1 the Power of Conformity
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Social Psychology of Violence
Social Psychology of Violence From "Encyclopedia of Violence, Peace and Conflict" Situational, Cognitive, and Systemic Sources of Violence Three Kinds of Violence: Episodic, Structural, and Cultural Analysis of Conflict and Violence at Multiple Levels Social Psychology of Peace-making Social Psychology of Structural and Cultural Violence Peace Psychology: The Pursuit of Peace-building Further Reading Glossary Enemy Images Exaggerated representations of the ‘other’ as thoroughly diabolical, aggressive, and untrustworthy. Dehumanization The mental process of stripping away the human qualities of the other. Fundamental Attribution Error The tendency to perceive the bad behavior of out-group members to bad character and to perceive the bad behavior of in-group members to situational factors. Structural Violence Indirect violence through social injustice, inequity, and failure to meet basic human needs for items such as food and shelter. Superordinate Goals Goals that lie within the interests of each group in a conflict but that can be attained only through intergroup cooperation, which reduces tensions and destructive conflict. Social psychology examines the psychological influence of people on people. Although violence such as the mass killing at Virginia Tech in April 2007 by a lone gunman is often seen as individual aggression, social psychology analyzes such acts through the lens of social and situational influences. Situational, Cognitive, and Systemic Sources of Violence Following World War II, psychological analyses of violence often emphasized personality variables, such as the degree to which people are receptive to prejudice or have a tendency to endorse authoritarian beliefs. This emphasis arose as an effort to understand the rise of fascism in Europe and later, the problem of race relations in the United States. -
Stereotypes and Prejudice
Stereotypes and Prejudice Their Overt and Subtle Influence in the Classroom CONNIE T. WOLFE University of Michigan STEVEN J. SPENCER Hope College The authors examine overt and subtle forms of stereotyping and prejudice. Two theories that explain overt prejudice are reviewed: realistic conflict theory and social identity theory. Although overt prejudice seems to have declined, subtle stereotyping is still pervasive. The authors review one theory, aversive racism theory, that explains this phenomenon. They also discuss two perspectives, attributional ambiguity and stereotype threat, which provide accounts of the impact of subtle racism. Both overt and subtle prejudice present challenges for the classroom. The authors describe one intervention called the jigsaw classroom that encourages work toward common goals and helps reduce the expression and impact of overt discrimination. A second intervention program, wise schooling, is presented, which aims to reduce the impact of subtle stereotypes by reducing stereotype threat. Why do prejudice and discrimination exist? Has overt racism been replaced by more subtle forms of prejudice? How does stereotyping affect its targets? In this article we describe two theories, realistic conflict theory and social identity theory, which provide an answer to the first question. We address the second question by noting that although overt discrimination has decreased, subtle forms of prejudice are still quite common and we describe one theory, aversive racism, that provides a compelling account of this change in the expression of prejudice. Finally, we answer the third question by describing two phenomena, attributional ambiguity and stereotype threat, that result from the pervasive nature of subtle stereotyping. This article is a selective overview of what social psychology has to say about these crucial issues. -
Conflict Sensitivity and Peacebuilding Programming Guide
CONFLICT SENSITIVITY AND PEACEBUILDING Programming Guide NOVEMBER 2016 N C O FLIC S T EM AN T A S L Y Y S S I E S & M T H E N O O I R T I E A S T N O E F M C E H L A P N M I G E & N P G I R S O E G D R M A CONFLICT 02 SENSITIVITY AND PEACEBUILDING PROGR AMMING GUIDE AcKNOWLEDGEMENTS There are many individuals across UNICEF who have provided valuable insights and contributions to the production of this guide. The guide was produced through a consultative process and informed by practical application of its content through several training workshops at country and regional levels, often tied to UNICEF programme planning processes. Special thanks go to Zachary Metz, Naghmeh Sobhani and Kristoffer Nilaus-Tarp, the three consultants who worked closely with Sharif Baaser and John Lewis (HATIS/ Programmes Division, UNICEF NYHQ) in producing the guide as part of a broader capacity development project. UNICEF would like to thank the Government of The Netherlands and the Swiss Agency for Development and Cooperation (SDC) for their generous funding contributions that made the production of this guide possible. CONFLICT SENSITIVITY AND 03 PEACEBUILDING PROGRAMMING GUIDE SUMMARY, OVERVIEW AND GUIDE TO THE GUIDE SUMMARY AND OVERVIEW The Conflict Sensitivity and Peacebuilding Programming Guide is a tool for UNICEF field staff and leadership to understand, situate and operationalize conflict sensitivity and peacebuilding through UNICEF’s existing work or new initiatives in different contexts and in partnership with other stakeholders. -
The Psychology of Peace, Conflict, and Reconciliation in Northern Ireland Spring, 2019 PSY386 Tentative Syllabus (Updated 4/6/19)
