Psychology of Marginalization

Intro to Marginalization & Psych

• Marginalization: Impact on people.

Examples of Marginalization

Trauma and the brain

SAQ Practice

Depression

PTSD

Social identity theory

Out-group homogeneity

Implicit bias

Realistic group conflict theory

Revision

Test

Cooperation

VR & Empathy

Contact Hypothesis

Critical Consciousness

Psychology of Marginalization

• Intro to Marginalization and Psychology

What is Marginalization?

• Meaning of marginalization.

• Impact of marginalization on people.

• What is prejudice?

• What is discrimination?

• What is a stereotype?

• Real-life examples of prejudice and discrimination.

Prejudice and Discrimination

• Concepts explained around the 2:00-4:00 mark.

• Extension Video: Further explanation of the differences between prejudice and discrimination.

Key Terms

• ageism

• anti-Semitism

• homophobia

• Islamophobia

• misogyny

• xenophobia

• racism

• classism

• Focus on relevance to poverty.

Levels of Discrimination

• internalized

  • interpersonal

  • institutional

  • structural

Cycle of Marginalization: Poverty Example

• Cycle traps the individual in the continuous loop.

• Can be intergenerational.

• Discrimination can be based on race, gender, sexuality, mental health, etc.

Key Terms

• BIPOC: Black, Indigenous, and People of Colour

• BAME: Black, Asian, Minority Ethnic

• Racial Disparity: Inequality in communities based on their race/ethnicity

• Marginalized Communities: Those who are considered socially/economically disadvantaged. People who has reduced power in society.

Key Terms

• Indigenous: The most prevalent inclusive term to refer to communities who were ‘original’ to the land of the country

• American Indian/Indigenous American: Indigenous peoples of USA

• First Nations: Indigenous peoples of Canada

• Aboriginal Australians: the various Indigenous peoples of the Australian mainland and many of its islands. Indigenous Australians is also used. In some communities the term Aboriginal is now considered outdated and is not accepted.

Key Terms

• LGBTQ+: Lesbian, Gay, Bisexual, Trans, Queer [the plus refers to anyone else in the community who may identify with other language (pansexual, asexual, 2 spirited, etc)]

• Trans: An individual who identifies with a gender identity separate from the one assigned at birth

• Queer: Is a term referring to gay and lesbian. Historically in some communities this was a negative term, but in recent generations is has been reclaimed by the community

Discuss:

• How does discrimination at different levels (internalized, interpersonal, structural) lead to negative outcomes for marginalized individuals and communities?

• Why is it challenging to break the cycle of discrimination and marginalization once it has started?

• Who benefits from maintaining this cycle, and who suffers the most?

• What role do individuals and communities play in either reinforcing or challenging this cycle?

What is Psychology?

• The different approaches include: Biological, Behavior, cognitive, and Socio-Cultural.

Why do they not help?

• Why do they not help?

• What is the biological, cognitive, and socio-cultural reason here?

• How does this connect to our statement of inquiry (SOI)?

• This is an anecdotal piece of information. It still has value, but it is not a formal academic study

What might a psychologist claim explains why the person doesn’t get helped

• Biological Explanation: Genetics

• Socio-Cultural Explanation: Bystanderism

• Cognitive Explanation: Lack of Empathy

• It’s all interconnected!

Guiding Question:

• What is our unit going to study?

• How would you define and explain discrimination?

• How would you explain what psychology is?

Psychology of Marginalization

• Examples in BIPOC Communities

Kahoot!

• Terminology Recap:

Discrimination in Marginalized Communities

• Exploring communities that suffer from higher rates of discrimination, including causes, effects, and possible solutions.

• Using individual anecdotal information and academic studies to connect marginalization for communities.

• Acknowledging patterns while avoiding seeing communities as a monolith.

Cartoon & Discuss

• Read the comic individually.

• Discussion questions:

  • How does the comic help us build empathy for those experiencing poverty and the barriers they face?

  • What examples from the comic show how marginalization (poverty) can impact a person’s opportunities in life?

