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Dissertations / Theses on the topic 'Stereotypes (Social psychology) Multiculturalism'

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Published: 4 June 2021

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1

Jones, Rachel Bailey. "(Re)envisioning self and other subverting visual orientalism through the creation of postcolonial pedagogy /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1403/umi-uncg-1403.pdf.

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Thesis (Ph. D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Leila Villaverde; submitted to the School of Education. Includes bibliographical references (p. 234-252).

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2

Macrae, Colin Neil. "The effects of stereotypes on social judgements." Thesis, University of Aberdeen, 1990. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU027084.

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Research and theorising in the social cognition tradition typically equates stereotypes with cognitive schemata and researchers investigate the extent of schematic effects on social information processing. Within this cognitive perspective, however, the present thesis identified several unresolved issues in the existing stereotype literature. On the basis of these limitations, the present thesis addressed three main empirical issues: (1) stereotypical effects on causal attribution; (2) stereotypical effects on social memory; and (3) stereotypical effects on information processing. Chapters 4 and 5 established the effects of stereotypes on judical decision processes and provided an impetus for the subsequent experimentation. Chapters 6, 7, and 8 investigated the effects of stereotypes on causal attribution and social memory. It was established that stereotype-confirming behaviours are attributed less to external factors than are stereotype-disconfirming behaviours. Also, subjects showed a preferential recall for stereotype-confirming rather than disconfirming information. Chapter 9 investigated the effects of stereotype activation on the speed with which subjects can make a range of attributional inferences. It was demonstrated that when a consistent stereotype is activated subjects have instant access to causal information from which inferences of personal causation can be rapidly computed. Chapter 10 investigated two process models of stereotype use in judgemental tasks. While stereotypical judgemental biases were obtained, the results supported neither of the proposed process models. Consequently, the results were recast into a new theoretical framework implicating both cognitive and motivational factors as determinants of stereotypic biases on judgement and recall. Chapter 11 considered the wider implications of the findings obtained in the present thesis and two process models of stereotype use were presented. The first outlined the effects of stereotypes on judgements of personal causation, and the second the effects of stereotypes on the relationship between judgement and recall in social information processing.

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3

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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4

Henwood, K. L. "The social psychology of stereotypes : a critical assessment." Thesis, University of Bristol, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376484.

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5

Zyzniewski, Linda Elaine. "The Influence of Nouns on Stereotypes." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539626078.

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6

Kuchynka, Sophie. "System Threats and Gender Differences in Sexism and Gender Stereotypes." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1597535.

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<p> In the United States, women’s persistent gains in structural power may cause backlash among those motivated to preserve the status quo. The proposed study examines the conditions that prompt men and women to endorse sexism and promote gender stereotypes. System justification theory proposes that people are motivated to justify the socio-political system that governs them and threats to the stability of their system can increase individual’s motivated defenses. I expect men to show the strongest motivated defenses when the hierarchy is threatened or viewed as unstable, because to protect group-based interests men will reinforce the legitimacy of the system through stronger endorsement of system defenses. In contrast, women will show the strongest system defenses when the hierarchy is viewed as stable, to avoid feeling trapped in an unchanging system that oppresses them. To test these ideas, 430 men and women were exposed to a gender status hierarchy that was portrayed as stable or unstable and then they responded to several measures of sexism and gender stereotypes. Support for the hypothesis was only found on one measure of gender stereotypes. Men reported more system justifying stereotypes of traditional women in the unstable condition, while women showed the opposite pattern. Exploratory results demonstrate that men’s and women’s reports of agentic stereotypes for traditional and nontraditional women depended on whether they were exposed to a stable or unstable gender hierarchy. Future directions and limitations are discussed in consideration of these exploratory findings.</p>

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7

Lindburg, Emily R. "Feminist Stereotypes: Communal vs. Agentic." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/398.

