Dissertations / Theses: 'Stereotype (Psychology) in literature'

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Kolkenbrock, Marie Elise. "Stereotype and destiny in narrative writings by Arthur Schnitzler." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708214.

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Stocker, Christa. "Sprachgeprägte Frauenbilder : soziale Stereotype im Mädchenbuch des 19. Jahrhunderts und ihre diskursive Konstituierung /." Tübingen : Niemeyer, 2005. http://www.loc.gov/catdir/toc/fy0612/2006374197.html.

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Meisner, Jessica. "Effects of gender stereotyped children's literature on preschool children's attitudes /." Norton, Mass. : Wheaton College, 2009. http://hdl.handle.net/10090/8395.

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Cotton, Lacy Noel Ferdon Douglas Robert. "American Indian stereotypes in early western literature and the lasting influence on American culture." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5247.

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Chowdhury, Ahsan Habib Backscheider Paula R. "The fabulous Nabob: miscegenations of empire and vocation in Eighteenth Century British literature /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Dissertations/CHOWDHURY_AHSAN_35.pdf.

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Majola, Nontuthuzelo Angelina. "Gender stereotypes versus gender equality: a critical analysis of some characters in Swaartbooi's "UMandisa" and Saule's "Idinga"." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/553.

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The focus of this study will be on gender stereotypes versus gender equality in Swaartbooi's novel “UMandisa” and in Saule's novel “Idinga”. CHAPTER ONE will be the introductory chapter where the aim of the study, methodology, motivation and definition of terms will be given, as well as the biographical outline of Ncedile Saule and that of V.N.M. Swaartbooi. CHAPTER TWO will focus on developing the theoretical framework of the study. Theories are used to advocate a change of approach in the teaching and reading of literature. The theory to be employed in this study will be based on aspects of the female gender and feminism. CHAPTER THREE will explore the issues of gender stereotypes as portrayed in Swaartbooi's “UMANDISA” CHAPTER FOUR will focus on gender equality as portrayed in “IDINGA” by Saule and “UMANDISA” by Swaartbooi. The two novels raised the question of equality between women and men. CHAPTER FIVE will serve as the concluding chapter where the evaluation of the study will be made.

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Ferguson, Roderick A. "Specters of the sexual : race, sociology, and the conflict over African-American culture /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9987541.

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Wood, Amanda Leigh. "Anti-Catholic polemic in Jacobean print culture contextualizing Westward for Smelts (1620) /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/WOOD_AMANDA_6.pdf.

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Wu, Tong. "Imágenes transpacíficas: los descendientes del dragón en la literatura latinoamericana (2000-2020)." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/671101.

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En este trabajo se analiza la imagen de los personajes chinos en la literatura latinoamericana en el siglo XXI, que es un tema novedoso y poco estudiado hasta ahora. Esta investigación no toma el país de China o su cultura como objeto de estudio, como se ha llevado a cabo, tradicionalmente, en otras investigaciones, sino la imagen de los sujetos o individuos chinos. Se pretende, por un lado, analizar la representación de los perfiles chinos y, por otro, resumir las similitudes y diferencias entre las imágenes de los personajes, así como la función y posible razón de tales imágenes. Para conseguir este objetivo, hemos elegido seis obras para considerar estas cuestiones y las hemos dividido en dos clases: la de los chinos percibidos por otro sujeto desde dentro o desde fuera de la cultura china. Al final, se añade una reflexión, previa a las conclusiones finales, para presentar tres obras recientes, con que extendemos el corpus hasta el presente año, justo antes de que se desatara la pandemia de la COVID- 19 en China. En esta tesis doctoral se han introducido varios marcos teóricos: el del orientalismo, el de la imagología y el del estereotipo, siendo estas dos últimas aproximaciones raramente utilizadas para estudiar este tema. Y algunos conceptos relativamente nuevos en el análisis, como, por ejemplo, el del auto-orientalismo y la idea de la heterotopía de Michel Foucault. La investigación muestra que todavía existe una gran cantidad de estereotipos orientalistas sobre los chinos en la literatura latinoamericana. Consideramos que algunos escritores crean un mundo oriental, y las repetidas características estereotipadas de los personajes chinos demuestran sus estrategias orientalistas para atraer y satisfacer los valores de los lectores latinoamericanos. Por otra parte, algunos escritores, a través de exagerar la imagen caricaturesca de los chinos o exponer directamente los prejuicios sobre ellos, reducen o se burlan, en cierta medida, los estereotipos. Pero lo más importante es revelar los problemas de su propia sociedad: como señala la imagología, la reflexión sobre uno mismo, a menudo, se lleva a cabo a partir de la descripción del Otro.
The aim of the present research is to analyze the image of the Chinese in Latin American literature in the 21st century. It’s a novel topic which is little studied until now. The innovation of this research is not taking the country of China or its culture as the object, but the image of Chinese subjects or individuals. It is intended, on the one hand, to analyze the representation of the Chinese profiles and, on the other hand, to summarize the similarities and differences among the images of the characters, as well as the function and possible reason of such images. To achieve this objective, we have chosen six works in our corpus and divided them into two classes: that of the Chinese perceived by another subject from within or outside the Chinese culture. In the end, a preliminary reflection is added, prior to the final conclusions, to present three recent works, with which we extend the corpus to the present year, just before the COVID-19 pandemic broke out in China. In the present thesis, we have introduced several theories: orientalism, imagology and stereotype, the last two are rarely used to study such topics. And some relatively new concepts are also included in the analysis, such as, the concept of auto-orientalism and the idea of Michel Foucault's heterotopia. The research shows that there still is a great number of orientalist stereotypes about the Chinese in Latin American literature. We believe that some writers create an oriental world, and the repeated stereotypical characteristics of Chinese characters demonstrate their orientalist strategies to attract and satisfy the values of Latin American readers. On the other hand, some writers, by exaggerating the caricatured image of the Chinese or directly exposing the prejudices about them, reduce or mock, to a certain extent, the stereotypes. But the most important thing is to reveal the problems of their own society: as the imagology indicates, the reflection on oneself is often carried out from the description of the Other.

