Journal articles: 'Bias and stereotypes'

1

Rivers, Andrew M., Jeffrey W. Sherman, Heather R. Rees, Regina Reichardt, and Karl C. Klauer. "On the Roles of Stereotype Activation and Application in Diminishing Implicit Bias." Personality and Social Psychology Bulletin 46, no. 3 (2019): 349–64. http://dx.doi.org/10.1177/0146167219853842.

Full text

Abstract:

Stereotypes can influence social perception in undesirable ways. However, activated stereotypes are not always applied in judgments. The present research investigated how stereotype activation and application processes impact social judgments as a function of available resources for control over stereotypes. Specifically, we varied the time available to intervene in the stereotyping process and used multinomial modeling to independently estimate stereotype activation and application. As expected, social judgments were less stereotypic when participants had more time to intervene. In terms of mechanisms, stereotype application, and not stereotype activation, corresponded with reductions in stereotypic biases. With increasing time, stereotype application was reduced, reflecting the fact that controlling application is time-dependent. In contrast, stereotype activation increased with increasing time, apparently due to increased engagement with stereotypic material. Stereotype activation was highest when judgments were least stereotypical, and thus, reduced stereotyping may coincide with increased stereotype activation if stereotype application is simultaneously decreased.

APA, Harvard, Vancouver, ISO, and other styles

2

Skorinko, Jeanine Lee McHugh. "Riddle Me This: Using Riddles That Violate Gender Stereotypes To Demonstrate The Pervasiveness Of Stereotypes." Psychology Learning & Teaching 17, no. 2 (2018): 194–208. http://dx.doi.org/10.1177/1475725717752181.

Full text

Abstract:

This paper describes a classroom demonstration that showcases how pre-existing beliefs (e.g., stereotypes) influence problem-solving. Across four studies, participants solved riddles with gender stereotype-consistent (e.g. doctor is male) or gender stereotype-inconsistent (e.g., doctor is female; barber is female) solutions. Solve time, perceived difficulty, and perceptions of the demonstration and how it influenced learning were measured. Studies 3 and 4 extended Studies 1 and 2 by measuring objective learning through a quiz on gender stereotypes and bias. Results indicate that students solved the stereotype-inconsistent riddles slower than stereotype-consistent riddles. Stereotype-inconsistent riddles were rated as more difficult to solve than stereotype-consistent riddles. Subjectively, participants perceived the demonstration to be an effective tool, enhancing their knowledge about gender stereotypes. Objectively, participants performed better on the quiz when they solved stereotype-inconsistent riddles than stereotype-consistent riddles. These findings suggest that using stereotype-inconsistent riddles in class can help understanding about gender stereotypes and bias.

APA, Harvard, Vancouver, ISO, and other styles

3

Heilman, Madeline E. "Gender stereotypes and workplace bias." Research in Organizational Behavior 32 (January 2012): 113–35. http://dx.doi.org/10.1016/j.riob.2012.11.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Bye, Hege H., and Henrik Herrebrøden. "Emotions as mediators of the stereotype–discrimination relationship: A BIAS map replication." Group Processes & Intergroup Relations 21, no. 7 (2017): 1078–91. http://dx.doi.org/10.1177/1368430217694370.

Full text

Abstract:

A central theoretical assumption in the Behaviors from Intergroup Affect and Stereotypes (BIAS) map framework is that emotions mediate the relationships between stereotypes and intergroup behavior. Despite the BIAS map’s popularity, very few studies have tested the model’s mediation hypotheses and none have tested them by replicating the original study (Cuddy, Fiske, & Glick, 2007, Study 1). We provide a replication in a Norwegian sample ( N = 244). The results supported that stereotype content is related to behavior tendencies, mediated through emotional prejudices. However, for each of the four behavior outcomes the effect of stereotype content was mediated through one emotion rather than two as predicted by the BIAS map. Our findings both converge and diverge from those of Cuddy and colleagues, and provide support for theoretical propositions unsupported by the original study. Overall, the study provides empirical support for the BIAS map framework and its cross-cultural validity.

APA, Harvard, Vancouver, ISO, and other styles

5

Moons, Wesley G., Jacqueline M. Chen, and Diane M. Mackie. "Stereotypes: A source of bias in affective and empathic forecasting." Group Processes & Intergroup Relations 20, no. 2 (2016): 139–52. http://dx.doi.org/10.1177/1368430215603460.

Full text

Abstract:

People’s emotional states often depend on the emotions of others. Consequently, to predict their own responses to social interactions (i.e., affective forecasts), we contend that people predict the emotional states of others (i.e., empathic forecasts). We propose that empathic forecasts are vulnerable to stereotype biases and demonstrate that stereotypes about the different emotional experiences of race (Experiment 1) and sex groups (Experiment 2) bias empathic forecasts. Path modeling in both studies demonstrates that stereotype-biased empathic forecasts regarding how a target individual will feel during a social interaction are associated with participants’ affective forecasts of how they will feel during that interaction with the target person. These affective forecasts, in turn, predict behavioral intentions for the social interaction before it even begins. Stereotypes can therefore indirectly bias affective forecasts by first influencing the empathic forecasts that partly constitute them. In turn, these potentially biased affective forecasts determine social behaviors.

APA, Harvard, Vancouver, ISO, and other styles

6

Grant, Sharon, and Toby Mizzi. "Body Weight Bias in Hiring Decisions: Identifying Explanatory Mechanisms." Social Behavior and Personality: an international journal 42, no. 3 (2014): 353–70. http://dx.doi.org/10.2224/sbp.2014.42.3.353.