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This study examined relationships between facial appearance, gender-linked traits, and feminist stereotypes. Naïve college students rated traits based on facial appearance of female CEO's whose companies appeared in the Forbes 1000 list. The photos of each female CEO (n=35) were randomly combined with two descriptive identifiers; an occupation (n=9) and an interest area (n=9), including 'feminist'. Participants then rated the head shots of the CEO's on a 7 point Likert scale of communal (expected feminine) traits like attractiveness, warmth, compassion and cooperativeness, and on agentic (expected masculine) traits like ambition, leadership ability and intelligence. If college students hold negative stereotypes of feminists, feminist identified women are expected to be rated lower on levels of attractiveness, warmth, compassion and cooperativeness, but higher in leadership ability, ambition, and intelligence. Results demonstrated that participants did not hold negative stereotypes of feminists as they rated them similarly to environmentalists, progressives, and liberals. Results demonstrated that participants held negative stereotypes about conservatives and republicans.

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8

French, Rebecca E. "Interactive Influences of Narcissism and Gender Stereotypes on Insecure Attachment." Thesis, Alliant International University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813990.

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<p> Narcissism is a well-known psychological construct that bears implications for personality, development, adjustment, and relationships. Insecure attachment is also a part of well-developed psychoanalytic theory in psychology. Much research has been conducted on the two constructs, but little has been empirically discovered about how the two relate to each other, particularly for the developing age group of early adolescence. Morf and Rhodewalt [<i>Psychological Inquiry</i>, 12, 4, (2001)] propose that narcissism and insecure attachment are associated, and that whereas narcissistic boys are more likely to report an avoidant attachment, narcissistic girls are more likely to report an anxious attachment. Further, the associations between narcissism and insecure attachment may hinge on the degree to which individuals have internalized prevailing gender stereotypes regarding attachment styles (i.e., that an avoidant style is normative for boys and that an anxious style is normative for girls). A sample of early adolescents (N = 159, 77 boys, 82 girls, Mean age = 12.05 years) responded to measures of narcissism, own-gender stereotypes in attachment styles, and insecure relationship styles to a close friend. Results from hierarchical regression analyses countered what was hypothesized, finding that narcissism negatively predicated the avoidant style, and that gender did not moderate this relationship. Further, results indicated that for the anxious style, narcissistic children who endorsed having an own-gender stereotype of the anxious style were less likely to endorse having an anxious style. Results suggest that there may be something unique about attachment to a close friend and narcissism in early adolescence that warrants further investigation.</p><p>

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9

Chan, Xinni. "A Cross-Cultural Investigation of Group Stereotypes." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1372072907.

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10

Ballinger, John Taylor. "Do Whites Perceive Multiculturalism as a Social Identity Contingency?" The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1525707867101603.

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11

Dobish, Heidi B. "Emotion and age-related stereotypes and their social consequences /." Thesis, Connect to Dissertations & Theses @ Tufts University, 2004.

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Thesis (Ph.D.)--Tufts University, 2004.<br>Adviser: Robin Kanarek. Submitted to the Dept. of Experimental Psychology. Includes bibliographical references (leaves 47-53). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

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12

McFadyen, Ruth Gunn. "Conflicts and consistencies in stereotypes and identities of unemployed people." Thesis, University of Cambridge, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239519.

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13

Cicchirillo, Vincent J. "The effects of priming racial stereotypes through violent video games." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243867231.

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14

Haught, Heather M. "Implications of Self for Content and Process Models of Stereotypes." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1363792134.

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15

Debeljak, Anne F. "Confronting Stereotypes: Integrating the Social Issue of Stereotypes Within the Art Curriculum." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1244121211.

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16

Monte, Erica D. "Sex-role Stereotypes: How Far Have We Come?" PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4945.

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Parents are the first source of a child's learning of her or his gender. In fact, sex-role stereotyping of infants by parents may occur within the first 24 hours of birth. This study examined the nature of parental stereotyping on the basis of their infant's sex by obtaining parents' descriptions of their newborn and toy and clothing preferences for their newborn. In 1974, Rubin found that parents responded stereotypically to their infants on the basis of sex. Following Rubin's interview approach, 50 parent pairs from two urban hospitals were asked to participate in a parent-infant study and were subsequently interviewed 24 hours postpartum. Parents were asked open-ended descriptive questions about their newborn, given a semantic differential scale of 18 bi-polar objectives, asked about the importance of others recognizing their baby's sex, and asked a set of questions relating to the preference of clothing and toy choices for their newborn. Findings suggest that parents do stereotype their infants on the basis of biological sex. Sons were more likely to be described as strong, perfect, big or big-featured and energetic,--while daughters received more descriptions that mentioned their eyes, skin, or facial features and were also more likely to be described as small, tiny, or weak. Parents of boys were also more likely to state a preference for gender-specific toys and clothing. Infant sex did not make a notable difference on the importance that parents attributed to others recognizing their baby's sex. Fathers were more likely to perceive and describe their daughters more stereotypically than were mothers of either daughters or sons. Further studies to investigate gender stereotyping and its consequences as well as the interplay between the macro and micro levels of gender relations in society are suggested.