  • How do societal structures in the comic contribute to the marginalization of certain groups?

Video & Discuss: Human Flow Trailer

• Watch the video

• Discussion questions:

  • How does the video help us build empathy for refugees and displaced people?

  • What examples from the video show how marginalization can impact people psychologically?

Jigsaw: Sparking the Brain on Marginalization

• Read the assigned article, skim, scan, and highlight key points to answer guiding questions.

• Be prepared to teach your group about:

  • What are the causes of marginalization?

  • What are the impacts of marginalization on the community (physically, psychologically, economically, etc.)?

• Communities:

  1. Indigenous Communities

  2. Migrants (Refugees and Asylum Seekers)

  3. Gender

  4. LGBTQ+

  5. Physical disability

Jigsaw: Sparking the Brain on Marginalization

• Share overall summary of article in groups: the marginalized community, causes, and impacts

• Summarize key causes and impacts, noting patterns across communities.

Guiding Question:

• What are significant psychological impacts of marginalization? Provide one specific case study from today’s lesson in your response.

Psychology of Marginalization

• Poverty and the Brain

Childhood Trauma & Poverty

• Focusing on the role of trauma on brain development.

• Answer the questions “Poverty and the Brain” as we watch

Childhood Trauma & Poverty: TED Talk Answers

1. What does ACE stand for? Adverse Childhood Experiences.

2. What are three examples of ACEs? Physical abuse, parental mental illness, and domestic violence.

3. What % of participants in the ACEs study had 4 or more ACEs? $12.6\%$.

4. What effect do ACEs have on the prefrontal cortex? slows development of the PFC, which is necessary for impulse control and decision-making.

5. What other parts of the brain are affected by ACEs? The nucleus accumbens, the pleasure and reward center implicated in substance dependence. The amygdala, which is the brain's stress/fear response center.

6. If someone has experienced 4 or more ACEs, how much more likely are they to attempt suicide? 12 times more likely.

ACEs Quiz

• Read about ACEs and take the ACE quiz.

• How could childhood trauma lead to poverty?
  *Disclaimer: This activity and unit is not about asking you to divulge, it is about developing empathy for situations that people experience
  *This unit is not about diagnosing or coming up with answers, but exploring how psychologist explore topics/issues

Theory: Neuroplasticity

• Neuroplasticity is the ability of the brain to change through the making and breaking of synaptic connections between neurons.

Neuroplasticity in Action Challenge:

• Draw a circle on the left-side and simultaneously draw a square on the right side

• Do this 3-5 times

• Did you get better at it over time?

Concept: Neuroplasticity

• Neuron: brain cell that sends and receives information allowing communication in the brain and nervous system.

• Dendritic Branching: Growth of new connections between neurons for better communication.

• Synaptic Pruning: Removal of unused connections.

• Neurogenesis: Creation of new neurons, supporting learning and memory.

• These are dendritic branching in action!

Hippocampus

• An area of the brain relevant to neuroplasticity is the hippocampus

• Hippocampus plays a key role in learning and memory

• Low volume hippocampus is a risk factor for depression, PTSD, anxiety. Also results in reduced memory and learning

Poverty and the Brain

• Marginalized groups living in poor neighborhoods may be more exposed to violence and other stressors

• They also have less resources to cope with trauma.

• This may have a negative impact on the neuroplasticity of the brain thus impacting their memory, memory, learning, and mental health

• Luby’s (2013) research may provide some evidence of this

Objectives:

• Summarize the key ideas for you. Then you will explore independently the more detailed summary page

• Then you will take your own independent notes on the key ideas after the class discussion and after reading the summary.

• Take notes on:

  • Aim, Procedure, Results

  • Any key ideas that you found interesting

Procedures:

• Parent and child wait in a room

• A brightly coloured gift is left in the room

• The child is told they can open it when the parent finishes filling out the questionnaire

• Designed to measure the parent-child interactions (what does the parent do when the child starts nagging for the gift?)

• Also measured family income and hippocampus size via MRI

Results

• Positive parent-child interactions linked to larger hippocampal volume.