Full text

Abstract:

We examined the impact of job applicant body weight on employability ratings via the mediators of obesity and physical attractiveness stereotypes, organizational costs, and rational bias. The moderating effect of job type was also examined. A sample of 202 (75% female) university students assessed a job applicant on the basis of a résumé which was accompanied by a photograph (overweight vs. average weight) and a position description (face-to-face vs. telephone sales). Results revealed that the overweight applicant was rated significantly higher on the obesity stereotype, significantly lower on the physical attractiveness stereotype, and as significantly less employable. Stereotypes failed to mediate between applicant weight and employability, and rational bias only was found to be a significant mediator. There was no significant interaction between applicant weight and job type when the mediators were controlled. Our findings in this study underscore the importance of examining multiple pathways from applicant weight to employment-related weight discrimination.

APA, Harvard, Vancouver, ISO, and other styles

7

Fiebert, Martin S., and Mark W. Meyer. "Gender Stereotypes: A Bias Against Men." Journal of Psychology 131, no. 4 (1997): 407–10. http://dx.doi.org/10.1080/00223989709603527.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Carlana, Michela. "Implicit Stereotypes: Evidence from Teachers’ Gender Bias*." Quarterly Journal of Economics 134, no. 3 (2019): 1163–224. http://dx.doi.org/10.1093/qje/qjz008.

Full text

Abstract:

Abstract I study whether exposure to teacher stereotypes, as measured by the Gender-Science Implicit Association Test, affects student achievement. I provide evidence that the gender gap in math performance, defined as the score of boys minus the score of girls in standardized tests, substantially increases when students are assigned to math teachers with stronger gender stereotypes. Teacher stereotypes induce girls to underperform in math and self-select into less demanding high schools, following the track recommendation of their teachers. These effects are at least partially driven by lower self-confidence on math ability of girls exposed to gender-biased teachers. Stereotypes impair the test performance of girls, who end up failing to achieve their full potential. I do not detect statistically significant effects on student outcomes of literature teacher stereotypes.

APA, Harvard, Vancouver, ISO, and other styles

9

Villicana, Adrian J., Donna M. Garcia, and Monica Biernat. "Gender and parenting: Effects of parenting failures on evaluations of mothers and fathers." Group Processes & Intergroup Relations 20, no. 6 (2015): 867–78. http://dx.doi.org/10.1177/1368430215615683.

Full text

Abstract:

Stereotypes may function as standards, such that individuals are judged relative to within-category expectations. Subjective judgments may mask stereotyping effects, whereas objective judgments may reveal stereotype-consistent patterns. We examined whether gender stereotypes about parenting lead judges to rate women and men as equally “good” parents while objective judgments favor women and whether parenting performance moderates this pattern. Participants evaluated a mother or father who successfully or unsuccessfully performed a parenting task. Subjective judgments of parent quality (“s/he is a good parent”) revealed no parent gender effects, but objective estimates of parenting performance favored mothers. In a hypothetical divorce scenario, participants also favored mothers in custody decisions. However, this pro-mother bias decreased when the mother failed at the parenting task (through her own fault). Performance did not affect custody decisions for fathers. We suggest parenting quality matters more for evaluations of mothers than for fathers because negative performance violates stereotyped expectations.

APA, Harvard, Vancouver, ISO, and other styles

10

Sánchez-Junquera, Javier, Berta Chulvi, Paolo Rosso, and Simone Paolo Ponzetto. "How Do You Speak about Immigrants? Taxonomy and StereoImmigrants Dataset for Identifying Stereotypes about Immigrants." Applied Sciences 11, no. 8 (2021): 3610. http://dx.doi.org/10.3390/app11083610.

Full text

Abstract:

Stereotype is a type of social bias massively present in texts that computational models use. There are stereotypes that present special difficulties because they do not rely on personal attributes. This is the case of stereotypes about immigrants, a social category that is a preferred target of hate speech and discrimination. We propose a new approach to detect stereotypes about immigrants in texts focusing not on the personal attributes assigned to the minority but in the frames, that is, the narrative scenarios, in which the group is placed in public speeches. We have proposed a fine-grained social psychology grounded taxonomy with six categories to capture the different dimensions of the stereotype (positive vs. negative) and annotated a novel StereoImmigrants dataset with sentences that Spanish politicians have stated in the Congress of Deputies. We aggregate these categories in two supracategories: one is Victims that expresses the positive stereotypes about immigrants and the other is Threat that expresses the negative stereotype. We carried out two preliminary experiments: first, to evaluate the automatic detection of stereotypes; and second, to distinguish between the two supracategories of immigrants’ stereotypes. In these experiments, we employed state-of-the-art transformer models (monolingual and multilingual) and four classical machine learning classifiers. We achieve above 0.83 of accuracy with the BETO model in both experiments, showing that transformers can capture stereotypes about immigrants with a high level of accuracy.

APA, Harvard, Vancouver, ISO, and other styles

11

Chan, Wayne, and Gerald A. Mendelsohn. "Disentangling stereotype and person effects: Do social stereotypes bias observer judgment of personality?" Journal of Research in Personality 44, no. 2 (2010): 251–57. http://dx.doi.org/10.1016/j.jrp.2010.02.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Greenberg, Caprice C., and Jacob A. Greenberg. "Gender Bias and Stereotypes in Surgical Training." JAMA Surgery 155, no. 7 (2020): 560. http://dx.doi.org/10.1001/jamasurg.2020.1561.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Fischer, Eugen, and Paul E. Engelhardt. "Lingering stereotypes: Salience bias in philosophical argument." Mind & Language 35, no. 4 (2019): 415–39. http://dx.doi.org/10.1111/mila.12249.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Carter, Prudence L., Russell Skiba, Mariella I. Arredondo, and Mica Pollock. "You Can’t Fix What You Don’t Look At." Urban Education 52, no. 2 (2016): 207–35. http://dx.doi.org/10.1177/0042085916660350.

Full text

Abstract:

Racial/ethnic stereotypes are deep rooted in our history; among these, the dangerous Black male stereotype is especially relevant to issues of differential school discipline today. Although integration in the wake of Brown v. Board of Education was intended to counteract stereotype and bias, resegregation has allowed little true integration. Thus, old patterns continue to be reinforced through the ongoing processes of implicit bias, micro-aggression, and colorblindness. Thus, to effectively address inequity, the role of race must be explicitly acknowledged in addressing racial disparities in discipline. We close with a set of recommendations for talking about and acting on racial disparities.

