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Lecture 10

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University of Toronto Scarborough
Michael Inzlicht

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 o We will keep using them because they make our lives easier • Our world conspires to make us more prejudiced o Media, our parents, friends… • Stereotypes are automatic, implicit; inevitable? • Prejudice have long term effects on targets What about the bright side? What can we do to improve situation? • Won’t be able to completely change world. But we can make small little changes that will add up eventually • About 10 years ago, more ‘positive psychology’ Individual Approaches (More of a North American Approach) Context and Associations Showing images where there is diversity in an area (profession etc) actually makes those in minorities feel better. Implicit stereotypes change depending on context • Wittenbrink et al., 2001 o Movie and IAT o Priming in context o When shown a clip about stereotypical image, their reactions were stereotypical. o When shown a clip that was happy and non-stereotypical, their stereotypical reactions diminished o The context that we see others in affects how we later view them Implicit stereotypes change after training • Kawakami & Phills (2007) Joystick study o Approach group: pull joystick toward themselves when they saw a black person o Avoid group: push joystick away when they saw a black person o Those who were trained in the avoid group had more stereotypical IAT responses Counter Stereotypic Role Models Can exposure to counter-stereotypic people reduces 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 Dasgupta and Asari (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: o IAT Male + Leader/Female + Supporter vs. Female + Leader/ Male + Supporter 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? Group Based Approaches Generalization Positive contact between group members isn’t enough (i.e. subtyping), need sustained change How does change come about? • Generalization fro
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