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17

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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18

Ryan, John Patrick. "Thinking, Feeling and Discriminating: The Role of Prejudice as a Mediator between Stereotypes and Discrimination." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07212006-164828/.

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Thesis (M.A.)--Georgia State University, 2006.<br>Title from title screen. Eric Vanman, committee chair; David Washburn, Tracie Stewart, committee members. Electronic text (64 p.) : digital, PDF file. Description based on contents viewed June 13, 2007. Includes bibliographical references (p. 32-43).

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19

Hill, Sara Elizabeth. "Two-Year-Olds' Discrimination of Gender-Stereotyped Activities." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1226.pdf.

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20

Gill, Michael Joseph. "Rethinking social stereotypes : moving from individual-directed to group-directed thought and behavior /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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21

McMahon, Jean Marie. "Benevolent Sexism and Racial Stereotypes: Targets, Functions, and Consequences." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4227.

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In this dissertation, I present three manuscripts in which I integrate race into an ambivalent sexism framework using experimental, correlational, and cross-sectional methods. The first paper tests whether a female's race acts as a subtype to differentially elicit benevolent sexism (BS). Two experiments demonstrated that BS is more strongly associated with White women than Black women. The second paper explores the relationship between protective paternalism (a subcomponent of BS), anti-minority attitudes, and threat. Threat was associated with stronger endorsement of protective paternalism and a corresponding increase in anti-minority attitudes, particularly for White men, implicating BS in the maintenance of racial inequality. Finally, my third study investigated potential real-world consequences of the differential application of BS to Black and White women in the context of police responses to intimate partner violence (IPV). Officers were more likely to file supplemental paperwork for White victims than Black victims, and were most likely to do so when encountering a White victim and a Black suspect. White victims were also written about with a greater "risk focus", consistent with BS. In sum, chapter II establishes racial differences in who receives BS, chapter III demonstrates how paternalistic protections of White women are racialized, and chapter IV reveals how the intersection of BS with racial stereotypes may impact women seeking help from police. This dissertation is the first investigation in the social psychological literature of how race informs the targets, function, and consequences of BS.

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22

Poore, Abigail G. "The interpersonal consequences of confronting the nonprejudiced self." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ44250.pdf.

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23

Araya, Tadesse. "Stereotypes: Suppression, Forgetting, and False Memory." Doctoral thesis, Uppsala University, Department of Psychology, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3340.

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<p>This thesis presents four studies investigating (1) whether incidentally primed control-related words can attenuate the impact of activated stereotypes on subsequent evaluation of a target person, (2) the impact of motivated forgetting on the recall of stereotypically congruent and incongruent information, and (3) the impact of a directed forgetting instruction on the false recall and recognition of nonpresented stereotypical information.</p><p>In three experiments, Study I showed that participants initially primed with the social category, <i>immigrant, </i>and subsequently primed with words that were evocative of control or self-control made less negative impression of a target displaying ambiguous behaviors than participants not exposed to such words.</p><p>Study II, using a directed-forgetting paradigm, demonstrated in two experiments that participants subliminally primed with Swedish facial photographs who later studied stereotypically incongruent words roughly recalled an equal number of items regardless of the forget or remember instructions. </p><p>Study III showed that participants primed with the social category, <i>immigrant</i> and then studied a list of stereotypically related and unrelated words falsely recognized more nonpresented stereotypical words when they were furnished with a forget than a remember instruction. Similarly, Study IV (Experiment 2) demonstrated that participants primed with the social category, <i>immigrant</i>, but not with a neutral category, falsely recalled more nonpresented stereotypical words when their cognitive capacity was depleted through a concurrent memory load task. </p><p>The thesis presents a review and a discussion of some of the theoretical underpinnings of the extant literature on stereotyping and intergroup relations and of the social implications of the present findings.</p>

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24

Cook, Jonathan E. "Social stigma and subjective power in naturalistic social interaction /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1400960581&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 100-107). Also available for download via the World Wide Web; free to University of Oregon users.