APA, Harvard, Vancouver, ISO, and other styles

15

Bai, Xuechunzi, Miguel R. Ramos, and Susan T. Fiske. "As diversity increases, people paradoxically perceive social groups as more similar." Proceedings of the National Academy of Sciences 117, no. 23 (2020): 12741–49. http://dx.doi.org/10.1073/pnas.2000333117.

Full text

Abstract:

With globalization and immigration, societal contexts differ in sheer variety of resident social groups. Social diversity challenges individuals to think in new ways about new kinds of people and where their groups all stand, relative to each other. However, psychological science does not yet specify how human minds represent social diversity, in homogeneous or heterogenous contexts. Mental maps of the array of society’s groups should differ when individuals inhabit more and less diverse ecologies. Nonetheless, predictions disagree on how they should differ. Confirmation bias suggests more diversity means more stereotype dispersion: With increased exposure, perceivers’ mental maps might differentiate more among groups, so their stereotypes would spread out (disperse). In contrast, individuation suggests more diversity means less stereotype dispersion, as perceivers experience within-group variety and between-group overlap. Worldwide, nationwide, individual, and longitudinal datasets (n= 12,011) revealed a diversity paradox: More diversity consistently meant less stereotype dispersion. Both contextual and perceived ethnic diversity correlate with decreased stereotype dispersion. Countries and US states with higher levels of ethnic diversity (e.g., South Africa and Hawaii, versus South Korea and Vermont), online individuals who perceive more ethnic diversity, and students who moved to more ethnically diverse colleges mentally represent ethnic groups as more similar to each other, on warmth and competence stereotypes. Homogeneity shows more-differentiated stereotypes; ironically, those with the least exposure have the most-distinct stereotypes. Diversity means less-differentiated stereotypes, as in the melting pot metaphor. Diversity and reduced dispersion also correlate positively with subjective wellbeing.

APA, Harvard, Vancouver, ISO, and other styles

16

Nunoo, F. N. K., D. P. Mensah, E. Adu Boahen, and I. E. N. Nunoo. "Analysis of gender representation in basic level English textbooks in Ghana." Journal of Science and Technology (Ghana) 37, no. 2 (2019): 98–109. http://dx.doi.org/10.4314/just.v37i2.8.

Full text

Abstract:

Textbooks are known to influence the behaviours and worldview of children. Apart from imparting critical knowledge to pupils, textbooks also encourage pupils to form certain perceptions and stereotypes, including the ‘appropriate’ gender-specific roles in society. This paper examined gender stereotypes in the content and design of the Pupil’s English textbook at the Basic Level in Ghana using content analysis. The study revealed that, as teaching materials, the English Pupil’s Books 1, 2 and 3 displayed gross gender bias that reinforces the stereotypical roles of males and females in Ghanaian society. This does not reflect the development of society towards equality between men and women since there was no equality in how both genders are represented in the textbooks.Keywords: Gender; stereotype; gender stereotype; textbooks

APA, Harvard, Vancouver, ISO, and other styles

17

Miller, Saul L., Kate Zielaskowski, and E. Ashby Plant. "The Basis of Shooter Biases." Personality and Social Psychology Bulletin 38, no. 10 (2012): 1358–66. http://dx.doi.org/10.1177/0146167212450516.

Full text

Abstract:

White police officers and undergraduate students mistakenly shoot unarmed Black suspects more than White suspects on computerized shoot/don’t shoot tasks. This bias is typically attributed to cultural stereotypes of Black men. Yet, previous research has not examined whether such biases emerge even in the absence of cultural stereotypes. The current research investigates whether individual differences in chronic beliefs about interpersonal threat interact with target group membership to elicit shooter biases, even when group membership is unrelated to race or cultural stereotypes about danger. Across two studies, participants with strong beliefs about interpersonal threats were more likely to mistakenly shoot outgroup members than ingroup members; this was observed for unfamiliar, arbitrarily formed groups using a minimal group paradigm (Study 1) and racial groups not culturally stereotyped as dangerous (Asians; Study 2). Implications for the roles of both group membership and cultural stereotypes in shaping decisions to shoot are discussed.

APA, Harvard, Vancouver, ISO, and other styles

18

Souchon, Nicolas, Andrew G. Livingstone, and Gregory R. Maio. "The Influence of Referees’ Expertise, Gender, Motivation, and Time Constraints on Decisional Bias Against Women." Journal of Sport and Exercise Psychology 35, no. 6 (2013): 585–99. http://dx.doi.org/10.1123/jsep.35.6.585.

Full text

Abstract:

The influence of player gender on referees’ decision making was experimentally investigated. In Experiment 1, including 145 male handball referees, we investigated (a) the influence of referees’ level of expertise on their decisional biases against women and (b) the referees’ gender stereotypes. Results revealed that biases against women were powerful regardless of the referees’ level of expertise and that male referees’ stereotype toward female players tends to be negative. In Experiment 2, including 115 sport science students, we examined the influence of the participants’ gender, motivation to control bias, and time constraints on gender bias. Results indicated that participants’ gender had no impact on gender bias and that participants were able to reduce this bias in conditions in which they were motivated to control the bias.

APA, Harvard, Vancouver, ISO, and other styles

19

Flores, René D. "“A Little More Ghetto, a Little Less Cultured”: Are There Racial Stereotypes about Interracial Daters in the United States?" Sociology of Race and Ethnicity 6, no. 2 (2019): 269–86. http://dx.doi.org/10.1177/2332649219835851.