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Finch, Heather Marie Carroll Alicia. "Surviving the storm: the representation of African Americans from Gee's Bend to Hurricane Katrina /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/Send%2011-10-07/FINCH_HEATHER_41.pdf.

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Souza, Alan Lobo de 1984. "Estereótipos em piadas sobre baiano." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/268873.

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Orientador: Sirio Possenti
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-22T17:38:21Z (GMT). No. of bitstreams: 1 Souza_AlanLobode_M.pdf: 624061 bytes, checksum: 0d6f933edff4abebdfc05346cc1b9997 (MD5) Previous issue date: 2013
Resumo: A noção de estereótipo resume, em diferentes perspectivas teóricas, a caracterização de uma idée recue, um lugar-comum, representações cristalizadas na sociedade, no imaginário coletivo. Tratando-se de piadas, este espaço simbólico de significações necessita ser abordado de maneira minuciosa, de modo que seja possível descrever o funcionamento discursivo envolvido na construção de determinadas representações em uma piada, isto é, não podemos desprezar as determinações sócio-históricas que marcam o imaginário coletivo. Uma decisão que nos impõe o seguinte questionamento: quais as condições históricas de produção que possibilitam que determinado grupo seja o objeto do riso a partir de determinados estereótipos (e não outros)? Neste trabalho, voltaremos à atenção para um conjunto de piadas sobre baiano selecionadas, em grande parte, de sites da internet, ou mesmo de livros que trabalhem com o humor, como a obra de Pimentel (2009). Em outras palavras, propomos investigar as ligações que determinadas representações estereotípicas associadas ao baiano mantêm com a História. Ao adotar a perspectiva de Maingueneau (2008a, 2008b), que sublinha o primado do interdiscurso sobre o discurso, o objeto desta pesquisa não se limita ao discurso humorístico, mas ao conjunto de discursos que são manifestados no ato do funcionamento discursivo do humor em piadas sobre baianos. O objetivo central deste trabalho é analisar o modo como esses textos se relacionam e se mantêm, estabelecendo representações frequentemente encaradas como verdades correntes
Abstract: The idea of stereotype summarizes, in different theoretical perspectives, the characterization of an idée recue, a commonplace, consolidated representations in the society, in collective imaginary. When dealing about jokes, this symbolical space of meanings needs to be approached thoroughly, so that be possible to describe the discursive functioning involved in the construction of certain representations in a joke, that means, we can't despise socio historical determinations that defines the collective imaginary. A decision that imposes the following question: what are the historical conditions of production that enables that a specific group be an object of laughter from specific stereotypes (and not others)? In this work we will turn attention to a group of jokes about baiano selected, largely, in sites from internet or even in humor books like Pimentel (2009). In other words, we propose to investigate the connections that determined stereotypes representations associated to baiano keep on History. When adopted Maingueneau's perspective (2008a, 2008b), that emphasizes the primacy of a interdiscourse about speech, the aim of this search is not limited to the humorous discourse, but to the group of discourses expressed in the act of discursive functioning of humor in jokes about baianos. The main objective of this work is to analyze the way how these texts are related and still often establishing representations seen like current truth
Mestrado
Linguistica
Mestre em Linguística

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Johansson, Cecilia. "Bibliotekarien som detektiv : Representationer av bibliotekarier i detektivromaner." Thesis, Uppsala universitet, Institutionen för ABM, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-200921.

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This master's thesis is a study of how librarians are depicted in crime fiction. 12 American and English mysterynovels featuring librarians in a central role were studied and analysed using character theory. Recurring traitswere identified and organised into themes. A number of prominent traits and themes emerged that show librariansas orderly and organised bibliophiles, but with a taste for adventure and excitement. They are keen problem solverswho enjoy a challenge, at work, or in the form of crime detection. These traits show fairly different sides ofthe characters, and hint of librarians having something of a dubble nature. Some of the traits resonate with findings in earlier studies in the field, but the old stereotype was only parti -ally confirmed. In general the image of librarians presented in the mystery novels is a positive one, which inmany respects also rings true against the background of actual librarians and library work. This is a two years master's thesis in Archive, Library and Museum studies.

