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:

Direct learning occurs when an individual personally experiences events that lead them to form overgeneralized beliefs about a group (e.g., being treated unfairly by a member of a group and generalizing that experience).

Indirect learning happens through observational learning, where individuals observe others expressing stereotypical attitudes or behaviours and internalize those views without needing first-hand experience.

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

A psychological phenomenon where individuals experience anxiety and fear of confirming negative stereotypes about their social group, leading to underperformance in related tasks.

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

Field Experiment

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

Social environment pays a crucial role in the development of children’s intergroup attitudes and behaviours