• Lower SES associated with smaller hippocampus

• Increased stressful life events (of the parent) correlated with negative parent-child interactions.

Guiding Question

• How does Luby (2013) link to our understanding of neuroplasticity and marginalization?

Guiding Question: Answer

• The study highlights how marginalization, particularly in the form of lower socioeconomic status (SES), can have a profound impact on neuroplasticity. Children from poorer backgrounds often face more stressful life events and have less access to positive, nurturing interactions. These factors, in turn, influence brain development, as seen in lower hippocampal volume.

• Additionally, the stress experienced by parents in marginalized situations can lead to less supportive parenting techniques, not out of lack of care or effort, but due to the overwhelming nature of managing chronic stress and limited resources. This, in turn, affects the quality of parent-child interactions, further influencing children’s brain development.

Extension

• What are some negative impacts of poverty?

• What are some possible solutions to poverty?

Extension:

• How does 'toxic stress' of poverty hurt the developing brain?

• How Poverty Shapes a Child's Mind and Brain (reading)

• Poverty’s Profound Impact on Brain Development and Behavior (reading)

Recap/Wrap Up- Round #1

1. What are the three aspects of psychology that are interconnected

2. Explain 1-2 ideas of how trauma can have a negative impact on the brain

3. What is the hippocampus?

4. What does neuroplasticity mean?

5. What is the Luby Study?

   • When was it conducted?

   • What was the procedure? (draw an image)

   • How was the parent-child relationship measured in the study?

   • What was the outcome? (list in an acrostic or limerick poem)

Recap/Wrap Up- Round #2

1. What is the relationship between a theory and a study?

2. What does SES mean?

3. List 2 vulnerability/risk factors

4. Define what a protective factors is

5. What is the Brown Harris Study?

   • When was it conducted?

   • What was the procedure? (draw an image)

   • How was ‘social class’ determined. Why was this contextually a reasonable decision? Why might you have concerns with this?

   • What was the outcome? (List in a haiku poem)

SAQ Writing

• The basics

Recap! SAQ Practice- Guiding Question:

• Last class we ended with this prompt in your notes…discuss what you wrote with your table and now let’s compare to a sample answer

• How does Luby (2013) link to our understanding of marginalization?

Recap! SAQ Practice- Guiding Question: Answer

• How does Luby (2013) link to our understanding of marginalization?

• The study highlights how marginalization, particularly in the form of lower socioeconomic status (SES), can have a profound impact on neuroplasticity. Children from poorer backgrounds often face more stressful life events and have less access to positive, nurturing interactions. These factors, in turn, influence brain development, as seen in lower hippocampal volume.

• Additionally, the stress experienced by parents in marginalized situations can lead to less supportive parenting techniques, not out of lack of care or effort, but due to the overwhelming nature of managing chronic stress and limited resources. This, in turn, affects the quality of parent-child interactions, further influencing children’s brain development.

Psychology SAQs (Short Answer Question)

• Approximately 400-450 words

• Examiner tips:

  • Be clear and concise

  • Answer the question! Be Direct

  • No critical thinking required (no need to discuss strengths and limitations…you will lose marks if you do)

  • Writing must be clear enough to read

SAQ Marking

• Focus and command term (relevance)

• Knowledge and understanding

• Research

SAQ structure

• Point (introduction)

  • Answer the question with specific details

  • State the supporting study

• Explanation (central argument)

  • Describe key terms

  • Explain how key terms interact

  • Create an argument

• Evidence (study)

  • Describe the supporting study

    • Aim, procedures, results

• Link

  • Explain the study’s conclusion and how it relates to your central argument

  • In other words, link the study back to the question

    • Include relevant concepts related to the question

    • Include relevant study details to support concepts in the question

Activity:

• Explain how the bystander effect contributes to the lack of help for marginalized communities.

• How might you answer this question in this Psych SAQ PEEL structure?

Activity-

• Explain how the bystander effect contributes to the lack of help for marginalized communities.