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Leonardi, Barbara. "An exploration of gender stereotypes in the work of James Hogg." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/20351.

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A self-educated shepherd, Scottish writer James Hogg (1770-1835) spoke from a position outside the dominant discourse, depicting issues of his age related to gender, class, and ethnicity by giving voice to people from the margins and, thus (either consciously or unconsciously), revealing gender politics and Britain's imperial aims. Hogg’s contemporary critics received his work rather negatively, viewing his subjects such as prostitution, out-of-wedlock-pregnancy, infanticide, and the violence of war as violating the principles of literary politeness. Hogg’s obstinacy in addressing these issues, however, supports the thesis that his aim was far more significant than challenging the expectations of his contemporary readers. This project shows that pragmatics can be applied productively to literature because its eclecticism offers the possibility of developing a detailed discussion about three aspects of literary communication—the author, the reader and the text—without prioritising any of them. Literature is an instance of language in use (the field of pragmatics) where an author creates the texts and a reader recreates the author’s message through the text. Analysis of Hogg’s flouting of Grice’s maxims for communication strategies and of his defying the principles of politeness enables a theoretically supported discussion about Hogg’s possible intentions, as well as about how his intentions were perceived by the literary establishment of his time; while both relevance theory and Bakhtin’s socio-linguistics enriched by a historically contextualised politeness shed new light on the negative reception of Hogg’s texts.

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Godinho, Sally. "The portrayal of gender in the Children's Book Council of Australia honour and award books, 1981-1993." Connect to this title online, 1996. http://eprints.unimelb.edu.au/archive/00000337/.

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Wade, Martha Leslie. "Behavioral assimilation and nested social categories exploring gender stereotype priming and stereotype threat /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181243878.

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Elizaga, Ronald A. "Eliciting stereotype challenge and stereotype threat effects within the context of women's math performance." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1132057268.

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Little, Jane Kathryn. "The acquisition of gender stereotype component links." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28105.

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Deaux and Lewis (1984) have proposed that stereotypes be viewed as linked components, each encompassing specific content domains (such as beliefs about appearance, preferences, occupations and traits). Each component has a masculine and a feminine version. Adults are able to use the stereotyped associative links between items in the same component and those between items in different components to make judgments about individuals' behaviors and characteristics based on minimal information. The present study examined the acquisition of these associative connections in the gender stereotypes of 6 to 10 year olds. Seventy-six children (38 boys, 38 girls), aged 6, 8 and 10 years, were asked to make a number of judgments about an individual's clothing, occupational aspirations, toy preferences, and personality traits based on a single piece of cue information (a masculine or feminine item from a component). The types of associative links that children could use in making of interpersonal judgments changed with age. The 6-year-old children were able to make stereotyped judgments about both masculine and feminine items within the same component but were only able to make between-component stereotyped judgments when items of their own-sex typing (i.e. masculine items for boys, feminine items for girls) were presented as cues. The older children were be able to make within- and between-component stereotypic judgments about both masculine and feminine items. The results supported the propositions of schematic-processing theory (Martin & Halverson, 1981) and demonstrated the value of the Deaux and Lewis (1984) component-link model as a heuristic for the study of complex cognitive structures.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Rush, Ladonna Lewis. "Stereotyping in black and white : differences in stereotype knowledge and stereotype use /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1997.

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Yeung, Nai Chi Psychology Faculty of Science UNSW. "Stereotype threat behind the wheel." Awarded by:University of New South Wales. School of Psychology, 2006. http://handle.unsw.edu.au/1959.4/26242.

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Stereotype threat refers to the pressure that individuals feel when they are at risk of confirming a demeaning stereotype about themselves. Research has found that stereotype threat impairs performance on cognitive-based tasks by inducing mental interference (e.g., Schmader & Johns, 2003). This thesis hypothesised that this finding would generalise to driving and that drivers who are better able to inhibit cognitive interference (i.e., with better inhibitory ability) would be less susceptible to the disruptive effect of stereotype threat than drivers who are less able (i.e., with poorer inhibitory ability). A series of three experiments conducted in a driving simulator tested the predictions using the gender stereotype of driving skills and investigated the interpretation of the results. The experiments revealed that stereotype threat exerted both a facilitative and debilitative influence on driving performance, as indicated by different performance measures. The facilitative effect diminished when drivers experienced increased mental demands or when they were assessed by an unexpected performance measure, while the debilitative effect was more likely observed among drivers who received negative feedback than drivers who received positive feedback. Moreover, the results supported the prediction that inhibitory ability would moderate the detrimental impact of stereotype threat as the performance of drivers with poorer inhibitory ability was impeded more than that of drivers with better inhibitory ability. Regarding the processes underlying the present findings, the experiments provided suggestive evidence that stereotype threat elicits cognitive interference and simultaneously motivates drivers to concentrate on particular performance areas in an attempt to refute the stereotype. In combination, these processes appear to be at least partly responsible for the performance deficits and boosts observed.

