Class Notes (834,387)
Canada (508,508)
Psychology (7,776)
PSYC12H3 (387)
Lecture 10

LECTURE 10.docx

3 Pages
87 Views
Unlock Document

Department
Psychology
Course
PSYC12H3
Professor
Michael Inzlicht
Semester
Winter

Description
LECTURE 10 – REDUCING PREJUDICE AND ITS EFFECTS Individual approaches - Context and associations: build up new associations so minorities can be featured as more positive and opposite of negative stereotypes oWittenbrink et al. Implicit stereotypes change depending on context (e.g. black person with church background or graffitied urban background) - Implicit stereotypes change after training oKawakami & Phills joystick study  There are simple actions we can do when we are in group situations that help us to change our behaviour towards stereotyped groups  When we approach somebody, we do gestures such as bringing something closer; when we avoid we push away. In this study, people played video games where they had to avoid white people (push joystick) and approach blacks (pull joystick). Afterwards they completed the IAT and the result was that those who had to approach blacks showed diminished bias on the IAT. - Counter stereotypic role models oWomen’s colleges present natural experiment into how women’s beliefs are shaped by exposure to women in counter-stereotypic leadership positions oDasgupta & 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 college vs. coed, women in math vs. non math classes  DV: IAT -> Male + Leader/Female + Supporter vs. Female + Leader/Male + supporter  Results: women who go to women’s colleges show a smaller bias toward male+leader and female+supporter. In second year, women that go to women’s college do not show that bias, but favours women. However, women that go to coed college show greater bias toward male+leadership and female+supporter from first to second year.  Also, women that go to women’s college tend to take more math courses in second year, but women that enter coed colleges tend to take a lot less math and science classes in second year  But is this due to role models or peers? It’s probably both! Group based approaches - Generalization oPositive contact between group members isn’t enough (i.e. subtyping), need sustained change. How does change come about? oGeneralization: positive association MAY change idea about whole group ONLY if you start to generalize the positive things to the whole group oDifferentiation: view out group members with more variabil
More Less

Related notes for PSYC12H3

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit