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Lecture 10

PSYC12H3S Lecture 10.docx

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Michael Inzlicht

PSYC12H3S Lecture 10 Reducing Prejudice and its Effects Reducing Prejudice Pessimism in Prejudice Research  This class has focused almost exclusively on the dark side of psychology  Stereotypes are functional & adaptive  Our world conspires to make us more prejudiced  Stereotypes are automatic, implicit; inevitable?  Prejudice have long term effects on targets  What about the bright side? What can we do to improve situation? -Cognitive structures of how we categorize the world and therefore there is consequence. -The environment we r in determines how it makes us more prejudices. -The prejudice is still around but it is not as explicit as it use to be. Individual Approaches Context & Associations  Implicit stereotypes change depending on context Wittenbrink et al., 2001 (a) Movie and IAT (b) Priming in context Implicit stereotypes change after training Kawakami & Phills (2007)  Joystick study -Individual approaches means approaches that target any one person. -Study: they measured implicit attitudes towards black ppl. -There was good movie based on black pl being mature, family oriented and bad movie they r in gang in such. -Priming is black face with a background; either good background like church and bad background like a wall of graffiti. -These pictures and such can affect white ppl towards black and also how black ppl look at themselves. -Kawakami and Phills used game and believed that ppl’s gestures or muscles movement predicting their motivation (19 mins). Counter-stereotypic role models  Can exposure to counter-stereotypic people reduce implicit prejudice? How do positive role models affect prejudice?  Women’s colleges present natural experiment into how women’s beliefs are shaped by exposure to women in counter-stereotypic leadership positions Compare women in co-ed vs. all women’s colleges -Police officer whether they r women or men or black or white can affect the ppl -Seeing a positive role model of the same gender can affect the person? Dasgupta & Asgari, 2004  Hypothesis: Women in women’s colleges will have less stereotyped views of women than women in co-ed colleges This difference is due to exposure to counter-stereotypical women, not to pre-existing differences  Method: Women in women’s vs. co-ed colleges Women in math vs non-math classes DV: IAT Male + Leader/Female + Supporter vs. Female + Leader/ Male + Supporter -Study: it is not an actual experiment bc the ppl who go to private and public academic they r different status and that has to be taken into account. Result:  Exposure to counter-stereotypical role models can reduce stereotypical associations This is especially the case in stereotyped domains (e.g. women in math/science)  BUT: Is this due to role models? …or peers? Its both -Women who go to women’s college: 1 yr they show smaller selective IAT than women who self select to co-ed college; they are more likely to associate male as leaders than the 1 yr of co-ed college women. nd -Women who go to women’s college: 2 year show favorite women as leader and not male with leadership and the opposite for the co-ed college. -The more classes they took in math class by male teacher the more they show more affect this is seen in co-ed college than women’s college (30 mins). Group-based Approaches Generalization  Positive contact between group members isn’t enough (i.e. subtyping), need sustained change  How does change come about
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