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Rawson, Angela. "A critical linguistic analysis of a popular comic genre in Japan." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1021.

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This research will focus on the issue of power and gender in the language of Japanese comics (manga). Comics in Japan are enormously popular and are read by a wide audience. They are aimed at specific audiences and it is my argument that the language of manga helps to reinforce certain social stereotypes - particularly the inferiority of women and the dominance of males. The language of children's manga will be analyzed using the framework of Critical Discourse Analysis (CDA), which concerns itself with the relation between ideology and power in discourse. The analysis will be at various levels including lexica-semantic, pragmatic, textual and ideological. The texts to be analyzed will be Japanese manga in the original Japanese language. Manga aimed at specific audiences, i.e. young boys and girls, will be analyzed to determine the presence of male-dominant ideology in the text. I argue that an interpretation of the text under the framework of GOA supports the hypothesis that the ideology of male dominance is present in manga and that it has become normalized in Japan.

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Rosenblum, Ari M. "Gender Nonconformity and the Stereotype Content Model." Oberlin College Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1528377926660424.

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Pocius, Kym Elizabeth. "Occupational stereotype accuracy and adolescents' identity formation." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400071979.

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Gill, Isabel, and University of Lethbridge Faculty of Education. "Story and stereotype : aboriginal literature as anti-racist education." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004, 2004. http://hdl.handle.net/10133/220.

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Textbooks newly approved for use in secondary schools in Alberta reflect the belief that not only does literature have the power to change and shape our thinking, but also that the non-White voices of our culture need to be heard if Canada is to become a country which truly welcomes and values cultural diversity. The realization that many high school students in the Crowsnest Pass area of Southern Alberta hold negative stereotypes about Canadian Aboriginal people prompted this study which measured how effective studying literature written mainly by Canadian Aboriginal people is as a means of anti-racist education. Forty-three students in grade 10, 11, and 12, 22 females and 21 males, participated in the study. Both quantitative and qualitative research methods were used. Quantitative data, collected from responses on a gender-specific, six-item social scenarios scale, measured the extent to which students were prejudiced against Aboriginal people as pre- and post-tests. Written responses, field notes, journal entries, and interviews provided qualitative data. Though the quantitative evidence is not statistically significant, students in grades 10 and 12 showed decreased post-test scores, while those in grade 11 increased. Within each grade, individual students showed significant attitude changes. In all grades, female students had significantly lower scores than males, both pre- and post-test, evidence that there are perhaps different stages of moral development in females, as suggested by Belenky, clinchy, Goldberger, and Tarula (1986) and Gilligan (1982), than the male stages identified by Kohlberg (1969, 1981). Qualitative data revealed an increased understanding of Aboriginal issues and student attempts to view the world from a non-White perspective. Central to the study are my efforts to come to terms with my own Whiteness as well as help students understand their own positions of White privilege. This process was an emotional and disturbing experience for us all, yet one that brought growth and engendered important learning. I remain firmly committed to the need to adopt a strong anti-racist stance (rather than a multicultural one) and address racism directly in the classroom. Though difficult, it is perhaps the most important work that I, or any other teacher, may do.
xviii, 163 leaves ; 28 cm.

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Castañar, Rubio Guillem. "Personajes del chiste étnico postsocialista y pospostsocialista en lengua rusa: elección, tradición y evolución." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/673664.

