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Lecture Outline

Lecture Outline. Types of stereotypes Assumptions of stereotypes Definition of stereotypes Measurement of stereotypes Stereotypes: inaccurate, exaggerated, and resistant to change? Extra Credit next week at start of class. Extra Credit.

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Lecture Outline

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  1. Lecture Outline • Types of stereotypes • Assumptions of stereotypes • Definition of stereotypes • Measurement of stereotypes • Stereotypes: inaccurate, exaggerated, and resistant to change? Extra Credit next week at start of class

  2. Extra Credit • Next Wednesday (April 3rd) there will be an experiment. If you are late, you can’t participate and will miss the extra credit • Participation will earn you extra credit that will be added to final grade in class • Participation is of course voluntary

  3. Midterm • Grades have been posted on 1st floor of Lago • To see exam, please make an appt. with me or TA

  4. Stereotypes • Working definition: Generalized beliefs about a social group attributes behaviors social roles (nurturing) (take care of children) (homemakers)

  5. Types of Stereotypes • Cultural stereotypes Beliefs about a group that are endorsed by society at large Examples……...

  6. Cultural Stereotypes • Across 1200 commercials women were portrayed most often as…. • Domestics • Dependent on men • Submissive • Sex objects • Stupid • Superwomen

  7. Types of Stereotypes • Personal (individual) stereotypes One person’s beliefs about a group

  8. Cultural and Personal Stereotypes • Sometimes they overlap: Society portrays New Yorkers as loud, and Mary thinks they are loud too • Sometimes they don’t overlap: Society portrays Librarians as spinsters, but Mary doesn’t think they are

  9. Consensual Stereotypes Definition: Extent to which people agree on the content of a stereotype High consensus = high agreement

  10. Consensual Stereotypes Personal stereotypes • Sometimes consensual: (many people may believe that New Yorkers are loud) • Sometimes not consensual: (Mary believes lawyers are short, but nobody else does

  11. Assumptions of Stereotypes Stereotypes have been characterized in three ways 1. Inaccurate 2. Exaggerations 3. Resistant to change

  12. Stereotype Inaccuracy Stereotypes are inaccurate when they are at odds with empirical evidence La Pierre (1936) Purpose: Examine whether ethnic stereotypes are inaccurate

  13. La Pierre (1936) Armenian stereotype: • dishonest • lying • deceitful Procedure: • Sampled credit ratings from local a Merchant’s Association • Compared Armenian & non-Armenians

  14. La Pierre (1936) Prediction: If Armenians really are dishonest, lying, and deceitful, then they should have worse credit ratings than non-Armenians

  15. La Pierre (1936)Percent of good, fair and bad credit risk

  16. La Pierre (1936) Armenian stereotype did NOT correspond to empirical evidence The stereotype was inaccurate

  17. Stereotype are Exaggerations Stereotypes are exaggerations when differences between groups are thought to be larger than they really are Example…….

  18. Stereotype are Exaggerations Perceived Heights of Men and Women Men = 5’11 Women = 5’5 (Diff = 6 in.) Actual Heights of Men and Women Men = 5’10 Women = 5’6 (Diff = 4 in.) Perceived differences are exaggerated

  19. Stereotypes are Resistant to Change Stereotypes remain stable over time and across generations

  20. Are stereotypes inherently inaccurate, always exaggerated, and highly resistant to change? No. As you will see soon, stereotypes have been stereotyped!!

  21. Definitions of Stereotypes For most of the 20th Century researchers did not have a good, clear definition of the term “stereotype”

  22. Definitions of Stereotypes Ashmore & Del Boca (1981) Sampled the literature to identify how stereotypes were defined. This is what they found……….

  23. Ashmore & Del Boca (1981) Stereotypes had been defined in six different ways!!

  24. 1. Generalized Beliefs Stereotyping may be defined as the tendency to attribute generalized and simplified characteristics to groups of people in the form of verbal labels, and to act towards the members of those groups in terms of those labels (Vinacke, 1949, p. 265).

  25. 2. Categories or Concepts A stereotype is commonly thought of as involving a categorical response--i.e., membership is sufficient to evoke the judgment that the stimulus person possesses all of the attributes belonging to that category (Secord, 1959, p. 309).