Full text

Abstract:

Negative stereotypes about racial minorities, particularly African Americans, persist in the United States. Given the imperviousness of racial stereotypes about minorities, can individuals who date interracially also be stereotyped? The author investigates this by conducting the first systematic study of men’s attitudes toward white and black women who date outside their race. First, the author inductively uncovers these stereotypes through focus groups. Second, to assess these stereotypes’ nationwide prevalence and to minimize social desirability bias, the author applies a survey experiment, in which interracial dating is subtly primed via photographs of couples, to a national sample of men. The findings are mixed. In the experiment, crossing the white-black racial boundary does activate negative stereotypes for women, which may have reputational costs, but mostly among older white male respondents. These costs include changes in men’s perceptions of their class status, cultural values, and even sexual practices. In conclusion, interracial dating is a key social site where gender-based moral norms are policed, class divisions are constructed, and racial boundaries are maintained.

APA, Harvard, Vancouver, ISO, and other styles

20

Walton, Gregory M., and Steven J. Spencer. "Latent Ability." Psychological Science 20, no. 9 (2009): 1132–39. http://dx.doi.org/10.1111/j.1467-9280.2009.02417.x.

Full text

Abstract:

Past research has assumed that group differences in academic performance entirely reflect genuine differences in ability. In contrast, extending research on stereotype threat, we suggest that standard measures of academic performance are biased against non-Asian ethnic minorities and against women in quantitative fields. This bias results not from the content of performance measures, but from the context in which they are assessed—from psychological threats in common academic environments, which depress the performances of people targeted by negative intellectual stereotypes. Like the time of a track star running into a stiff headwind, such performances underestimate the true ability of stereotyped students. Two meta-analyses, combining data from 18,976 students in five countries, tested this latent-ability hypothesis. Both meta-analyses found that, under conditions that reduce psychological threat, stereotyped students performed better than nonstereotyped students at the same level of past performance. We discuss implications for the interpretation of and remedies for achievement gaps.

APA, Harvard, Vancouver, ISO, and other styles

21

Tsamadi, Dimitra, Johanna K. Falbén, Linn M. Persson, et al. "Stereotype-based priming without stereotype activation: A tale of two priming tasks." Quarterly Journal of Experimental Psychology 73, no. 11 (2020): 1939–48. http://dx.doi.org/10.1177/1747021820925396.

Full text

Abstract:

An extensive literature has demonstrated stereotype-based priming effects. What this work has only recently considered, however, is the extent to which priming is moderated by the adoption of different sequential-priming tasks and the attendant implications for theoretical treatments of person perception. In addition, the processes through which priming arises (i.e., stimulus and/or response biases) remain largely unspecified. Accordingly, here we explored the emergence and origin of stereotype-based priming using both semantic- and response-priming tasks. Corroborating previous research, a stereotype-based priming effect only emerged when a response-priming (vs. semantic-priming) task was used. A further hierarchical drift diffusion model analysis revealed that this effect was underpinned by differences in the evidential requirements of response generation (i.e., a response bias), such that less evidence was needed when generating stereotype-consistent compared with stereotype-inconsistent responses. Crucially, information uptake (i.e., stimulus bias, efficiency of target processing) was faster for stereotype-inconsistent than stereotype-consistent targets. This reveals that stereotype-based priming originated in a response bias rather than the automatic activation of stereotypes. The theoretical implications of these findings are considered.

APA, Harvard, Vancouver, ISO, and other styles

22

Landy, Frank J. "Stereotypes, Bias, and Personnel Decisions: Strange and Stranger." Industrial and Organizational Psychology 1, no. 4 (2008): 379–92. http://dx.doi.org/10.1111/j.1754-9434.2008.00071.x.

Full text

Abstract:

Research on stereotyping as related to workplace evaluations and decisions has been going on for more than 30 years. Recently, implicit association theory has emerged as a less conscious manifestation of stereotyping mechanisms. In this article, I review the relevance of research on both stereotyping and one of the more popular tests of implicit associations, the Implicit Association Test (IAT). Claims have been made that both stereotyping research and, more recently, IAT research provide theoretical and empirical support for the argument that protected demographic groups (e.g., ethnic minorities, women) are the victims of biased personnel decisions and evaluations. My review of the literature suggests that both stereotyping and IAT research study designs are sufficiently far removed from real work settings as to render them largely useless for drawing inferences about most, but not all, forms of employment discrimination.

APA, Harvard, Vancouver, ISO, and other styles

23

Abreu, José M. "Theory and Research on Stereotypes and Perceptual Bias." Counseling Psychologist 29, no. 4 (2001): 487–512. http://dx.doi.org/10.1177/0011000001294002.

Full text

Abstract:

This article presents theory and selected research on stereotyping and cognitive automaticity as a didactic resource base for multicultural counselor educators. Multicultural trainers can use this information in the classroom to establish the existing scientific evidence indicating that perceptual processes taking place outside of conscious awareness give rise to biased perceptions involving racial or ethnic categories. The objective of this didactic resource is to impress upon counseling trainees the importance of coming to terms with racial prejudice and biases often hidden from conscious scrutiny. In addition to the didactic material, several experiential exercises designed to elicit awareness of biases in personal attitudes and beliefs toward culturally diverse groups are presented. Suggestions for future research are also included.

APA, Harvard, Vancouver, ISO, and other styles

24

Marsh, Richard, Gabriel Cook, and Jason Hicks. "Gender and orientation stereotypes bias source-monitoring attributions." Memory 14, no. 2 (2006): 148–60. http://dx.doi.org/10.1080/09658210544000015.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Sevillano, Verónica, and Susan T. Fiske. "Stereotypes, emotions, and behaviors associated with animals: A causal test of the stereotype content model and BIAS map." Group Processes & Intergroup Relations 22, no. 6 (2019): 879–900. http://dx.doi.org/10.1177/1368430219851560.