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La palabra «chiste» se traduce en ruso como «anekdot», aunque estos términos no tienen el mismo significado. En los estudios de lingüística rusa, se destaca que el anekdot constituye un género textual independiente y goza de un lugar especial en el sistema contemporáneo de géneros textuales de la lengua rusa. Este breve texto humorístico siempre ha despertado el interés de la comunidad académica. En particular, se ha estudiado el famoso y productivo ciclo de chistes políticos surgido durante la época soviética (Dundes 1971; Draitser 1978 inicialmente, Graham 2003a; Davies 2007, 2010, 2011, 2014a and 2014b en época más reciente). En esta tesis se estudian los chistes étnicos en lengua rusa, otro popular subgénero. Nuestra atención se centra en los blancos de estos anekdoty y tiene dos objetivos: el primero consiste en determinar qué nacionalidades aparecen como blanco de estos chistes étnicos más habitualmente y las razones por las que estos grupos, y no otros, han sido elegidos; el segundo es observar la evolución de estos personajes del chiste desde la época soviética –cuando estos ciclos de chistes étnicos surgieron– hasta la actualidad. Para alcanzar el primer objetivo, se han seguido los siguientes pasos: en primer lugar, se han identificado las nacionalidades que se convirtieron en blancos en época soviética. Se ha determinado que los grupos que protagonizaban con más frecuencia estos chistes eran los judíos, los ucranianos, los georgianos, los chucotos y los estonios. En segundo lugar, se ha descrito el contexto histórico y social en que estos ciclos de chistes surgieron. En tercer lugar, se ha descrito la imagen que se proyectaba de estos blancos en los chistes. Por último, se han analizado estos chistes y su contexto a la luz de la teoría del humor étnico de Christie Davies, a fin de determinar si los mecanismos de elección de estos blancos en el humor étnico en lengua rusa se corresponden a los constructos teóricos de dicha teoría. En lo que se refiere al segundo objetivo, se ha recopilado un corpus de chistes étnicos en lengua rusa que contiene 1 170 textos aparecidos en las épocas postsocialista y pospostsocialista. Estos textos se han empleado para llevar a cabo un estudio comparativo y diacrónico que nos ha permitido detectar los cambios y las continuidades en los personajes de estos chistes desde la época de su surgimiento hasta la actualidad. Cada anekdot incluido en el texto ha sido analizado en base a tres criterios: el guion étnico atribuido al blanco en el chiste, las referencias a su apariencia (rasgos físicos y atuendo) y la presencia o ausencia de máscara lingüística atribuida al protagonista. Tras la realización de este trabajo de investigación, se ha llegado a la conclusión de que los blancos de los chistes étnicos en lengua rusa son elegidos mediante los criterios que se exponen en la teoría del humor étnico, lo cual hace que el humor étnico en lengua rusa se asemeje a otras tradiciones nacionales. Asimismo, se puede concluir que la imagen de los blancos de estos anekdoti no cambia significativamente con el paso del tiempo. Asimismo, nuestro estudio incluye una dimensión cuantitativa ausente en la bibliografía previa que permite añadir algunos matices a las afirmaciones previamente expuestas: en los chistes étnicos en lengua rusa tiene lugar un proceso de simplificación. Por un lado, las referencias a la apariencia y la aplicación de la máscara lingüística disminuyen con el paso del tiempo y son menos importantes en la caracterización de los personajes que los guiones. Por otro lado, se observa una disminución en el número de guiones étnicos empleados, así como la concentración de un porcentaje significativo de chistes en torno a un número reducido de guiones.
This thesis studies ethnic jokes in Russian language. It focuses on the targets of these jokes and has two goals: on the one hand, to determine why and how some nationalities became recurrent ethnic targets already in Soviet times. On the other hand, to observe the evolution of these targets overtime, from Soviet to present times. To achieve the first goal, the most popular targets of Russian ethnic joke lore have been identified. It has been established that Jews, Ukrainians, Georgians, Chukchi and Estonians were the most common butts. Next, the historical and social context in which these characters first appeared was described. Finally, we checked if the mechanisms used to choose these targets correspond to the premises of Christie Davies’ theory of ethnic humour. The second goal was attained by the compilation of a corpus containing 1,170 ethnic jokes published during post-socialist and post-post-socialist periods. The collected texts were used to conduct a comparative, diachronic study that allowed to detect the changes and continuities in a period that spans from the Soviet era to the present. It can be concluded that in the process of target election, Russian-language ethnic humour is guided by the principles pointed out in the theory of ethnic humour and are thus common to humour and joke traditions of many other countries. Moreover, the image of these characters does not change substantially from one time period to another. Nevertheless, the quantitative analytical dimension introduced in this research project reveals that targets are not as elaborately characterised as it can be assumed from the reading of qualitative works about targets of Russian ethnic jokes. In Russian-language post-socialist and post-post-socialist ethnic jokes, a process of simplification takes place: firstly, references to appearance and the application of a linguistic mask are not frequent and play a less important role than ethnic scripts. Secondly, although some of the characters –especially Jews and Ukrainians– have numerous scripts attributed, a high percentage of the analysed jokes are built around a few scripts, usually one or two.

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Buhaly, Brianna. "Perpetuating PMS: What Supports the Stereotype?" Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/300.

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This study investigated how the problematic construct of premenstrual syndrome (PMS) is sustained and perpetuated in our culture. A main effect of gender priming on the number of PMS symptoms recalled from a description suggests that priming activates relevant stereotypes, leading to selective attention to stereotype-consistent information, reinforcing the held stereotypes. An interaction between gender priming and type of description (a woman experiencing PMS, a woman experiencing headaches, or a man experiencing headaches) on the number of pathological conditions ascribed to the woman or man described was found. This suggests that gender priming has a restrictive effect on pathologizing, but further research needs to address how pathologization may function to perpetuate PMS.

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Eckert, Christine. "Stereotype Threat." Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-219437.

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Stereotype Threat wird definiert als ein Gefühl der Bedrohung, das Personen in einer Situation erleben, in der sie befürchten, aufgrund eines negativen Stereotyps über ihre Gruppe beurteilt zu werden bzw. durch ihr Verhalten das Stereotyp unbeabsichtigterweise zu bestätigen. Der Begriff geht auf Claude M. Steele und Joshua Aronson zurück. Stereotype Threat kann als ein situatives Dilemma bezeichnet werden, das bei Mitgliedern stigmatisierter Gruppen in Testsituationen kurzfristig zu signifikanten Leistungseinbußen führen kann. Es kann auch bei anderen Wahlentscheidungen auftreten. Empirisch gesicherte Befunde für die längerfristigen Auswirkungen liegen bisher kaum vor. Auch die auslösenden Bedingungen sind nicht abschließend geklärt.