  26. 3. Incorrectly Learned Unlike other generalizations stereotypes are based not on an inductive collection of data, but on hearsay, rumor, and anecdotes--in short, on evidence which is insufficient to justify the generalization (Klineberg, 1951 p. 505).

  27. 4. Exaggerations A stereotype is an exaggerated belief associated with a category (Allport, 1958, p. 187).

  28. 5. Inaccurate A stereotype is a fixed impression, which conforms very little to the fact it pretends to represent, and results from our defining first and observing second (Katz and Braly, 1935, p. 181).

  29. 6. Rigid and Resistant to Change Stereotypy...the disposition to think in rigid categories (Adorno et al., 1950, p. 228).

  30. YIKES! What sense can one make of all that? Field lacking formal, consistent and clear definition of the term “stereotype”

  31. Ashmore & Del Boca (1981) Offered A Formal Definition “A set of beliefs about the personal attributes of a group of people”

  32. Ashmore & Del Boca (1981) Limitation: Lots of attributes describe members of social groups, but they are not part of the stereotype Example……..….

  33. WOMEN According to sex stereotypes, women are….... • nurturing • take care of children • homemakers But women also…….. have two arms eat food have friends

  34. Question: Why aren’t those attributes in the stereotype of women?

  35. Answer: Because they don’t distinguish women from other groups. We will return to this point, but most researchers use Ashmore & Del Boca’s definition.

  36. Measurement of Stereotypes Three common procedures: 1. Adjective checklist 2. Rating scale 3. Free responses

  37. Adjective Checklists Participants are given list of predetermined attributes and select those that are most typical of group

  38. Adjective Checklists 1st way that stereotypes were measured Katz and Braly (1933) • Sampled 100 Princeton University students (all male, all white) • Used adjective checklist procedure to identify stereotypes of 10 ethnic and national groups

  39. Katz and Braly (1933) The 10 groups Germans Jews Italians Americans African Americans Chinese Irish Japanese English Turks

  40. Katz and Braly (1933) Procedure: 1. Participants given list of 84 traits 2. Participants selected the 5 that were most typical of each group (5 traits per group)

  41. Katz and Braly (1933) How content was assessed: The 10 traits that were selected most often

  42. African Americans Percent Trait endorsed Superstitious 84% Lazy 75% Happy-go-lucky 38% Ignorant 38% Musical 26% Jews Percent Trait endorsed Shrewd 79% Mercenary 49% Industrious 48% Grasping 34% Intelligent 29% Results: Content

  43. Irish Percent Trait endorsed Pugnacious 45% Quick tempered 39% Witty 38% Honest 32% Very religious 29% Americans Percent Trait endorsed Industrious 49% Intelligent 48% Materialistic 33% Ambitious 33% Progressive 27% Results: Content

  44. Irish Percent Trait endorsed Pugnacious 45% Quick tempered 39% Witty 38% Honest 32% Very religious 29% Americans Percent Trait endorsed Industrious 49% Intelligent 48% Materialistic 33% Ambitious 33% Progressive 27% Results: Content

  45. Italians Percent Trait endorsed Artistic 53% Impulsive 44% Passionate 37% Quick tempered 35% Musical 30% Japanese Percent Trait endorsed Intelligent 48% Industrious 46% Progressive 26% Shrewd 23% Sly 21% Results: Content

  46. How consensus was assessed: Distinctiveness scores: Number of traits needed to account for 50% of responses All you need to know is that these scores measured consensus and lower scores = more consensus

  47. Results: Consensus Group Distinctiveness Score African Americans 4.6 (most consensual) Germans 5.0 Jews 5.5 Italians 6.9 English 7.0 Irish 8.5 Americans 8.8 Japanese 10.9 Chinese 12.0 Turks 15.9 (least consensual)

  48. Adjective Checklists Benefits: • Can include a lot of attributes • Easy to complete Drawback: • May omit central traits from list • List may become outdated

  49. Rating Scales Participants given list of pre-determined attributes and asked to rate how much each describes the group How warm-hearted are gay men? 1 2 3 4 5 not at all very

  50. Rating Scales Benefits: • Can include a lot of attributes • Easy to complete Drawback: • May omit central traits from list • List may become outdated

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