Full text

Abstract:

Using the stereotype content model (SCM; Fiske, Cuddy, Glick, & Xu, 2002) and the behaviors from intergroup affect and stereotypes (BIAS) map (Cuddy, Fiske, & Glick, 2007), two experiments tested the effect of animal stereotypes on emotions and behavioral tendencies toward animals. As a novel approach, Study 1 ( N = 165) manipulated warmth and competence traits of a fictitious animal species (“wallons”) and tested their effect on emotions and behaviors toward those animals. Stereotypical warm-competent and cold-incompetent “wallons” elicited fondness/delight and contempt/disgust, respectively. Cold-competent “wallons” primarily elicited threat but not awe. Warm-incompetent “wallons” were elusive targets, not eliciting specific emotions. The warmth dimension determined active behaviors, promoting facilitation (support/help) and reducing harm (kill/trap). The competence dimension determined passive behaviors, eliciting facilitation (conserve/monitor) and reducing harm (ignore/let them die off). Study 2 ( N = 112) tested the relation between animal stereotypes for 25 species and realistic scenarios concerning behavioral tendencies toward animals. Similar to Study 1, stereotypically warm (vs. cold) animals matched with active scenarios, eliciting more facilitation (i.e., national health campaign) but less harm (i.e., fighting animals). Stereotypically competent (vs. incompetent) animals matched with passive scenarios, eliciting more facilitation (i.e., restricted areas) but less harm (i.e., accidental mortality). Accordingly, stereotypes limited the suitability of scenarios toward animals. Although findings are consistent with the SCM/BIAS map framework, several unpredicted results emerged. The mixed support is discussed in detail, along with the implications of an intergroup approach to animals.

APA, Harvard, Vancouver, ISO, and other styles

26

Hebl, Michelle R. "Gender Bias in Leader Selection." Teaching of Psychology 22, no. 3 (1995): 186–88. http://dx.doi.org/10.1207/s15328023top2203_6.

Full text

Abstract:

In this classroom exercise, students experience how stereotypes can result in biased leader selection and learn some introductory information about task-oriented competitive and social cooperative leaders. Students are placed in initially leaderless, mixed-sex (two men, two women) groups and asked to select leaders in preparation for a group activity. Half of the groups receive instructions that focus on competition; the other half receive instructions that emphasize cooperation. Overall, a disproportionate number of men are selected as leaders, substantiating past research that shows gender stereotypes guide individuals in selecting leaders. However, this bias appeared only after task-oriented competitive instructions. Men and women were selected as group leaders equally often after receiving social cooperative instructions. Questions that probe these findings are provided for class discussion. Students find this simple demonstration to be provocative, and they indicate that it helps them understand difficult concepts.

APA, Harvard, Vancouver, ISO, and other styles

27

Liu, Xuan, Wen Shan, and Shenghua Jin. "Civilised Behaviour: A Chinese Indigenous Intergroup Perception Dimension." Journal of Pacific Rim Psychology 9, no. 2 (2015): 108–19. http://dx.doi.org/10.1017/prp.2015.7.

Full text

Abstract:

In order to check whether (un)civilised behaviour can be a valid indigenous intergroup comparison dimension for Chinese people, three studies were conducted based on stereotypic explanatory bias (SEB). Study 1 examined the media representation of Chinese and Western (un)civilised behaviours, and the SEB results suggested ingroup derogation of Chinese people regarding civilised behaviour. Study 2 aimed to use a more empirical approach to further analyse Chinese intergroup bias for civilised behaviour at both implicit and explicit levels. Chinese participants’ SEB results indicated ingroup derogation and outgroup favouritism were at the implicit level; however, ingroup favouritism and outgroup derogation were at the explicit level. Study 3 was designed to examine how stereotypes that were verified in Study 2 would be changed by manipulating the presentation of extreme, stereotype-relevant information in the form of an internet blog. These findings suggest that (un)civilised behaviour can be a valid indigenous intergroup comparison dimension for Chinese people who perceive themselves as a disadvantaged group compared to Westerners on this dimension. Finally, theoretical contribution and practical implications for social change are discussed.

APA, Harvard, Vancouver, ISO, and other styles

28

van Breen, Jolien A., Russell Spears, Toon Kuppens, and Soledad de Lemus. "Subliminal Gender Stereotypes: Who Can Resist?" Personality and Social Psychology Bulletin 44, no. 12 (2018): 1648–63. http://dx.doi.org/10.1177/0146167218771895.

Full text

Abstract:

We examine women’s responses to subliminal gender stereotypes, that is, stereotypes present outside conscious awareness. Previous research suggests that subtle stereotypes elicit acceptance and assimilation, but we predict that subliminal exposure to gender stereotypes will trigger resistance in some women. Specifically, we expect resistance to occur among women who are relatively strongly identified with feminists, but not with the broader group of women. We predict that resistance takes the form of persistence in stereotypically masculine domains and (implicit) in-group bias. Indeed, we found that subliminal exposure to stereotypes (vs. counter-stereotypes) led women who identify relatively strongly with feminists, but less strongly with women, to (a) persist in a math task, (b) show increased willingness to sacrifice men in a Moral Choice Dilemma task, and (c) show implicit in-group bias on an evaluative priming task. This evidence of resistance suggests that members of devalued groups are more resilient than previously thought.

APA, Harvard, Vancouver, ISO, and other styles

29

Kahn, Kimberly Barsamian, and Karin D. Martin. "The Social Psychology of Racially Biased Policing: Evidence-Based Policy Responses." Policy Insights from the Behavioral and Brain Sciences 7, no. 2 (2020): 107–14. http://dx.doi.org/10.1177/2372732220943639.

Full text

Abstract:

Police killings of unarmed African Americans, such as George Floyd in 2020, continue to cause nationwide protests and calls for change. Psychological science knows much about biased policing and can inform policy to promote equitable policing. Social psychology’s extensive findings on stereotyping, attitudes, and intergroup relations help clarify the role of officer racial bias. This article reviews implicit and explicit bias, race-crime stereotypes, intragroup bias, ingroup favoritism, stereotype threat, and dehumanization in policing interactions, all of which can lead to racially disparate use of force. Based on this science, some policy responses can mitigate bias: Officer level de-biasing training, body-worn cameras, automatic license plate readers, and federal policing reform legislation are discussed. The lack of a coordinated, national effort to collect and analyze police use of force data undermines tracking fatal incidents and bias therein, which are therefore harder to remediate.