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Gyurovski, Ivo Ivanov. "Spontaneous Categorization: Assessment of Implicit Stereotype Content Awareness." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539626670.

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Eckert, Christine. "Stereotype Threat." Ruprecht-Karls-Universität, 2014. https://ul.qucosa.de/id/qucosa%3A15350.

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Stereotype Threat wird definiert als ein Gefühl der Bedrohung, das Personen in einer Situation erleben, in der sie befürchten, aufgrund eines negativen Stereotyps über ihre Gruppe beurteilt zu werden bzw. durch ihr Verhalten das Stereotyp unbeabsichtigterweise zu bestätigen. Der Begriff geht auf Claude M. Steele und Joshua Aronson zurück. Stereotype Threat kann als ein situatives Dilemma bezeichnet werden, das bei Mitgliedern stigmatisierter Gruppen in Testsituationen kurzfristig zu signifikanten Leistungseinbußen führen kann. Es kann auch bei anderen Wahlentscheidungen auftreten. Empirisch gesicherte Befunde für die längerfristigen Auswirkungen liegen bisher kaum vor. Auch die auslösenden Bedingungen sind nicht abschließend geklärt.

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White, Katherine R. "Attention allocation and the variability of the stereotype priming effect." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Burrows, Daron. "The stereotype of the priest in the Old French fabliaux." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369592.

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Haecker, Christine Berta Maria. "The processing of stereotype-relevant information during reading." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/564/.

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I examined the processing of stereotype-relevant information during reading, in particular the degree to which stereotype-mismatch detection and resolution are resource-dependent. In addition I investigated the effects of stereotype-relevant episodic representations on subsequent linguistic and non-linguistic processing. Experiment 1 showed that reading participants looked longer at pronouns that mismatched the stereotypical gender of the agent than at stereotype-matching pronouns (e.g., “...the secretary familiarised herself/ himself...”). Experiment 1 also showed that mismatch detection can take place even when readers are cognitively busy, but that later integration processes might be compromised, resulting in an increased memory bias. Experiments 2 and 3 showed that the episodic representations resulting from reading stereotype-relevant sentences are strong and stable enough to cancel out a mismatch effect in a second sentence, unless the stereotypical representation is reemphasised by a repetition of the occupation label. Experiments 4 to 7 showed that gender-categorisation was facilitated for target faces that matched rather than mismatched a priming stereotypical occupation label (e.g., secretary); such an effect was not found for more complex prime stereotype- relevant sentences. It can be concluded that episodic stereotype-relevant representations can affect further processing of linguistic and non-linguistic information. This influence, however, is limited by existing stereotype representations.

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Liekweg, Joseph R. "An Analysis of Competing Stereotype Threat Theories." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/787.

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This paper investigates the literature on stereotype threat theory. Looking for an explanation for achievement gaps in standardized testing and mathematics, Claude Steele and Elliot Aronson conducted a study in 1995 which introduced the term “stereotype threat” to the psychological community. It was hypothesized by Steele and Aronson that stereotype threat is cause by the anxiety that results from a fear of conforming to a negative stereotype that directly affects an individual in a domain with which they identify. Stereotype threat can have extremely detrimental effects on individuals. Since the original study in 1995, numerous studies have been conducted to further address gender and racial achievement gaps. Some of the studies have yielded results in support of Steele’s theory, and some have called into questions certain aspects of Steele’s theory. This paper specifically analyses Steele’s theory and its ability to stand up against specific criticisms.

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Zhang, Shen. "Stereotype use and rebound following direct instructions and indirect cues a cross-cultural study /." [Lincoln, Neb. : University of Nebraska-Lincoln], 2005. http://0-www.unl.edu.library.unl.edu/libr/Dissertations/2005/ZhangDis.pdf.

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Elizaga, Ronald A. "ELICITING STEREOTYPE CHALLENGE AND STEREOTYPE THREAT EFFECTS WITHIN THE CONTEXT OF WOMEN’S MATH PERFORMANCE." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1132057268.

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Mann, Carmelinda. "The Effect of Mindfulness on Racial Stereotype Activation and Application." Thesis, Bryn Mawr College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562609.

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The effects of a six-week mindfulness class on racial stereotype bias, attention, and working memory was measured by the Implicit Association Test (IAT), Attention Network Task (ANT), and Automated Operation Span Task, respectively. Explicit racism (Modern Racism Scale, Right-Wing Authoritarianism, Social Dominance Orientation), mindfulness (Five-Facet Mindfulness Questionnaire), depression, anxiety, and stress (Depression, Anxiety, and Stress Scale) were also examined. Sixty traditional-aged undergraduate women participated in this study (20 completed the mindfulness course and the remaining completed a non-MBSR physical education course). The results revealed that training was not associated with decreased racial stereotype bias on the IAT. Training was associated with increased performance in attention-switching on the ANT. In both groups, explicit racism and working memory predicted racial bias at time 1, and explicit racism predicted change in racial bias between times 1 and 2. Unexpectedly, increase in mindfulness (FFMQ) approached prediction of an increase in racial bias across both groups. In summary, the findings contradict the hypothesis that participation in a six-week mindfulness course will reduce stereotype application and activation.

