4.4 Stereotypes

Define Stereotypes

Generalizations made about groups of people based on their membership in a particular social category, such as race, gender, or age.

Formation of stereotypes:

Directly - as a result of our own experience with other people

Indirectly - as a product of our culture or society

Grain of Truth Hypothesis

Schneider (2004) Suggests that stereotypes may be based on a small kernel of truth or a real observation that has been overgeneralised and exaggerated over time

Illusory correlation

Hamilton and Gifford (1976) suggest people see a relationship between two variables even when there is none.

Effects of stereotypes

Stereotypes affect behaviour (2 ways):

Stereotype threat

Memory distortion

Stereotype Threat

When one is in a situation where there is a threat of being judged or stereotyped

Memory Distortion

Original memory can be changed or influenced by stereotypes

Why do these effects occur?

Self-fulfilling prophecy

Self-fulfilling prophecy

A phenomenon where expectations influence behaviour, causing the expected outcome to occur.

Self-fulfilling prophecy on an individual scale?

Galatea Effect

Galatea Effect

Individual’s self-beliefs and self-expectations can influence their performance and achievement

What study should be used for a question about stereotypes

Hilliard and Liben

Hilliard and Liben Year

2010

Aim

Determine how social category salience may play a role on the development of stereotypes and inter-group behaviour in elementary school children.

Method

Experimental study

Design

Pre-test/post-test design

Sampling strategy

Purposive; 57 US children (age: 3 years 1 months to 5 years 6 months)

M = F

IV

DV

Procedure 1

Each child completed a gender attitude test (POAT-AM) to measure their ‘gender flexibility”

Procedure 2

Shown pictures of activities or occupations, and for each item asked if boys, girls, or both boys and girls “should” performs it.

Procedure 4:

Calculate the number of “both men and women” response

Procedure 5:

Second measure - determine extent to which they played with same-sex vs opposite-sex peers

Conditions: HIGH VS LOW

High - Aware of gender by line up: sex, separate bulletin, gender-specific language

Low - no instructions

Results

Pre-test: both groups similar “both” responses

After 2 weeks: gender high = significant decrease in “both”

Also decreased play with other-sex peers

Conclusion

Increased both - more gender stereotypes