• Independently: Read the attached sample SAQ
  *With a partner: Highlight the different components of a SAQ using the structuring guide on the previous slide.
  *Use a different color for each component and sub-components

SAQ Practice

• Explain the effect of marginalization on neuroplasticity.

SAQ Practice- Independent

• Mark the sample answer against the rubric. It is a really great answer but not perfect.

• Mark your own work- identify your strengths and an areas to improve, based on the rubric. Look back to the student answer to help inform you.

• Peer-mark another student’s work. Identify a strength and one are to improve, in general.

• Explain the effect of marginalization on neuroplasticity.

Psychology of Marginalization

• Poverty and Depression

What is Depression?

1. What are some stereotypes or misconceptions about depression?

2. What are some symptoms of depression?

3. What are some factors that influence the development of depression?

4. What are some treatments for depression?

Possible Causes of Depression

• Genes

• Environmental stressors

• Dysfunctional thinking patterns

• Cognitive

Pair-Share

• How might living in poverty make you more vulnerable to depression?

• Living in poverty is considered and socio-cultural factor (environmental stress).

Theory: Vulnerability Model of Depression

• Vulnerability/risk factors in the form of life-stress (or serious life-events) could lead to depression if there are not enough protective factors available.

• Lower SES people have less available protective factors and more vulnerability/risk factors.

Speed Dating: Brown & Harris (1978)

• Given a piece of information to memorize and share.

• Answer the question: Why are working class mothers (low income) more likely to have depression?

Brown & Harris (1978)

• 458 women in South London were surveyed on their daily life and depressive episodes.

• The researchers focused on important biographical details - that is, particular life events or particular difficulties faced by the women.

• Almost 90% of the women who were diagnosed with depression experienced an adverse life event

• Social class - measured by the occupation of the husband - played a significant role in the development of depression in women with children.

Brown & Harris (1978)

• Protective Factors: Help prevent depression despite stress (e.g., close relationship with spouse), boosting self-esteem and meaning in life.

• Risk Factors: Increase depression risk when combined with stress. Key vulnerabilities:

1. Loss of mother before age 11

2. No close confidant

3. Over three young children at home

4. Unemployment

• Major Life Events: Cause acute stress, leading to grief and hopelessness, especially in women lacking social support.

Guiding Question:

• How are poverty and mental health interconnected?

Guiding Question: Answer

• The study shows that having less protective factors and more risk factors lead to a greater chance of depression. Marginalized individuals are more likely to experience a greater ratio of stress to protective factors in their daily life, such as limited social support and discrimination. This interplay between socio-economic hardship and mental health challenges reinforces cycles of marginalization, making it more difficult for those affected to access resources and support needed to manage their mental health. Thus, the study underscores how systemic factors and social inequalities are deeply intertwined with mental health outcomes and marginalization.

Poverty and depression

• Why are mental health disorders on the rise?

• Rat Park Comic

• Causal relationship between poverty and mental illness

Psychology of Marginalization

• Race, Poverty, and PTSD

What is PTSD?

*Watch this video.
*As a table define what is PTSD
*What do you think the impacts of PTSD Trauma on the brain could be?
*How do you think we could connect PTSD to Natural Disasters?
*What do you think the connection between PTSD and poverty/marginalization could be?

Wealth Disparities in the US

• Where are the highest levels of inequality present in the US?

Natural Disasters in the US

• Where do the highest percent of Black Americans live?

• What conclusion can we make based on these two maps?

• Limitations to our conclusions?

Wealth Disparities in the US

• Where is the highest risk for natural disasters?

• What conclusion can we make based on these three maps?

• Limitations to our conclusions?

Wealth Disparities in the US

• Compare the blue and yellow lines:

• What conclusions can we make about the wealth distribution in the US?

• What are possible implications regarding this?

Wealth Disparities in the US

• Compare the blue and green lines:

• What conclusions can we make about the wealth distribution in the US?

Cognitive Appraisals- Connecting PTSD + SES

• Relationship between discrimination and wealth/income.

• Relationship between income and the ability to cope to trauma.