APA, Harvard, Vancouver, ISO, and other styles

30

Arnold, David, Will Dobbie, and Crystal S. Yang. "Racial Bias in Bail Decisions*." Quarterly Journal of Economics 133, no. 4 (2018): 1885–932. http://dx.doi.org/10.1093/qje/qjy012.

Full text

Abstract:

Abstract This article develops a new test for identifying racial bias in the context of bail decisions—a high-stakes setting with large disparities between white and black defendants. We motivate our analysis using Becker’s model of racial bias, which predicts that rates of pretrial misconduct will be identical for marginal white and marginal black defendants if bail judges are racially unbiased. In contrast, marginal white defendants will have higher rates of misconduct than marginal black defendants if bail judges are racially biased, whether that bias is driven by racial animus, inaccurate racial stereotypes, or any other form of bias. To test the model, we use the release tendencies of quasi-randomly assigned bail judges to identify the relevant race-specific misconduct rates. Estimates from Miami and Philadelphia show that bail judges are racially biased against black defendants, with substantially more racial bias among both inexperienced and part-time judges. We find suggestive evidence that this racial bias is driven by bail judges relying on inaccurate stereotypes that exaggerate the relative danger of releasing black defendants.

APA, Harvard, Vancouver, ISO, and other styles

31

Olberding, Amy. "Looking Philosophical: Stuff, Stereotypes, and Self‐Presentation." Hypatia 30, no. 4 (2015): 692–707. http://dx.doi.org/10.1111/hypa.12181.

Full text

Abstract:

Self‐presentation is a complex phenomenon through which individuals present themselves in performance of social roles. The success of such performances rests not just on how well a performer fulfills expectations regarding the role she would play, but on whether observers find her convincing. I focus on how self‐presentation entails making use of material environment and objects: One may “dress for the part” and employ props that suit a desired role. However, regardless of dress or props, one can nonetheless fail to “look the part” owing to expectations informed by biases patterned along commonplace social stereotypes. Using the social role of philosopher as my example, I analyze how the stereotype attached to this role carries implications for how demographically under‐represented philosophers may self‐present, specifically with regard to dress and decoration. I look, in particular, to the alienation from one's material environment that may follow on the frustration of self‐presentation through bias. One pernicious effect of bias, I argue, is the power it has to deform and distort its target's relation to her physical setting and objects. Where comfort and ease in one's material environment can be a significant ethico‐aesthetic good, bias can inhibit access to, and enjoyment of, this good.

APA, Harvard, Vancouver, ISO, and other styles

32

Mickes, Laura, Drew E. Walker, Julian L. Parris, Robert Mankoff, and Nicholas J. S. Christenfeld. "Who’s funny: Gender stereotypes, humor production, and memory bias." Psychonomic Bulletin & Review 19, no. 1 (2011): 108–12. http://dx.doi.org/10.3758/s13423-011-0161-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Cuddy, Amy J. C., Susan T. Fiske, and Peter Glick. "The BIAS map: Behaviors from intergroup affect and stereotypes." Journal of Personality and Social Psychology 92, no. 4 (2007): 631–48. http://dx.doi.org/10.1037/0022-3514.92.4.631.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Del Pinal, Guillermo, Alex Madva, and Kevin Reuter. "Stereotypes, Conceptual Centrality and Gender Bias: An Empirical Investigation." Ratio 30, no. 4 (2017): 384–410. http://dx.doi.org/10.1111/rati.12170.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Brooks, Jeffrey A., Ryan M. Stolier, and Jonathan B. Freeman. "Stereotypes Bias Visual Prototypes for Sex and Emotion Categories." Social Cognition 36, no. 5 (2018): 481–93. http://dx.doi.org/10.1521/soco.2018.36.5.481.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Myers, Sara P., Mohini Dasari, Joshua B. Brown, et al. "Effects of Gender Bias and Stereotypes in Surgical Training." JAMA Surgery 155, no. 7 (2020): 552. http://dx.doi.org/10.1001/jamasurg.2020.1127.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Ring, Jeffrey M. "Reflections in the mirror: Bias, stereotypes and professional responsibility." Families, Systems, & Health 38, no. 2 (2020): 119–20. http://dx.doi.org/10.1037/fsh0000496.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Maass, Anne, Caterina Suitner, Xenia Favaretto, and Marina Cignacchi. "Groups in space: Stereotypes and the spatial agency bias." Journal of Experimental Social Psychology 45, no. 3 (2009): 496–504. http://dx.doi.org/10.1016/j.jesp.2009.01.004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Meadors, Joshua D., and Carolyn B. Murray. "Measuring Nonverbal Bias Through Body Language Responses to Stereotypes." Journal of Nonverbal Behavior 38, no. 2 (2014): 209–29. http://dx.doi.org/10.1007/s10919-013-0172-y.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Sim, Jessica J., Joshua Correll, and Melody S. Sadler. "Understanding Police and Expert Performance." Personality and Social Psychology Bulletin 39, no. 3 (2013): 291–304. http://dx.doi.org/10.1177/0146167212473157.

Full text

Abstract:

In three studies, we examined how training may attenuate (or exacerbate) racial bias in the decision to shoot. In Experiment 1, when novices read a newspaper article about Black criminals, they showed pronounced racial bias in a first-person-shooter task (FPST); when they read about White criminals, bias was eliminated. Experts (who practiced the FPST) and police officers were unaffected by the same stereotype-accessibility manipulation. However, when training itself (base rates of armed vs. unarmed targets in the FPST, Experiment 2a; or special unit officers who routinely deal with minority gang members, Experiment 2b) reinforced the association between Blacks and danger, training did not attenuate bias. When race is unrelated to the presence/absence of a weapon, training may eliminate bias as participants learn to focus on diagnostic object information (gun vs. no gun). But when training actually promotes the utility of racial cues, it may sustain the heuristic use of stereotypes.

