Stereotypes II

Stereotype Transmission - Lyons & Kashima (2001)

When people pass along stories or information, stereotype-consistent details are more likely to be retained and shared, while inconsistent details tend to be dropped. This shows how communication chains help preserve and reinforce shared stereotypes over time.

Stereotype Transmission & Content

Stories become more stereotypical as they are passed on due to cognitive and social processes (establishing common ground).

Linguistic Abstraction (Semin & Fiedler, 1988)

The Linguistic Category Model explains how language varies in abstraction when describing behavior. It includes a hierarchy from concrete to abstract:

• Descriptive Action Verb – specific behavior (e.g., "she hits")

• Interpretive Action Verb – general behavior interpretation (e.g., "she hurts")

• State Verb – internal state (e.g., "she hates")

• Adjective – trait attribution (e.g., "she is aggressive")
  More abstract language (e.g., adjectives) tends to reinforce stereotypes and suggests permanence.

Linguistic Intergroup Bias

Maass and colleagues found that the way we describe behaviors of in-group and out-group members can reinforce stereotypes—specifically through levels of language abstraction.

• In-group members (people we identify with):

• Positive behaviors are described using abstract language (e.g., "She is generous") — suggesting the behavior reflects a stable, positive trait.

• Negative behaviors are described with concrete language (e.g., "She hit someone") — implying it was just a one-time action, not who they are.

• Out-group members (people we see as "other"):

• Negative behaviors are described using abstract language (e.g., "He is violent") — implying a fixed negative trait.

• Positive behaviors are described with concrete language (e.g., "He helped a person") — suggesting it was a one-off event.

Stereotype Threat

Stereotype threat occurs when individuals are aware that a negative stereotype about their social group might apply to them in a particular situation. This awareness creates stress and anxiety, which can actually undermine performance and lead them to confirm the stereotype—even if it's not true.(Logel et al., 2009; Steele, 1997; Steele, Spencer, & Aronson, 2002).

Steele & Aronson (1995)

Examined performance on an intellectual ability test among Black and White participants

• Black students underperformed compared to White students only in the stereotype threat condition (when the test was framed as measuring ability).

• When the test was presented as non-diagnostic, Black and White students performed equally well.

Spencer, Steele & Quinn (1999)

Examined stereotype threat in women in STEM. Showed females performed worse when the test was described as diagnostic of gender differences.

Stereotype Threat - Process (Schmader, Johns, & Forbes, 2008)

• Stereotype Activation – Awareness of a negative group stereotype

• Physiological Stress – Bodily stress response reduces cognitive resources

• Self-Monitoring – Over-focus on behavior and performance

• Thought Suppression – Attempts to block anxiety/stereotype thoughts use up working memory

• Performance Decrements – The combined effects impair task performance

Preventing Stereotype Threat

Atereotype threat can be reduced through strategies that target perception, coping, and context:

1. Reduce Perceived Threat

   • Emphasize individual traits (individuation)

   • Highlight multiple identities (e.g., student, athlete, friend)

2. Strengthen Coping

   • Use self-affirmation (reflecting on personal values)

   • Practice mindfulness to reduce anxiety and increase focus

3. Create Identity-Safe Environments

   • Foster inclusive, supportive settings where all identities feel respected and valued

Sherman et al. (2013)

Countering stereotype threat on Latino American middle school students’ performance in academic tests through value affirmation.

Self-Affirmation

May buffer against stereotype threat.

Summary of Stereotypes Lecture

Communication plays a role in stereotype formation and maintenance. Linguistic intergroup bias perpetuates stereotypes. Stereotype threat negatively affects performance but can be counter-acted.