The Psychology of Peace, Conflict, and Reconciliation in Northern Ireland Spring, 2019 PSY386 Tentative Syllabus (updated 4/6/19) Professor: Ellen Shupe, Ph.D. 2218 ASH Email: [email protected] Cell: (616) 516-0818 Readings Feeney, B. (2004). A short history of the Troubles. Dublin, Ireland: The O’Brien Press. Additional readings (see list below) Course Overview The Psychology of Peace, Conflict, and Reconciliation in Northern Ireland is a 6-credit study abroad program consisting of 3 weeks of class meetings on the GVSU Allendale campus and three weeks of travel and study in the North of Ireland. The course focuses on the psychology of conflict and on the psychology of peace and reconciliation, two topics that are often studied independently. There is a long history of scholarship on the dynamics, causes, and consequences of conflict and violence, from a variety of perspectives (e.g., social, biological, and clinical) and on interpersonal, intergroup, and international levels. Unlike theory and research on conflict, the specific focus on peace and reconciliation is relatively new to psychology. The emerging field of peace psychology draws on rich theory from clinical, social, political, and community psychology, and is influenced by literature from sociology, international relations, political science and other fields outside of psychology. Thus, both the psychology of conflict and the psychology of peace and reconciliation are broad topics that could easily be studied over the course of a year or more. Although we will also discuss interpersonal and international conflict, PSY386 will focus primarily on the psychological literature related to violent intergroup and ethnopolitical conflict and peace-building efforts, as they are most relevant to Northern Ireland. -
Ebook Download the Psychology of Conflict and Conflict Management
THE PSYCHOLOGY OF CONFLICT AND CONFLICT MANAGEMENT IN ORGANIZATIONS 1ST EDITION PDF, EPUB, EBOOK Carsten K W De Dreu | 9781136679926 | | | | | The Psychology of Conflict and Conflict Management in Organizations 1st edition PDF Book Newstrom eds. Breaking the bonds of reciprocity in negotiations. These studies report that individuals low on need for affiliation prefer a dominating style, whereas those high on need for affiliation tend to use an obliging style. In forcing, one party aims to achieve his or her goal by imposing a solution onto the other party. Zaheer, S. Conflict within interdependence: Its value for productivity and individuality. Those differences will lead to conflict if the individuals reach different conclusions. Wiley Encyclopedia of Management , 11 , 1—4. Recently viewed 0 Save Search. Help Learn to edit Community portal Recent changes Upload file. The five styles are as follows:. The Academy of Management Review, 23 3 , — Journal of Applied Psychology , 97 2 , — How arbitration works. International Journal of Conflict Management , 5 , — Management of a business. Journal of Personality and Social Psychology , 66 4 , — The goal is to hold conflict levels in the middle of this range. Conflict coaching is a new and rapidly growing process in the public as well as private sector Brinkert, This style is also the best choice in situations in which one party cannot resolve the conflict alone. This process is experimental and the keywords may be updated as the learning algorithm improves. Academy of Management Journal, 26 2 , — Types of management. It takes two to tango: An interdependence analysis of the spiraling of perceived trustworthiness and cooperation in interpersonal relationships. -
The Effects of Racial Conflict on Organizational Performance: a Search for Theory
New Horizons in Adult Education and Human Resource Development 13 Volume 21, Number 1/2, Winter/Spring 2007 THE EFFECTS OF RACIAL CONFLICT ON ORGANIZATIONAL PERFORMANCE: A SEARCH FOR THEORY Marilyn Y. Byrd Instructor, Business Administration and Systems University of Mary Hardin-Baylor Abstract This article addresses the effect of racial conflict on organizational performance as an issue that needs theoretical support in the foundational theories of human resource development (HRD). While the field of HRD recognizes theories from multiple disciplines, the field lacks a theoretical framework to inform leadership in managing racial conflict. In this article literature across multiple disciplines was reviewed to identify research and theory that links racial conflict, racial groups, organizational groups, and performance outcomes. The findings indicate Critical Race Theory (Bell, 1993; Delgado, 1995; Ladson-Billings & Tate, 1995) and Embedded Group Theory (Alderfer & Smith, 1982) provide useful frameworks for addressing inter-group conflict by offering counter discourse through storytelling. This article also suggests a conceptual framework for HRD to begin theory-building research of its own. The purpose of this article is to address the effect of racial conflict on organizational performance as an issue that needs theoretical support in the foundational theories of HRD. This article examines foundational theories of HRD, suggest a conceptual framework for theory- building research addressing racial conflict, racial groups, organizational groups, and performance outcomes, discuss why HRD should be concerned with racial conflict, and review theories and research from other fields that might be useful in addressing the topic. The following research questions are addressed: 1. What foundational theories of HRD inform racial conflict among work groups? 2. -
Psychological Principles in Social Engineering