APA, Harvard, Vancouver, ISO, and other styles

41

Schloegel, Uta, Sebastian Stegmann, Alexander Maedche, and Rolf van Dick. "Age stereotypes in agile software development – an empirical study of performance expectations." Information Technology & People 31, no. 1 (2018): 41–62. http://dx.doi.org/10.1108/itp-07-2015-0186.

Full text

Abstract:

Purpose Research on agile software development (ASD) has so far primarily focused on processes and tools. Recently, researchers have started to investigate the social dimensions of ASD. The authors contribute to this and examine the largely invisible psychological factor of age stereotypes as one important social dimension of ASD. Driven by demographic change, employees of different age groups will need to work closely together in ASD in the future. However, age stereotypes can hinder many aspects of communication, cooperation and coordination in these self-managed teams. The purpose of this paper is to identify and differentiate age stereotypes in ASD. Design/methodology/approach A quantitative survey at the individual level was conducted with 464 employees in two software development companies. The authors developed an age stereotype model for ASD and developed two scales to measure performance expectations (PEs) in ASD. Findings Employees in ASD show a bias in general PEs, favoring middle-aged employees over both younger and older employees. The perceived PE of a developer decreases over working life. Furthermore, the data show a complex interplay of age and job role in both the research participants and the group evaluated. Younger developers hold the strongest negative age stereotypes and older developers suffer most from stereotypes. Practical implications Management should enact formal or informal measures against stereotypes when an older or younger employee joins a team of members of other age groups, or when a new team is formed. In addition, the authors propose human resources to create permeable career paths. Originality/value The study extends the stereotype content model by adding additional age groups and including job role as a moderating variable. It identifies obstacles in daily employee interactions in agile development, and proposes ways of incorporating invisible psychological aspects in ASD-specific theories.

APA, Harvard, Vancouver, ISO, and other styles

42

J. Lyons, Brent, Jennifer L. Wessel, Yi Chiew Tai, and Ann Marie Ryan. "Strategies of job seekers related to age-related stereotypes." Journal of Managerial Psychology 29, no. 8 (2014): 1009–27. http://dx.doi.org/10.1108/jmp-03-2013-0078.

Full text

Abstract:

Purpose – Given the increasing diversity in the age of job seekers worldwide and evidence of perceptions of discrimination and stereotypes of job seekers at both ends of the age continuum, the purpose of this paper is to identify how perceptions of age-related bias are connected to age-related identity management strategies of unemployed job seekers. Design/methodology/approach – Data were collected from 129 unemployed job-seeking adults who were participants in a career placement service. Participants completed paper-and-pencil surveys about their experiences of age-related bias and engagement in age-related identity management strategies during their job searches. Findings – Older job seekers reported greater perceptions of age-related bias in employment settings, and perceptions of bias related to engaging in attempts to counteract stereotypes, mislead or miscue about one's age, and avoid age-related discussions in job searching. Individuals who were less anxious about their job search were less likely to mislead about age or avoid the topic of age, whereas individuals with higher job-search self-efficacy were more likely to acknowledge their age during their job search. Older job seekers higher in emotion control were more likely to acknowledge their age. Originality/value – Little is known about how job seekers attempt to compensate for or avoid age-related bias. The study provides evidence that younger and older job seekers engage in age-related identity management and that job search competencies relate to engagement in particular strategies.

APA, Harvard, Vancouver, ISO, and other styles

43

Scaffidi Abbate, Costanza, Isabella Giammusso, and Stefano Boca. "The Effect of Perspective-Taking on Linguistic Intergroup Bias." Journal of Language and Social Psychology 39, no. 2 (2019): 183–99. http://dx.doi.org/10.1177/0261927x19874383.

Full text

Abstract:

In this experiment, we examined the effect of perspective-taking—actively contemplating others’ psychological experiences—on linguistic intergroup bias. We asked some participants to adopt the perspective of a character (an Italian or a Maghrebian), while others did not receive similar instructions, and complete a short dialogue comprised of a series of vignettes, resulting in a 2 (perspective-taking: presence vs. control) × 2 (group: ingroup vs. outgroup) between-participants design. We analyzed the texts produced on the basis of the linguistic category model. As expected, participants were more likely to describe the outgroup member using less abstract terms when we asked them to take the perspective of a Maghrebian. Since the level of abstraction of the terms used to describe a person’s behavior is considered an index of stereotype use, one might describe Maghrebians less stereotypically when he or she can see the world from their perspective. The results extend previous findings on the role of perspective-taking as it relates to reducing intergroup stereotypes.

APA, Harvard, Vancouver, ISO, and other styles

44

Mishel, Emma. "Contextual Prejudice: How Occupational Context and Stereotypes Shape Bias against Gay and Lesbian Employees." Social Currents 7, no. 4 (2020): 371–91. http://dx.doi.org/10.1177/2329496520919912.

Full text

Abstract:

While much research provides evidence that gay men and lesbians are discriminated against in the U.S. labor force, the contexts in which such bias is enhanced or reduced, or the mechanisms behind it, are harder to pinpoint. This article puts forth that occupational context—and specifically, the stereotypes about gay men and lesbians evoked by certain occupational contexts—plays an important role in shaping bias against gay men and lesbians in the labor force. I argue that people are implicitly guided by cultural stereotypes about gay men and lesbians, which affects perceptions about whether they are suitable for specific occupations. This leads to penalties for being openly gay or lesbian in some occupational scenarios, but may lead to less or no penalties in others. This theory is tested empirically using a list experiment, a methodological technique designed to reduce or eliminate social desirability bias in responses. Results suggest that bias against gay men and lesbians is not standard across all occupations or subgroups of gay employees, but rather, is shaped by important contextual factors that can activate certain stereotypes about gay and lesbian individuals.