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25

Kuchynka, Sophie Lois. "System Threats and Gender Differences in Sexism and Gender Stereotypes." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5720.

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In the United States, women’s persistent gains in structural power may cause backlash among those motivated to preserve the status quo. The proposed study examines the conditions that prompt men and women to endorse sexism and promote gender stereotypes. System justification theory proposes that people are motivated to justify the socio-political system that governs them and threats to the stability of their system can increase individual’s motivated defenses. I expect men to show the strongest motivated defenses when the hierarchy is threatened or viewed as unstable, because to protect group-based interests men will reinforce the legitimacy of the system through stronger endorsement of system defenses. In contrast, women will show the strongest system defenses when the hierarchy is viewed as stable, to avoid feeling trapped in an unchanging system that oppresses them. To test these ideas, 430 men and women were exposed to a gender status hierarchy that was portrayed as stable or unstable and then they responded to several measures of sexism and gender stereotypes. Support for the hypothesis was only found on one measure of gender stereotypes. Men reported more system justifying stereotypes of traditional women in the unstable condition, while women showed the opposite pattern. Exploratory results demonstrate that men’s and women’s reports of agentic stereotypes for traditional and nontraditional women depended on whether they were exposed to a stable or unstable gender hierarchy. Future directions and limitations are discussed in consideration of these exploratory findings.

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26

Smurda, Julie Dreon. "The influence of possible selves on perceived similarity and the tendency towards stereotyping and projection." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1472128071&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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27

DuBois, Kate J. "Bidding at the prison auction house an exchange of prisoners' and university students' perceptions of crime and punishment /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10070.

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Thesis (M.A.)--West Virginia University, 2009.<br>Title from document title page. Document formatted into pages; contains iii, 60 p. : col. ill. Vita. Includes abstract. Includes bibliographical references (p. 52-54).

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28

McKee, Stephanie E. "MENTAL REPRESENTATIONS OF THE HOMELESS." UKnowledge, 2018. https://uknowledge.uky.edu/psychology_etds/132.

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Stereotypes surrounding race and socioeconomic status often have overlapping attributes. That is, we tend to stereotypically associate African Americans and poor individuals with being incompetent. Further, people automatically associate African Americans with the concept of poor. The current research examined people’s mental representations of a homeless person, a poor person, and a person with a home, to see if people’s mental representation of a homeless varied from that of a poor person. Results from Study 1 (N = 524), using a bi-racial base image indicate that people, on average, mentally represent the poor and homeless in a similar manner. The results from Study 2 (N = 496), using a White base image, replicate the findings from Study 1, and indicate that the findings from Study 1 were not the result of idiosyncratic features of the original base image. Future directions are discussed.

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29

Asztalos, Joanne G. "Gender stereotypes in children's television commercials and the effects on consumer purchasing behavior." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3209.

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30

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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31

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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32

Vaughn-Blount, Kelli M. "Psychologist-historians : historying women & benevolent sexism /." Read thesis online Read thesis appendix online, 2008. http://library.uco.edu/UCOthesis/Vaughn-BlountKM2008.pdf.

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33

Gyll, Sean Paul. "The automatic activation of ethnic stereotypes in a simple cognitive task." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1303.

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34

Nelson, Andrew A. "Too Pretty for Homework: The Academic Correlates of Sexualized Gender Stereotypes Among Adolescent Girls." UKnowledge, 2017. http://uknowledge.uky.edu/psychology_etds/115.

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Girls grow up in a culture of ubiquitous female sexualization, and this culture propagates stereotypes that could interfere with their academic outcomes. The current study examined the academic correlates of these sexualized gender stereotypes (SGS) among early adolescent girls. Girls (N = 99) aged 11 to 14 (Mage = 12.4 years, SD = .57 years) completed a survey assessing their academic performance, attitudes, and beliefs. The survey also assessed the degree to which girls believed that boys and girls should act in accordance with these sexualized gender stereotypes. Results indicated that higher endorsement of sexualized gender stereotypes was associated with lower academic performance, more negative academic attitudes, and less adaptive approaches to learning. Implications for girls’ academic trajectories are discussed.