Psychological Principles in Social Engineering September 20, 2011 Introductions • Joe Sechman, CISSP|CISA|CSSLP, Director of Attack and Penetration Testing Practice • Robert Carr, CISSP|OSCP , Senior Manager within Attack and Penetration Testing Practice 2 Presentation Goal • Increase awareness regarding social engineering techniques by examining common psychological principles and real -world examples • *Disclaimer* we are NOT psychologists or law enforcement 3 What is Social Engineering? Social engineering is the ability to manipulate people, by deception, into giving out information or performing an action. 2 [1] Photo: Breaking Bad from AMCTV: http://www.amctv.com/breaking-bad/videos/breaking-bad-talked-about-scenes-jesse-and-the-meth-head [2] Mann, Ian (2008). Hacking the Human: Social Engineering Techniques and Security Countermeasures. Burlington, VT: Gower. 4 Psychological Principles • Conformity (Solomon Asch) • Obedience to Authority (Stanley Milgram) • Ingratiation (J.S. Seiter) • Influence/Persuasion (Robert Cialdini) 5 Conformity • Conformity • The act of matching attitudes, beliefs, and behaviors to what individuals perceive is normal of their society or social group. 6 Conformity • Types • Informational • An individual seeks information from the group to come to a decision. • Normative • An individual changes their behavior in public to align with the group. 7 Conformity • The Asch Experiment • Tested whether individuals will conform with a group. • All but one of the participants were confederates of the experiment. 8 Conformity • The Asch Experiment • “Vision Tests” 9 Conformity • “Vision Test” • Results • 18 subjects • 74% of subjects complied at least once. • 32% of responses were compliant 10 Conformity • “Vision Test” • Further Observations • None of the participants complied 100% • Criticisms • Societal Views • What is compliant and what is polite? 11 Conformity Examples • Cults • Jonestown Massacre • Led by Jim Jones • November 18, 1978. -
1971-1972 Report of the Office of the Ombudsman
• Economic Status of Faculty (Meyerson, Reitz) • COMMISSION: Three-Year Plan • SENATE: Structure of Senate; Fall Meeting • First Annual Report of the Ombudsman Volume 19, Number 6 October 3, 1972 • DEATHS • GRANTS • WATS for the University Published weekly by the University of Pennsylvania Open Letter: The Search for a Provost TO: The Students, Faculty, Alumni, Administration, and Trustees of the University From: The Consultative Committee to Advise the President on the Selection of a Provost Date: October 2, 1972 The Consultative Committee for the selection of a new Provost is now searching for qualified candidates and invites nominations from the University Community. The Provost serves as the chief academic officer of the Uni versity and, as such, has primary responsibility for the quality of both teaching and research. His influence over academic standards is maintained through his review of proposals re lating to the appointment, tenure and promotion of all faculty members with the rank of assistant professor or above and through his recommendations to the President concerning the appointment of departmental chairmen and deans. Furthermore, in his role as budgetary officer he reviews proposals for new academic programs, for the expansion of existing programs, NEWS IN BRIEF and for the retention of old programs. The Provost's day-to-day decisions affect primarily the inter HARRISBURG VOTES YES ests and welfare of the faculty but they also affect students The State appropriation of $13.8 million to the University indirectly through the quality of the faculty attracted and re cleared the General Assembly with approval by the Senate tained and through his budgetary impact on programs. -
Social Science Studies and Experiments with Web Applications
Social Science Studies and Experiments with Web Applications Author Dawit Bezu Mengistu Supervisor Aris Alissandrakis Exam date 30 August 2018 Subject Social Media and Web Technologies Level Master Course code 5ME11E-VT18 Abstract This thesis explores a web-based method to do studies in cultural evolution. Cu- mulative cultural evolution (CCE) is defined as social learning that allows for the accumulation of changes over time where successful modifications are maintained un- til additional change is introduced. In the past few decades, many interdisciplinary studies were conducted on cultural evolution. However, until recently most of those studies were limited to lab experiments. This thesis aims to address the limitations of the experimental methods by replicating a lab-based experiment online. A web-based application was developed and used for replicating an experiment on conformity by Solomon Asch[1951]. The developed application engages participants in an optical illusion test within different groups of social influence. The major finding of the study reveals that conformity increases on trials with higher social influence. In addition, it was also found that when the task becomes more difficult, the subject's conformity increases. These findings were also reported in the original experiment. The results of the study showed that lab-based experiments in cultural evolution studies can be replicated over the web with quantitatively similar results. Keywords| Cumulative Cultural Evolution, web-based experiment, optical illusion, real-time communication 1 Dedication To Simon & Yohana 2 Acknowledgements I want to thank the Swedish Institute (SI) for granting me a scholarship. I would like to express my great appreciation to my supervisor Dr. -
What Is Racial Domination?