APA, Harvard, Vancouver, ISO, and other styles

45

Bilotta, Isabel, Abby Corrington, Saaid A. Mendoza, Ivy Watson, and Eden King. "How Subtle Bias Infects the Law." Annual Review of Law and Social Science 15, no. 1 (2019): 227–45. http://dx.doi.org/10.1146/annurev-lawsocsci-101518-042602.

Full text

Abstract:

This review describes the ways in which contemporary forms of prejudice and stereotypes, which are often subtle and unconscious, give rise to critical problems throughout the legal system. This summary highlights dominant themes and understudied issues at the intersection of legal and psychological research. Three areas of focus are considered: law enforcement (policing), legal decision making, and the legal profession. Recommendations for future research and practice are offered.

APA, Harvard, Vancouver, ISO, and other styles

46

Swim, Janet, Eugene Borgida, Geoffrey Maruyama, and David G. Myers. "Joan McKay versus John McKay: Do gender stereotypes bias evaluations?" Psychological Bulletin 105, no. 3 (1989): 409–29. http://dx.doi.org/10.1037/0033-2909.105.3.409.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Smalarz, Laura, Stephanie Madon, Yueran Yang, Max Guyll, and Sarah Buck. "The perfect match: Do criminal stereotypes bias forensic evidence analysis?" Law and Human Behavior 40, no. 4 (2016): 420–29. http://dx.doi.org/10.1037/lhb0000190.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Cyr, Emily N., Hilary B. Bergsieker, Tara C. Dennehy, and Toni Schmader. "Mapping social exclusion in STEM to men’s implicit bias and women’s career costs." Proceedings of the National Academy of Sciences 118, no. 40 (2021): e2026308118. http://dx.doi.org/10.1073/pnas.2026308118.

Full text

Abstract:

Why are women socially excluded in fields dominated by men? Beyond the barriers associated with any minority group’s mere numerical underrepresentation, we theorized that gender stereotypes exacerbate the social exclusion of women in science, technology, engineering, and math (STEM) workplaces, with career consequences. Although widely discussed, clear evidence of these relationships remains elusive. In a sample of 1,247 STEM professionals who work in teams, we tested preregistered hypotheses that acts of gendered social exclusion are systematically associated with both men’s gender stereotypes (Part 1) and negative workplace outcomes for women (Part 2). Combining social network metrics of inclusion and reaction time measures of implicit stereotypes (the tendency to “think STEM, think men”), this study provides unique empirical evidence of the chilly climate women often report experiencing in STEM. Men with stronger implicit gender stereotypes had fewer social ties to female teammates. In turn, women (but not men) with fewer incoming cross-gender social ties reported worse career fit and engagement. Moderated mediation revealed that for women (but not men), cross-gender social exclusion was linked to more negative workplace outcomes via lower social fit. Effects of social exclusion were distinct from respect. We discuss the possible benefits of fostering positive cross-gender social relationships to promote women’s professional success in STEM.

APA, Harvard, Vancouver, ISO, and other styles

49

Iles, Irina A., Anita Atwell Seate, and Leah Waks. "Eating disorder public service announcements." Health Education 116, no. 5 (2016): 476–88. http://dx.doi.org/10.1108/he-07-2015-0019.

Full text

Abstract:

Purpose – Previous studies have documented that exposure to stereotypical information about certain social groups leads to unfavorable perceptions and feelings toward that group. Integrating insights from the mental illness stigma and the social identity perspective literatures, the purpose of this paper is to explore the effects of eating disorder public service announcements (ED PSAs) that employ stigma formats through the lenses of the stereotype content model (SCM) and the Behaviors from Intergroup Affect and Stereotypes (BIAS) Map. Design/methodology/approach – The study followed an experimental control group design. Participants were exposed to either a stigmatizing or a non-stigmatizing PSA. Findings – Exposure to the stigmatizing PSA resulted in lower perceptions of warmth and competence being attributed to people who have an ED which further predicted greater feelings of contempt toward these individuals. The stigmatizing PSA also directly predicted greater feelings of contempt. Practical implications – The findings suggest that using stereotypes about EDs in PSAs aimed at preventing such diseases may elicit perceptions of low warmth and competence, further associated with increased feelings of contempt toward people who have an ED in healthy individuals. Social implications – The stereotyping effects of PSAs may reduce the social and emotional support that people with EDs receive and may exacerbate their emotional distress. Originality/value – From a theoretical point of view, these results extend the understanding of mental illness stereotypes from an intergroup, SCM and BIAS Map perspective as it applies to EDs. More importantly, this study draws attention to possible unintended consequences of PSAs, a matter that is rarely researched, but that can have severe implications.

APA, Harvard, Vancouver, ISO, and other styles

50

Hsu, Cathy H. C., and Nan Chen. "Resident Attribution and Tourist Stereotypes." Journal of Hospitality & Tourism Research 43, no. 4 (2019): 489–516. http://dx.doi.org/10.1177/1096348018823903.

Full text

Abstract:

The value of attribution theory in explaining and predicting resident perceptions of/reactions toward tourists is underestimated by tourism scholars. This article critically analyses the evolution and underdevelopment of attribution theory, as well as the literature on tourist stereotypes which serve as heuristics that may bias attribution. Under the guidance of dual process theories, a comprehensive conceptual framework is developed to delineate the interactions between a three-step resident attribution process of encounters with tourists and tourist stereotypes’ activation, application/suppression, and modification. Potentially fruitful directions are suggested for future research. This conceptual article not only pioneers in establishing conceptual links between a tourism phenomenon and a social psychological theoretical development, but it also broadens the research paradigm of resident–tourist relationship studies.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Bias and stereotypes'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles