behaviour by ingroup member: Internal attribution o Bad behaviour by ingroup member: External attribution Once somebody is part of a group, they are more likely to use ingroup favoritism rather outgroup derogation. Outgroup Derogation: Belief that the outgroup is bad across a variety of characteristics and less deserving of good things Examples:  Ultimate Attribution Error: one person‟s behaviour reflects the behaviour of the entire group  Rate outgroup characteristics as less favourable than ingroup characteristics  Allocate less resources to outgroup members PSYB10 Sept. 30, 2013  Pay attention to information that confirms stereotypes and ignore stereotype inconsistent information Psychological Distinctiveness Def.: People desire their ingroup to be unique and distinctive from others  See ingroup members as “unique, distinctive” individuals  In the absence of distinctiveness, there is no basis for group-based positive self- regard Realistic Conflict Theory Def.: The theory that limited resources lead to conflict between groups  Result in increased prejudice and discrimination Example: Robber‟s Cave Experiment Sherif et al. (1961) Method: 1. 11-year old boys at camp in Robber‟s Cave National Park 2. Split into two groups: Rattlers & Eagles 3. Stage 1: Only do activities with own group (increases ingroup identity) 4. Stage 2: Engage in competitive sports with prizes for winning team (competing for scarce resources) (Building Intergroup Conflict) End of Stage 2: Competition creates outgroup prejudice:  Boys name-called boys in other group (e.g., sneaky)  Described own group members as brave/friendly  Stole from/raided each other‟s cabins Method: Stage 3: Reduce intergroup conflict Two potential pathways: Allport‟s Contact Hypothesis:  E.g., Arranged lunchtime seating assignments so that boys from each team were intermixed PSYB10 Sept. 30, 2013 Introduced Super-ordinate Goals so both groups had to work together to solve a problem  E.g., Got a bus stuck in the mud Results: Stage 3 Allport‟s Contact Hypothesis = No-go  Boys got in food fights and physical fights Super-ordinate Goals = Yes!  Hostility between groups declined  Formation of new friendships with outgroup members Caveat: Ingroup identification was hard to entirely eliminate Group-Based Bias Cognitive Component Stereotyping: Beliefs about the typical characteristics (usually traits) of group members  Schemas used to categorize complex social groups Outgroup homogeneity: seeing outgroup members being more similar to one another Affective Component Prejudice: A hostile or negative attitude toward a distinguishable group of people, based only on their membership in that group Behavioural Component Discrimination: Unjustified negative or harmful action toward a member of a group, simply because of his or her membership in that group Stereotyping PSYB10 Sept. 30, 2013 Example: Princeton Trilogy Katz & Braly (1933): Phase 1 of “Princeton Trilogy” “Racial Stereotypes of 100 College Students”  In many cases, a high degree of consensus (agreement)  Gave impetus to investigate the nature and content of stereotypes Conclusions:  Stereotypes are generally stable over time  Stereotypes are also contextually bound: can change with current events Stereotype Mechanisms Usually broad and generalized:  “Trait-based” stereotype: very broad  Can also be dependent on context: o IF _________ , THEN ___________ Who Stereotypes? Most people have knowledge of cultural stereotypes Factors affecting stereotype use: PSYB10 Sept. 30, 2013  Egalitarian ideologies o Stereotype Activation: Stereotypes are automatically activated. Stereotypes are more available in semantic network. o Non-prejudiced Response: If the person is egalitarian, the controlled process of the stereotype is activated - That person will preconsciously reject stereotypical judgments  Cognitive load: Greater use of cognitive resources o Greater load = More reliance on stereotypes Example: Cognitive Load and Stereotyping Mendoza-Denton et al. (1999) Method: 1. Participants all high in egalitarian ideology 2. Experimental Condition: Cognitive Load or not 3. Rate the aggressiveness of “African Americans” and “Caucasian Americans Meta-Stereotypes Def.: Stereotypes about how outgroup members stereotype the ingroup Consequences of Stereotyping For the Perceiver Good:  Move quickly through social world  Conserve cognitive resources Bad:  Selective encoding:  Make more judgement errors PSYB10 Sept. 30, 2013 For the Target Individual level  Health outcomes  Higher mortality rates, heart attacks, diastolic BP among
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