STATE OF THE ART WHAT IS RACIAL DOMINATION? Matthew Desmond Department of Sociology, University of Wisconsin—Madison Mustafa Emirbayer Department of Sociology, University of Wisconsin—Madison Abstract When students of race and racism seek direction, they can find no single comprehensive source that provides them with basic analytical guidance or that offers insights into the elementary forms of racial classification and domination. We believe the field would benefit greatly from such a source, and we attempt to offer one here. Synchronizing and building upon recent theoretical innovations in the area of race, we lend some conceptual clarification to the nature and dynamics of race and racial domination so that students of the subjects—especially those seeking a general (if economical) introduction to the vast field of race studies—can gain basic insight into how race works as well as effective (and fallacious) ways to think about racial domination. Focusing primarily on the American context, we begin by defining race and unpacking our definition. We then describe how our conception of race must be informed by those of ethnicity and nationhood. Next, we identify five fallacies to avoid when thinking about racism. Finally, we discuss the resilience of racial domination, concentrating on how all actors in a society gripped by racism reproduce the conditions of racial domination, as well as on the benefits and drawbacks of approaches that emphasize intersectionality. Keywords: Race, Race Theory, Racial Domination, Inequality, Intersectionality INTRODUCTION Synchronizing and building upon recent theoretical innovations in the area of race, we lend some conceptual clarification to the nature and dynamics of race and racial domination, providing in a single essay a source through which thinkers—especially those seeking a general ~if economical! introduction to the vast field of race studies— can gain basic insight into how race works as well as effective ways to think about racial domination. -
Ch 12: Aggression
13 Aggression and conflict What’s it about? (Social Psychology pp. 482–525) Conflict is seen as the perceived incompatibility of goals, where what is wanted by one group may be against the desires of another group. Aggression is defined by social psychologists as a behaviour whose immediate intent is to hurt someone. There are generally two distinct categories of aggression: instrumental aggression and hostile aggression. Group norms often promote aggressive behavior rather than restraining it. Models can reduce aggression, but often also enhance it. Factors that increase the chances of aggression include emotional arousal, alcohol, and time pressure, but similarity reduces aggression. The realistic conflict theory argues that intergroup hostility, conflict, and aggression arise from competition among groups for mastery of scarce but valued material resources. The relative deprivation theory suggests that social comparison, not objective reality, determines how satisfied or dissatisfied people are with what they have. Approaches to reduce aggression and conflict include minimizing or removing aggressive cues; altering perceptions; encouraging cooperation; encouraging careful interpretation and identification with others; trying to find mutually acceptable solutions; or working together toward a shared goal. Negotiation is reciprocal communication designed to reach agreement in situations where some interests are shared, and some are in opposition. Superordinate goals are shared goals that can be attained only if groups work cooperatively -
THIS Winitkbagk) SYLLABARY
Amelia Louise Susman Schultz, Sam Blowsnake, and Ho-Chunk Auto-Literacy1 In June 103 years ago, Amelia was born in New York City into a German Jewish family, sharing the Brooklyn home of tante, a great aunt who was a seamstress. At age six, she started grade school at PS 44, skipped 2 grades, and graduated as valedictorian of James Marshall High School at 14. Joseph Greenberg shared her subway ride, sometimes conversing in Latin with a school mate. Since she was just under five feet tall, she was ineligible to work at Macys, the usual graduation option for women until marriage. Instead, she enrolled in Brooklyn College, 1931-1935, gaining an AB degree in Psychology with Solomon Asch while earning $20/month through National Youth Administration (NYA) of the CCC. Seeking a graduate degree, she was warned by classmate Irving Goldman that only Columbia anthropology under Franz Boas willingly accepted women into its graduate program. Most other disciplines were strictly men only. Accepted at Columbia University, 1935-1939, she wrote two dissertations. The first was a study of acculturation at multitribal Round Valley in northern California, relying on documents in the San Francisco archive more than interviews with these intertribals whose traumas included genocide, girl slavery, and land loss to the ranching family of their BIA agent. Her work was part of a comparative team study in eight tribes, eventually published as Acculturation in Seven American Indian Tribes (Marian Smith = Puyallup; Jack Harris = White Knife Shoshoni; Marvin Opler = Southern Ute; Henry Elkin = Northern Arapaho; Natalie Joffe = Fox; Irving Goldman = Carrier; and William Whitman = San Ildefonso).