Cognitive Appraisals- Connecting PTSD + SES

• Cognitive appraisal involves evaluating a situation to determine its significance for personal well-being. In other words, is the situation manageable?

• Positive appraisal: This occurs when an individual perceives a situation as an opportunity or manageable challenge, leading to feelings of excitement, motivation, or hope.

• Negative appraisal: This happens when a situation is viewed as a threat or overwhelming, resulting in feelings of anxiety, fear, or helplessness.

Cognitive Appraisals- Connecting PTSD + SES

• The economic resources someone has to deal with trauma may affect their appraisals of the trauma and the situations afterwards.

• For example, if you are wealthy and you have property damaged in a natural disaster, you may feel like you have the resources to cope with the situation. For example you are more likely to have the financial resources to pay to replace damaged possessions and perhaps even being able to afford therapy. This will lead to positive appraisals.

• However, if you don’t have much money the impact may be greater and your ability to cope will be less, so you may have more negative cognitive appraisals of the event. This will increase the likelihood of developing PTSD.

Cognitive Appraisals- Connecting PTSD + SES

• Define the concept of Cognitive Appraisal- Positive and Negative Appraisal

• Add further information /details from the reading

Cognitive Appraisals- Connecting PTSD + SES

*How do you think we could connect PTSD to Natural Disasters?
*What do you think the connection between PTSD and poverty/marginalization could be?
*How could being part of a marginalized group enhance the challenge of recovery from natural disasters (hint: types of discrimination)

Trauma: Natural Disasters

• Why would experiencing a natural disaster be traumatic, beyond the initial experience?

• What economic and/or racial groups could better protected aftermath of a natural disaster?

• Think back to Brown’s Vulnerability Model.

Study- Garrison (1995)

*The Aim, Procedure, Results/Outcome
*Articulate the connection between this Study (Garrison-1995) to the theory of Cognitive Appraisals and the concepts of natural disasters, PTSD, and poverty.

Study- Garrison (1995)

*Aim:
*To investigate how how race & SES influence mental health after experiencing a natural disaster
*Procedure:
*350 Black, Hispanic, and white teenage participants after a hurricane
*Structured interviews used to measure PTSD and stressful life events after the hurricane
*Results:
*Girls 3x more likely to develop PTSD than boys
*Higher levels of PTSD for Black and Hispanic than white participants
*Stressful life events after the hurricane had a stronger correlation with PTSD than those experience during the hurricane.

Kahoot!

*PTSD + Natural Disasters and Garrison

SAQ Structure

• You will do 3 rotations. Each rotation with a different partner.

• Rotation 1 Point, Rotation 2 Explanation, Rotation 3 Evidence.

• You will use your notes and discuss the key elements you would include in that aspect of SAQ PEEL Structure using the template to guide you.

Guiding Question

• How is marginalization (low income) related to appraisals and mental health?

• Use the Garrison study to support your answer

Guiding Question: Answer-

• Garrison (1995) suggests that groups who are often marginalized and lack wealth have a greater level of PTSD. Additionally, the number of stressful events experienced after the hurricane had a stronger correlation with PTSD than the stress experienced from the actual natural disaster. This could be explained by the differences in economic resources available to different racial groups both as they experience the hurricane but also the hardships of its effects and aftermath. However, if you don’t have much money, the impact may be greater and your ability to cope will be less, so you may have more negative cognitive appraisals of the event. This will increase the likelihood of developing PTSD.

Guiding Question: Answer

• Garrison (1995) suggests that groups who are often marginalized and lack wealth have a greater level of PTSD. Additionally, the number of stressful events experienced after the hurricane had a stronger correlation with PTSD than the stress experienced from the actual natural disaster. This could be explained by the differences in economic resources available to different racial groups both as they experience the hurricane but also the hardships of its effects and aftermath. However, if you don’t have much money, the impact may be greater and your ability to cope will be less, so you may have more negative cognitive appraisals of the event. This will increase the likelihood of developing PTSD.

Extension: Role Play Impacts and Appraisals After a Natural Disaster

• Summarize on a Venn Diagram as a group, Once the Venn Diagram is complete, discuss how each character would ‘appraise’ the impacts they were experiencing (positive and/or negative).