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35

Ongna, Alison M. "Occupational gender role stereotypes and career choice of young children." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007ongnaa.pdf.

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36

Rucks, Lana Juliette. "Me, women, and math the role of personal and collective threats in the experience of stereotype threat /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1204661976.

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37

Mellott, Deborah S. "Measuring implicit attitudes and stereotypes : increasing internal consistency reveals the convergent validity of IAT and priming measures /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/9169.

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38

Corcoran, Mayia. "Evaluating the negative impact of gender stereotypes on women's advancement in organizations." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009corcoranm.pdf.

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39

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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40

Horhota, Michelle. "The role of stereotype activation and age on communication patterns and impression judgments in the context of interpersonal interactions." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24650.

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Thesis (Ph.D.)--Psychology, Georgia Institute of Technology, 2009.<br>Committee Chair: Blanchard-Fields, Fredda; Committee Member: Fischer, Ute; Committee Member: Griffin, Zenzi; Committee Member: Hertzog, Christopher; Committee Member: Hummert, Mary Lee

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41

Sabnis, Sujay. "Cognitivism in School Psychologists’ Talk about Cultural Responsiveness: A Critical Discourse Analysis." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7919.

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Although there is an increase in publications on the topic of cultural responsiveness in school psychology, the research literature does not interrogate the discourse around cultural responsiveness and the modes of practices it enables. Using a preexisting dataset featuring interviews with 15 school psychologists, I analyzed the discursive formations characterizing the talk about cultural responsiveness. Data analysis using the critical discursive psychology framework illuminated the presence of cognitivism in participant talk. Critical discourse analysis drawing on Foucauldian theory of power effects revealed the ways in which cognitivism both enabled and constrained the discursive production of ‘culture’ and ‘cultural responsiveness’. Culture became a primarily cognitive concept (beliefs, values, and tendencies of various groups), and cultural responsiveness came to be a rational non-discriminatory form of decision making process oriented toward individualistic and micro-level forms of practices that had institutional sanction. Implications and recommendations for further research are discussed.

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42

Reyes, Rosanna. "Cultivation theory and stereotypes of latinidad in Desperate housewives." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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43

Cullum, Jerry. "Internal motivation to respond without prejudice, implicit stereotype reduction, and the process of egalitarian goal automization a mediational model /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1663059771&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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44

May-Fraser, Lena Jo. "Body size awareness, stereotypes, friendship selection and self-preferences of 3 to 5 year-old children." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/may-fraser/May-FraserL0509.pdf.

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Research has found that anti-fat attitudes are pervasive among school-age children, adolescents, and adults (e.g., Ryckman, Robbins, Kaczor & Gold, 1989; Brylinsky & Moore, 1994). However, very few studies have examined this phenomenon in preschool-age children. Furthermore, prior methodology used to investigate this topic has been criticized for its unrealistic nature. Thus, the goal of this study was to examine body size awareness, stereotypes, friendship selection, and self-preferences of 3 to 5 year-old children, using improved methodology. The first improvement made to this study was the replacement of materials used in the past, with new stimuli: photographs of real children. These photographs were digitally altered to obtain three different body sizes (thin, average and overweight), while controlling for facial attractiveness. The intent of using photographs of real children rather than hand-made figures was to increase the realistic quality of the stimuli. Additionally, photographs of boys and girls were used to assess same- and cross-gender judgments of body size. For each item, children were asked to hand the selected target figure to the experimenter to decrease ambiguity about participant choices. Results showed that body size awareness increases as a function of age. Anti-fat bias was present in children as young as 3 years also increased as a function of age. Children were less likely to ascribe positive traits (e.g., "nicest" and "cutest") to the overweight target compared to either the thin or average sized targets. Similarly, children were more likely to assign negative adjectives (e.g., "stupidest" and "ugliest") to and prefer not to play with or look like the overweight targets relative to thin and average size targets. These results necessitate the implementation of body-size-acceptance-based programs in preschool and daycare facilities to reduce body-size-based stereotypes, prejudice, and discrimination at an early age.

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Holt, Houston L. "Effects of frequency of visits with grandparents upon stereotyping of the elderly /." View online, 1987. http://repository.eiu.edu/theses/docs/32211998880585.pdf.