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Menegotto, Roberto Rossi. ""Qua comando mi" : a estereotipação do colono italiano no universo de Radicci, do cartunista Iotti." reponame:Repositório Institucional da UCS, 2017. https://repositorio.ucs.br/handle/11338/3189.

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A presente dissertação investiga a construção do estereótipo do colono italiano nos quadrinhos de Radicci, de Carlos Henrique Iotti, com vistas a contribuir para os estudos sobre a identidade regional da Serra Gaúcha. A análise é feita a partir da seleção de três categorias na série de histórias em quadrinhos: a construção dos personagens, a representação dos espaços em que se situam as narrativas e o conflito identitário existente entre os protagonistas. Para tanto, busca-se estabelecer relações com o contexto histórico, social e cultural da Região de Colonização Italiana no Rio Grande do Sul, a fim de averiguar a forma como é feita a estereotipação dos traços culturais do imigrante italiano. O aporte teórico é multidisciplinar, contemplando Estudos Literários, História, Sociologia, Comunicação Social e Artes Visuais. Os resultados obtidos permitem considerar que a estereotipação de dados históricos é capaz de (re)criar identidades, conservar e dar novos significados a práticas e usos culturais.
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The present dissertation investigates the stereotyped construction of the Italian colonists in Radicci comics series, by Carlos Henrique Iotti, with the intention to contribute to the studies about the regional identity of Serra Gaúcha. The analysis starts with the selection of three categories in the comics series: character development, description of spaces in which the narrative takes place, and the identity conflict existing among characters. For this purpose, connections are established with the historical, social, and cultural context of the Italian Colonization Region in Rio Grande do Sul, in order to verify how the stereotyping of the Italian immigrant cultural features happens. The theoretical basis is multidisciplinary, including: Literary Studies, History, Sociology, Social Communication and Visual Arts. From the results, one can consider that stereotyping historical data can (re)create identities while preserving and providing new meanings for cultural habits and manners.

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Rubenstein, Adam Jack. "The ability to form stereotypic associations during infancy : a cognitive look at the basis of the "beauty is good" stereotype /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Ferguson, J. "The representation of the Negro in French literature, 1848-1880." Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354777.

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Hall, Leslie. "Facebook and Stereotypes: How Facebook Users Process Stereotype-Consistent and Stereotype-Inconsistent Information with Varying Cognitive Loads." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/668.

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This study builds on previous research analyzing the effects of cognitive busyness on recall of stereotype-consistent and stereotype-inconsistent information by examining the real-world context of Facebook profiles. College students (N = 160) were randomly assigned to either a cognitively busy or unbusy condition. They then looked at either the profile of an African-American male or female target. After, they were given a recall test to assess the number of stereotype-consistent and stereotype-inconsistent descriptors correctly recalled. Results were expected to show that participants recalled more stereotype-consistent information when cognitively busy, even more so for male targets. Conversely, participants were expected to recall more stereotype-inconsistent information when cognitively unbusy, even more so for male targets. Neither cognitive busyness nor the interaction between cognitive busyness and target gender affected the type of information participants recalled. Both results were inconsistent with previous research. Future research should find ways to strengthen the construct validity of measures as they operate in real-world contexts such as Facebook.

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Cadaret, Michael C. "Stereotype Threat as a Barrier to Women Entering Stem Careers." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1435939180.

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Mitchell, Erica Rachel. "Instruction type and stereotype threat in analytical reasoning: Can creativity help?" CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3362.

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Stereotype threat is the fear that a person's behavior or performance will confirm an existing stereotype of a group with which that person identifies. The purpose of this study was to look at the effect of instruction and emphasis on the female performance on an analytical reasoning task. This study tested undergraduate students taking a psychology course from California State University at San Bernardino. In this thesis, the task was framed as either an analytical reasoning task, a creative reasoning task, or there was no framing present. This study found that performance did differ as a result of instruction type, with creative instruction yielding higher scores. Varying instruction type performance can improve performance on an analytical reasoning task.

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Dover, Tessa L. "Confirming the Stereotype: How Stereotype Threat, Performance Feedback, and Academic Identification affect Identity and Future Performance." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/187.

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This study investigates the post-performance effects of stereotype threat. Undergraduate students (N = 130) classified as either strongly- or weakly- identified with academics were told a diagnostic anagram task either typically shows poorer performance for their gender (stereotype threat) or no gender differences (no stereotype threat), and received arbitrary positive or negative feedback on an initial task. They later performed a second anagram task. Results indicate a 2-way interaction between stereotype threat and academic identification among those who received negative feedback. Negative feedback under stereotype threat did not harm performance for participants strongly-identified with academics, but did harm performance for participants weakly-identified with academics. This same 2-way interaction within the negative feedback condition also predicted post-feedback levels of identification as a college student, though it did not seem to affect post-feedback levels of academic identification. Strongly-identified participants receiving negative feedback identified less as a college student if they were under stereotype threat while weakly-academically identified participants identified more. Levels of post-feedback identification as a college student negatively predicted performance.