Social Identity Theory and Marginalization

*Who are you…we?

Social Identity

• Social identity is an individual’s self-concept derived from perceived membership of social groups. It is a person’s sense of who they are based on their group membership(s).

• Social group is two or more people who interact with one another, share similar characteristics, and collectively have a sense of unity.

Pair-Share

• What social groups do you belong to?

• In other words, what is your social identity?

Social Identity Theory

• Proposed by Tajfel & Turner identified four psychological mechanisms:

• Social categorization

• Social identification

• Social comparison

• Positive distinctiveness

Social Identity Theory

• Social categorization is the process by which we identify which groups we belong to and which groups we do not.

• The groups we belong to and identify with are referred to as our "in-groups." When referring to our in-group, we often use the words "we" and "us".

• The groups that we do not belong to, are referred to as "out-groups." When referring to our out-groups, we often use the words "they" and "them."

Social Identity Theory

• Social identification takes place after deciding to belong to the group. This is the process of adopting the norms of the group and taking on the characteristics of the group.

• Then social comparison occurs in order to achieve positive distinctiveness. This is when in-group members compare and favor in-group traits in order to promote their self-esteem.

Applying SIT

• Explain the behaviors of the different people using the language of SIT

Guiding Question:

• How can SIT explain discriminatory behavior?

Recap: Social Identity Theory- Key Concepts

• In-group vs out group

• Social categorization

• Social identification

• Social comparison

• Positive distinctiveness

Recap: Act it Out!

*Your skit/play must..

• Demonstrate a situation, scenario, group interaction and use the relevant terms, In-group vs out group, Social categorization, Social identification, Social comparison, Positive distinctiveness

Recap: Social Identity Theory- Practice SAQ

• Practice writing your SAQ

• Use the SAQ template to help you organize your thoughts. It is pre-assigned to you.

Psychology of Marginalization

• Cognitive Biases:

• Out-group homogeneity and in-group favoritism

Activity: Sororities

1. Divide intro 3 sororities

2. Create a name for your sorority

3. Complete the questionnaire about your sorority and the other 2 sororities

Activity: Results

1. Did you rank the out-group sororities worse than your own?

2. Did you rank the out-group sorority sisters as being more similar to each other?

3. Did you rank your group as more unique to each other?

   • E.g. you gave the out-group high score and yours a low score?

Cognitive Biases:

• A cognitive bias is a way our mind can trick us into thinking in certain ways that aren’t always accurate or logical.

• These biases are like shortcuts our brains use to make sense of the world, but they often lead us to make quick judgments that might not be entirely fair or correct.

• Biases can be useful sometimes by helping us make fast decisions, but they can also lead to misunderstandings or unfair treatment of others if we're not aware of them.

• We will focus on 3 biases: out-group homogeneity and in-group favoritism,and implicit bias

Out-group Homogeneity

• The tendency for people to perceive members of the outgroup as being more similar to one another than the members of their ingroup.

• In other words, people often think: "they are alike; we are diverse"

After the video discuss:

1. One idea you would add to the definition/concept of Out-group Homogeneity

2. One real-world example you found interesting

Out-group Homogeneity

• In addition the out-group would be seen less favourably

• This can lead to ‘in-group favoritism’

• This can lead to prejudice and discrimination of the out group by reinforcing stereotypes
  Discussion: How could Mean Girls be linked to the effects of out-group homogeneity?

How does this video relate to out-group homogeneity and stereotyping?

*What could the negative consequences of this be?

