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Lecture 7

PSY322 Lecture 7.docx

5 Pages
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Department
Psychology
Course Code
PSY322H1
Professor
Alison Chasteen

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Description
Lecture 7: Experiencing Prejudice  The Self Protective Hypothesis:  Crocker and Major  Predicted that white has higher self-esteem than black people, however they found out that they report similar levels of self-esteem  Being a part of a stigmatized group must have some protective mechanisms, they need to do something to maintain their self-esteem.  Why is self-esteem not lower among stigmatized individuals? 1. Engage in self-protective external attributions  Attributing outcomes to other variables other than the self.  It is not me who has a problem; it is just that the other person is prejudiced.  Attribute negative outcomes to prejudice 2. Make social comparisons with in-group  Avoid comparisons with advantaged out-group members. It is not fair to compare to an advantaged out-group.  Compare with people in your in-group. 3. Selective valuing and de-valuing of performance dimensions  De-value domains where group fares poorly  Values domains where group excels  Protect against discrimination for the stereotyped negative performances  Group disparity. Selectively do something that they are stereotyped well to do.  Attribution Ambiguity:  Crocker et al (1991)  Stigmatized people’s chronic uncertainty: motives for others behaviour  Innocent until proven guilty vs. guilty until proven innocent.  Start at the point where everyone is an egalitarian, I am not going to think that you are prejudiced until you do something that is prejudiced. Too trusting and thus when they get negative feedback they would be unable to protect themselves, they will internalize the negative feedback.  Start at the point where you assume everyone is prejudiced unless they prove otherwise. Thinks that the positive feedback is due to compensation and pity.  Stigmatized people are always confused on how to interpret feedback.  Participants: Blacks  Measure: self-esteem pre-feedback  Told that there is a white partner in the other room and that they are going to be evaluated.  White partner gives feedback: blinds up or down, partners can/can’t see Ps.  They just let the participants infer, they did not say that the blinds are down  IV: 1. blinds up or down 2. feedback positive or negative  DV: 1. Self-esteem post feedback 2. Attributions about feedback from partner  Predictions: Participants with their blinds up would lead to negative outcomes even with positive feedback.  Results: 1. When blinds are up, they are more likely to attribute positive outcomes to prejudice than when the blinds are down. 2. When blinds are up, they are more likely to attribute negative outcomes to prejudice than when the blinds are down. 3. People are rating negative feedbacks overall due to prejudice, even when they could not be seen  self-protecting. 4. Self-esteem change: when people are unseen and they get negative feedback, their self-esteem dropped. It must be true feedback. 5. When people are seen and they get negative feedback, their self-esteem stayed constant. That evaluator’s racist. 6. When people are unseen and they get positive feedback, their self-esteem went up. They think that I am good! 7. When people are seen and they get positive feedback, their self-esteem dropped the most. When you get positive feedback that is not true, it hurts more than negative feedback that is true.  How Attributions to Prejudice Protect the Self  Major et al (2003)  All participants read in which they try and fail to add a course. The course is extremely important.  You go to a friend that has inside information.  Conditions: 1. Prejudice condition: only members of the opposite gender get into the course by a professor of the opposite gender. External. 2. Everyone rejected condition: the professor did not like anyone. External. 3. Personal rejection
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