Thelenberg 2011 12: Unterschied zwischen den Versionen
K (→Self-fulfilling prophecy) |
K (→Stereotype threat) |
||
| Zeile 33: | Zeile 33: | ||
Stereotype threat occurs when people are aware of a negative stereotype about their social group and experience anxiety or concern that they might confirm the stereotype. Stereotype threat has been shown to undermine performance in a variety of domains. | Stereotype threat occurs when people are aware of a negative stereotype about their social group and experience anxiety or concern that they might confirm the stereotype. Stereotype threat has been shown to undermine performance in a variety of domains. | ||
| − | Claude M. Steele and Joshua Aronson conducted the first experiments showing that stereotype threat can depress intellectual performance on standardized tests. In one study, they found that black college students performed worse than white students on a verbal test when the task was framed as a measure of intelligence. When it was not presented in that manner, the performance gap narrowed. Subsequent experiments showed that framing the test as diagnostic of intellectual ability made black students more aware of negative stereotypes about their group, which in turn impaired their performance. | + | Claude M. Steele and Joshua Aronson conducted the first experiments showing that stereotype threat can depress intellectual performance on standardized tests. In one study, they found that black college students performed worse than white students on a verbal test when the task was framed as a measure of intelligence. When it was not presented in that manner, the performance gap narrowed. Subsequent experiments showed that framing the test as diagnostic of intellectual ability made black students more aware of negative stereotypes about their group, which in turn impaired their performance. |
Stereotype threat effects have been demonstrated for an array of social groups in many different arenas, including not only academics but also sports, chess and business. | Stereotype threat effects have been demonstrated for an array of social groups in many different arenas, including not only academics but also sports, chess and business. | ||
Version vom 3. Dezember 2015, 13:52 Uhr
Homework
Prepare a three minute talk on three negative effects of stereotypes:
Negative effects of stereotypes
(from Wikipedia https://en.wikipedia.org/wiki/Stereotype,
Stereotype threat
The effect of stereotype threat (ST) on math test scores for girls and boys. Data from Osborne (2007).
Stereotype threat occurs when people are aware of a negative stereotype about their social group and experience anxiety or concern that they might confirm the stereotype. Stereotype threat has been shown to undermine performance in a variety of domains.
Claude M. Steele and Joshua Aronson conducted the first experiments showing that stereotype threat can depress intellectual performance on standardized tests. In one study, they found that black college students performed worse than white students on a verbal test when the task was framed as a measure of intelligence. When it was not presented in that manner, the performance gap narrowed. Subsequent experiments showed that framing the test as diagnostic of intellectual ability made black students more aware of negative stereotypes about their group, which in turn impaired their performance.
Stereotype threat effects have been demonstrated for an array of social groups in many different arenas, including not only academics but also sports, chess and business.
Self-fulfilling prophecy
Stereotypes lead people to expect certain actions from members of social groups. These stereotype-based expectations may lead to self-fulfilling prophecies, in which one's inaccurate expectations about a person's behavior, through social interaction, prompt that person to act in stereotype-consistent ways, thus confirming one's erroneous expectations and validating the stereotype.
Word, Zanna, and Cooper (1974) demonstrated the effects of stereotypes in the context of a job interview. White participants interviewed black and white subjects who, prior to the experiments, had been trained to act in a standardized manner. Analysis of the videotaped interviews showed that black job applicants were treated differently: They received shorter amounts of interview time and less eye contact; interviewers made more speech errors (e.g., stutters, sentence incompletions, incoherent sounds) and physically distanced themselves from black applicants. In a second experiment, trained interviewers were instructed to treat applicants, all of whom were white, like the whites or blacks had been treated in the first experiment. As a result, applicants treated like the blacks of the first experiment behaved in a more nervous manner and received more negative performance ratings than interviewees receiving the treatment previously afforded to whites.
A 1977 study by Snyder, Tanke, and Berscheid found a similar pattern in social interactions between men and women. Male undergraduate students were asked to talk to female undergraduates, whom they believed to be physically attractive or unattractive, on the phone. The conversations were taped and analysis showed that men who thought that they were talking to an attractive woman communicated in a more positive and friendlier manner than men who believed that they were talking to unattractive women. This altered the women's behavior: Female subjects who, unknowingly to them, were perceived to be physically attractive behaved in a friendly, likeable, and sociable manner in comparison with subjects who were regarded as unattractive.
Discrimination
Because stereotypes simplify and justify social reality, they have potentially powerful effects on how people perceive and treat one another. As a result, stereotypes can lead to discrimination in labor markets and other domains. For example, Tilcsik (2011) has found that employers who seek job applicants with stereotypically male heterosexual traits are particularly likely to engage in discrimination against gay men, suggesting that discrimination on the basis of sexual orientation is partly rooted in specific stereotypes and that these stereotypes loom large in many labor markets.[14] Agerström and Rooth (2011) showed that automatic obesity stereotypes captured by the Implicit Association Test can predict real hiring discrimination against the obese.[74] Similarly, experiments suggest that gender stereotypes play an important role in judgments that affect hiring decisions.
Recent Homework
- Write 3 different beginnings/introductorx paragraphs for a comment on:
- Mass immigration can still be a chance for Germany
- Explain (orally) what kind of comment will follow (structure …)
- Interprete this cartoon!
- ICE means: U.S. Immigration and Customs Enforcement
- Look at this information!!! before you start to describe the content and analyse the cartoon!
- Email your analysis to joerg.thelenberg@gmx.de by Wednesday, 28th October!
B) Watch the clip (perhaps you need to watch it two or three times)!
Questions (Take notes!) Be ready to present your answers to the whole course in a 3-4 minute talk!
- What is the EDL?
- What did Mr Robinson, the leader of the EDL, surprisingly do?
- What are the reactions from his former supporters and his muslim opponents?
- What does this divide mean for British society (in your opinion)?
A) Answer questions 2 and 3 on the worksheet!
B) Watch the clip from 0:00 to 1:25!<b>
Questions (Take notes!)
- Who is interviewed?
- What is the question?
- What were his motives / are explanations for radicalization?
- Look at these statistics! and describe the situation of muslims in Britain on the basis of these data!
- If you are not sure how to work with statistics, see here!
- What effects does this have on the muslims' situation, attitudes and integration?
Just write down notes - NO FULLY WRITTEN OUT ANSWERS REQUIRED!
- Look at this information!!! before you start to describe the content of the cartoon!
- Describe the following cartoon (NOTES!)
Basic Skills & Information
- Information on homework and oral grades
- Reading and Marking technique - SQ3R Method A useful method to read, mark and annotate texts.
- Working with Cartoons
Stereotypes
Stereotypes
- ... are fixed, simple ideas or images that many people have of a particular type of person or thing
- ... often use simple criteria and give a simplified version of reality
- ... help us to categorize/distinguish between dangerous and harmless, attractive and unattractive, reliable - treacherous ...
- ... help us to understand and explain the world in a quick and simple way
- ... can be positive (men are strong) and negative (men don't have true feelings)
- ... are often very hard to change, even if experience suggests thtat the stereotype may be wrong/too simple to explain complex realties or individual behaviour
... against Asian Americans
What stereotypes about Asian Americans are there? Make a structured list (sex, positive/negative ...)
- Men
- + clever, hard working
- + technology-freaks, good with computers
- - nerds
- - not masculine/effeminate
- - not athletic
- - short
- Women
- + exotic (sexually attractive)
- + clever, hard working
- + submissive/demure
- - too clever(for many men), tricky
What effect do these stereotypes have on the way they are treated by others? Develop theories for at least 4 of the stereotypes you found!