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Snyder, Samantha Haley. "Women in Leadership: Performance and Interpersonal Consequences of Stereotype Threat." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/464.

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Women in leadership positions may experience stereotype threat when explicitly or implicitly reminded of gender and leader stereotypes. Increased worry about potentially confirming the stereotype should affect their behavior and perceptions in leadership situations. I used a 3 (article) x 2 (confederate gender) between-participants design. Female participants read an article that either made stereotypes explicit (explicit threat), countered stereotypes (threat nullification), or did not include stereotype-relevant information (implicit threat) and were assigned to lead a male or female confederate through the construction of a Lego model. I hypothesized that women in the implicit threat conditions (implicit article; male confederate) would objectively and subjectively perform worse than women in the explicit and nullification article conditions and those working with a female confederate. Women should experience the situation more negatively in conditions of threat (explicit and implicit articles; male confederate). Confederate perceptions of the participants should be more negative, except competence, when participants performed well (explicit and nullification article; female confederate). Results partially supported the hypotheses. Women who led men objectively performed worse, perceived their own performance as worse, were perceived as less competent and overall less favorably by their employees, and experienced the situation more negatively than women who led women. The article had little impact on participants and outcomes. The findings suggest that female leaders may be unintentionally undermining themselves when stereotype reminders are present, such as when asked to lead a man in a masculine task. Experiencing stereotype threat may influence women to opt out of leadership due to their negative experiences and they may not earn promotions due to poor performance and coworkers’ negative perceptions of their behavior.

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Prasad, Ambika Marshall Linda L. "Stereotype threat in India gender and leadership choices /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5128.

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Grayer, Julia. "Exposure to atypical exemplars implications for stereotypic judgments of the group and the individual /." Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/754.

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Ota, Masami. "Stereotypes and prejudice intergroup contact between Americans and Japanese /." Click here to access thesis, 2005. http://www.georgiasouthern.edu/etd/commentframe.php?sid=28&fid=archive/Spring2005/mota/ota%5Fmasami%5F200505%5Fms.pdf.

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Thesis (M.S.)--Georgia Southern University, 2005.
"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." ETD. Includes bibliographical references (p. 53-58) and appendices.

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Rea, Jessica Nicole. "See Your Way to Success: Imagery Perspective Influences Performance under Stereotype Threat." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429717552.

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Wood, Chantelle. "Associative strength determines prejudice-linked differences in automatic stereotype activation." University of Western Australia. School of Psychology, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0238.

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There is little consensus in the social-cognitive literature concerning the way in which prejudice and stereotyping are related, though a number of explanatory models have been proposed. The present research program empirically examines one recent model; Lepore and Brown's Associative Strength Model (ASM: 1997; 1999; 2002). The main premise of the ASM is that differential endorsement of stereotypic content leads to individual variation in the content that is automatically activated upon categorisation. Specifically, it predicts that high-prejudice people automatically activate negative stereotypic traits, and low-prejudice people automatically activate positive stereotypic traits. The current research used a primed lexical decision task to examine prejudicelinked differences in automatic stereotype activation. In addition, an impression formation task based on that of Lepore and Brown was included to measure stereotype application. Experiments 1A and 1B attempted to evaluate the predictions of the ASM using the category and stereotype of Asians. However, neither experiment was able to demonstrate a priming effect, prejudice-linked or otherwise, using this social category. Experiments 2 and 3, in contrast, successfully induced stereotype activation using the category of gay men. Furthermore, results were consistent with the predictions of the ASM. After priming with the category of gay men, high-prejudice participants exhibited greater activation of negative stereotypic traits and low-prejudice participants exhibited greater activation of positive stereotypic traits. However, parallel patterns of stereotype application were not found in the impression formation task, with participants forming positive impressions, regardless of prejudice. Experiment 4 used an honesty manipulation to investigate the possibility that self-presentational concerns were responsible for the discrepancies between stereotype activation and application. Consistent with this argument, Experiment 4 found prejudice-linked patterns of stereotype application that mirrored the patterns of stereotype activation when self-presentation concerns were reduced. When instructed to be honest, high-prejudice participants in the gay prime condition formed negative impressions and low-prejudice participants in the gay prime condition formed positive impressions. The current program of research provides the first direct empirical support for the predictions of the Associative Strength Model concerning stereotype activation. In addition, new questions have been raised that future research should seek to explore.

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Pinel, Elizabeth Claudine. "Stigma-consciousness : the psychological legacy of social stereotypes /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Stein, Rebecca Renee. "The effects of age stereotype priming on the memory performance of older adults." Thesis, Georgia Institute of Technology, 1999. http://hdl.handle.net/1853/29987.

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Dissertations / Theses on the topic 'Stereotype (Psychology) in literature'

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