Park and Rothbart (1982):

*Aim: to examine out-group homogeneity role in making judgments about groups.
*Process:
*Three sororities at the University of Oregon
*Had them rank their own and other sororities based on different characteristics/dimensions: including-how well they dressed, how much they partied, attractiveness, helping others, etc
*Were asked to rank different sororities
*Ranked how similar their own group members were and then the same for the the out-groups (other sororities)

Park and Rothbart (1982): Results

*They rated their own sorority higher in favorable characteristics (how they dressed, helping others) compared to other sororities.
*They rated the other sororities higher in unfavorable characteristics (lack attractiveness and like to party too much) compared to their own sorority.
*They rated their own members as very unique from one another, while they rated members within the out-groups as being very similar to each other

Park and Rothbart (1982):

*The Aim, Procedure, Results/Outcome
*Articulate the connection between this Study (Park + Rothbard 1982) and the concept of cognitive bias, in-group favouritism, out-group homogeneity.
Also outline one way is helps us understanding the concept of marginalization and discrimination and one concern you have of this study in being able to truly prove marginalization and discrimination

Guiding Questions:

• How do you think the findings of this study could relate to some of the following concepts? Use these key terms ideas:

• Stereotypes

• In-group favoritism

• Out-group homogeneity

• Discrimination/marginalization (unequal treatment/exclusion)

Park and Rothbart (1982): Link

• This study shows how cognitive biases can lead to the formation of stereotypes. Specifically out-group homogeneity results in people assuming that all members of a particular group behave in a certain way while in-group favoritism results in them perceiving their group as better than the out-group.

• Such generalized beliefs can contribute to marginalization by ignoring the individuality of out-group members and reducing them to a set of simplistic and often negative traits. This process can lead to biased attitudes, social exclusion, and discrimination against out-group members, as their differences are exaggerated while their unique qualities are dismissed. By viewing out-groups as more homogeneous and negative, individuals may justify unequal treatment or exclusion, which can perpetuate social divisions and deepen inequalities between groups.

Park and Rothbart (1982): Link

*This is the link for an SAQ

Update your Glossary

1. What is SIT

2. Social categorization

3. Social identification

4. Social comparison

5. Positive distinctiveness

6. What is ingroup favouritism

7. What is outgroup homogeneity

8. Cognitive Bias

Psychology of Marginalization

• Implicit Bias

Activity: Evaluating Resumes

1. You will receive a resume and rubric to evaluate it.

2. Do not talk during this process. Complete the task individually.

3. Mark the resume against the rubric and determine a grade for the resume.

4. Circle your score for each criteria then add up the total score.

5. When you finish, read this short article

6. Remain quiet until everyone is finished 7. Now let’s look at our scores!

Activity: Evaluating Resumes- Class Discussion

1. Let’s explore our scores together!

2. What did the article tell us about Bertrand and Mullainathan (2004) Resume Study?

Bertrand and Mullainathan (2004):

*Aim:
*To investigate whether there is discrimination in the hiring process
*Procedure:
*The researchers created fictitious resumes, manipulating only the names to imply the race of the applicant.
*These resumes were sent in response to over 1,300 job advertisements in the Chicago and Boston areas across a variety of industries
*They measured the number of ‘call backs’ (ie request for continuing to the next stage of the interview process).
*Results:
*Resumes with white-sounding names received 50% more callbacks than those with Black-sounding names, despite having identical qualifications and experiences.

Discussion: Evaluating Resumes

1. Was our class average for each of the two resumes about the same? Why or why not?

2. How aware were you of your own potential biases during this activity?

3. How might implicit bias influence hiring decisions in real-world scenarios?

4. What are some ways that organizations can minimize the impact of implicit bias in hiring processes?

Implicit Bias- Concept Definition

• Implicit bias: The subconscious feelings, attitudes, prejudices, and stereotypes an individual has developed due to prior influences and imprints throughout their lives. Also known as implicit prejudice or implicit attitude/judgement, is a negative attitude, against a specific social group. Often, individuals are not aware of their biases.

• Implicit Bias in the Workplace: Societal bias that individuals unconsciously form about groups of people, separate from their own conscious awareness. This impacts who they might choose to hire, promote, etc, based on this unconscious biases.

• Interpersonal Discrimination: The discrimination that occurs between individuals. It is the holding of negative attitudes towards those that are different (based on different factors- race, sexuality, religion, physical ability, etc).

Implicit Bias- Concept Definition

• Some of these associations are more neutral and just help us group items/aspects of our life to help us navigate