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46

Keeney, Charles Belmont. "Soldiers and stereotypes mountaineers, cultural identity, and World War II /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10842.

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Thesis (Ph. D.)--West Virginia University, 2009.<br>Title from document title page. Document formatted into pages; contains v, 220 p. : col. ill. Includes abstract. Includes bibliographical references (p. 211-220).

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Pertiwi, Yopina Galih. "How Does Intergroup Contact Predict Stereotypes in a Complex Social Reality?A Cross-Cultural Study of Intergroup Contact, Stereotypes, and Group Status." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461963876.

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Stone, Mary L. "Do Prospective Ratings Correct Retrospective Distortions Based on Negative Social Stereotypes of Premenstrual Syndrome?" DigitalCommons@USU, 1994. https://digitalcommons.usu.edu/etd/6054.

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The Daily Assessment Form (OAF) retrospectively assessed symptoms of late luteal phase dysphoric disorder (LLPDD), both at the beginning and at the end of a 2-month time interval. Ninety-four women between the ages of 18 and 45 entered the study. Half of the subjects viewed a negative-case, stereotypic presentation of LLPDD prior to the pretest. sixty-eight subjects qualified on the pretest to complete the study. Half of the remaining no-case subjects and half of the remaining negative-case subjects completed 8 weeks' prospective ratings via the OAF. Forty-eight subjects remained to complete the posttest at the end of that time interval. Pretest Total and Pretest Criteria scores revealed significant main effects for case-presentation condition (E[l,63] = 7.08, R = .01) and (E[l,63] = 8.34, R = .01) and completion level (E[l,63] = 6.76, R = .01) and (E[l,63] = 3.76, R .06). Effect sizes equalled 0.48 and 0.45 for case presentation and 1.92 and 1.98 for completion.

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Moore-Berg, Samantha. "How Specification of Race and Social Class Affects Stereotypes, Implicit Attitudes, Explicit Attitudes, and Behavior." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/507937.

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Psychology<br>Ph.D.<br>Race and social class are inherently confounded in the American society/culture—people stereotypically assume poor Black and rich White when only race is specified. However, much of the social psychological literature focuses on either race or social class during stereotype and attitude assessment. This focus is problematic given that different patterns of responses arise when both categories are specified (e.g., rich Black) rather than when only one of the two categories is reported (e.g., Black). Here I report on two pilot studies and two independent studies to examine the unique and combined effects of race and social class on stereotypes, implicit attitudes, explicit attitudes, and decision-making when stimulus race and/or social class are/is manipulated. In Pilot Study 1, I examined general race only and social class only implicit preferences and found overall pro-White/anti-Black and pro-rich/anti-poor preferences. In Pilot Study 2, I examined implicit associations between race and social class. Results confirmed that participants hold implicit rich-White and/or poor-Black associations. In Study 1a and 1b, I directly examined implicit attitudes, explicit stereotypes, and explicit affective responses when both race and social class are specified. Across all measures, participants had more positive attitudes and stereotypes about rich Blacks than rich Whites, rich Whites than poor Whites, and rich Blacks than poor Blacks. Attitudes and stereotypes about poor Whites compared to poor Blacks were more nuanced and were measure dependent. In Study 2, I investigated how race and social class information influences decision-making in a situation resembling a real world scenario (i.e., academic honor society selection processes). The results of this study suggest that the intersection of race and social class might be nuanced for this type of decision-making task, as only marginally significant effects for race appeared. Participants demonstrated lower criterion for Black than White applicants, suggesting that they are more likely to accept Black than White applicants into the honor society. This effect did not vary by target social class. These findings provide important insight into associations between race and social class, how the intersection of race and social class information affects stereotyping and attitudes, and fluctuations in decision-making when both race and social class of an academic honor society applicant are known. Overall, these results suggest that the intersection of race and social class need to be examined together.<br>Temple University--Theses

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Estow, Sarah. "The effects of social communication on stereotyping processes /." Thesis, Connect to Dissertations & Theses @ Tufts University, 2001.

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Thesis (Ph.D.)--Tufts University, 2001.<br>Adviser: Julio Garcia. Submitted to the Dept. of psychology. Includes bibliographical references (leaves 87-94). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

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