Sociocultural Analysis Part 2

1. Sociocultural Analysis Part 2

2. Social Representations • Moscovici (1973) Shared beliefs, or expectations, held by society (or our group) • The foundations of social cognition (thinking) • Help us make sense and master our world • Enable communication: a code for social exchange, naming, classifying • Cultural schemas, fundamental to the group identity • What is success, beauty, intelligence? • Can lead to stereotyping (pos/neg)

3. Ex: Social Representations • Adler (1990) • Ask a Russian mother about sharing: • “Both children play together with a toy.” • Ask an American mother: • “One child plays with the toy, then the next child.”

4. Ex: Social Representations • Caroline Howarth (2002) • Interviewed teen girls in Brixton, London • “Being from Brixton” (wrong side of the tracks) • Used friends, more personal stories • Teens felt positive: “diverse, creative, vibrant” • Made friends, enjoyed sports, jobs, liked the police

5. Stereotypes • Social perception, categorization • (physical or mental attributes) • Generalizations about a group (pos/neg) • Attributed to ALL members of the group • Affects behavior!

6. Stereotype Threat • Fear (threat) of being judged by your group identity--confirming the stereotype! • This fear makes it happen!

7. Stereotype Threat • Steele & Aronson (1995) Effect of stereotyping on performance • 30-min. verbal test, difficult multiple choice questions • Group 1: AfAm students told “Testing your verbal abilities”, scored lower than Euro.Amer. students • Group 2: AfAm students told “study how problems are solved”, scored higher than 1st group and matched Euro. Amer. scores

8. Stereotype Threat Similar studies with females and math scores Also lower Socio-Economic Status (poor) Any group can be affected if you believe the stereotype

9. Stereotype Threat • Steele (1997) Spotlight Anxiety • Stereotyping turns on this anxiety • Emotional distress/pressure • Undermines your performance • Limits your education prospects

10. Stereotype Threat • Spencer et al (1977) tested the effects of this threat on intellectual performance • Gave a difficult math test to students strong in math • Predicted women would underperform (they did) • Internal pressure in test situations • When literature was tested, they were equal • Why Girls Drop Math, www.psychologytoday.com

11. Stereotypes • The Bell Curve (1994) read pg. 109 • Controversial book • Psych. Herrnstein (Harvard) & Charles Murray • Intelligence can predict financial income, job performance, unwanted pregnancy, and crime • 1 chapter was about racial differences in IQ, genetics • # books=$$, 15,000 or 150,ooo?

12. Stereotypes • The Bell Curve (1994) • Racial differences in IQ, genetics? • Environmental factors? • Davenport (sofa) Difference between Manet and Monet?

13. DO YOU AGREE? • IQ can predict financial income, job performance, crime? • Dr. Theodore “Ted” Kaczynski, Unabomber (University and Airline Bomber), American Mathematician, Prof. • IQ 165 (5th grade) • Completed HS 15

14. DO YOU AGREE? • IQ can predict financial income, job performance, crime? • Most serial killers, schizophrenics, DID have high IQs

15. How Do Stereotypes Develop? • Campbell (1967) 2 sources: • 1. Personal experience with individuals/groups • “I knew someone who was Asian…” • 2. Gatekeepers: media, parents, others

16. How Do Stereotypes Develop? • Stereotypes have a basis in some reality (Grain of Truth Hypothesis) • Ex: chickens were cheap to buy/raise (slaves allowed to keep chickens) • Deep frying came from west Africa • When breaded/fried, it keeps for a longer time (hot south, during segregation of restaurants, easy to travel)

17. How Do Stereotypes Develop? • Hamilton & Gifford (1976) • Stereotypes are the result of an illusory correlation • People see a relationship where there is none • Ex: the angry black man (myth) • Overestimate all black men • Cognitive bias

18. Confirmation Bias • We seekonly information that supports this relationship • Tend to overlook info that contradicts what you already believe • Only watch for behaviors that confirm • Makes stereotypical thinking hard to change • Ex: Sushi restaurant? • Asians eating KFC?

19. Confirmation Bias • Snyder & Swann (1978) told students they would meet someone introverted (reserved, cool) • or extroverted (outgoing, warm) • Asked to prepare questions (confirmed bias and stereotype of personality type) • Introvert:“Why do you dislike parties?” “Do you wish you could be more outgoing?” • Extrovert:“How do you liven up a party?”

20. We Adopt the In-Group Bias • Rogers & Frantz (1962) • White immigrants in Rhodesia (Zimbabwe) • Developed more stereotype and prejudice the longer they stayed • Became a part of the other native white in-group

21. Social Desirability Effect • May be a confounding variable of research • Prejudice seems to be dropping. . . • OR • Is it “politically incorrect”? • Need to find alternative ways to study

22. Explain the formation of stereotypes and their effect on behavior. • Explain: • Give a detailed account including reasons or causes. • Describe clearly, and give reasons for a concept, process, relationship or development.

24. Section 4.2 • Explain social learning theory; make reference to 2 relevant studies: • Explain: • Give a detailed account including reasons or causes. Describe clearly, and give reasons for a concept, process, relationship or development.

25. Discuss the use of compliance techniques: • Discuss (Consider): • Offer a considered and balanced review that includes a range of arguments, factors, or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

26. Evaluate research on conformity to group norms: • Evaluate: • Make an appraisal by weighing up the strengths and limitations of the argument or concept under investigation or discussion. Weigh the nature of the evidence available, and identify and discuss the convincing aspects of the argument, as well as its limitations and implications.

27. Discuss the term “culture” and “cultural norms.” • Discuss (Consider): • Offer a considered and balanced review that includes a range of arguments, factors, or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

28. Examine the role of 2 cultural dimensions on behavior. • Examine: • Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue. Approach the question in a critical and detailed way that uncovers the assumptions and interrelationships of the issue.

29. Explainemic and etic with examples: • Explain: • Give a detailed account including reasons or causes. Describe clearly, and give reasons for a concept, process, relationship or development.