Stereotype, Prejudices, and Racism
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The Force of Fear: Police Stereotype Threat, Self-Legitimacy, and Support for the Use Force
The force of fear: Police stereotype threat, self-legitimacy, and support for the use force Rick Trinknera,1, Phillip Atiba Goffb a,School of Criminology and Criminal Justice, Arizona State University, 411 N. Central Ave, Suite 600, Phoenix, AZ 85004; and b,Center for Policing Equity, John Jay College of Criminal Justice, 524 West 59th Street, Room 6.63.14, New York, NY 10019 1To whom correspondences should be addressed. Email: [email protected]. Abstract increased endorsement of unreasonable use of force—in turn possibly further eroding Researchers have linked concern about public trust. These findings serve as the first appearing racist among police officers—a integration of two psychological literatures: kind of stereotype threat—to racial stereotype threat and procedural justice. disparities in the use of force. This study They also highlight an under-explored presents the first empirical test of the mechanism of urgent scientific and policy psychological mechanism linking stereotype concern. threat to support for police violence among officers. Drawing from psychology and Introduction criminology, we argue that threat undermines officers’ self-legitimacy, which Popular explanations of excessive police use encourages overreliance on force and of force—especially racial disparities in that coercion to maintain situational control. To force—often reduce to issues of officer test this argument, surveys were distributed characteristics (e.g., general aggression, to officers from the patrol division of a large racial bias). Despite the widespread urban police force. Respondents completed popularity of this lay theory, it is at odds measures assessing their experience of with the scientific consensus that attitudes stereotype threat, self-legitimacy, resistance towards the department’s use of force are relatively weak predictors of behavior, policy, approval of using excessive force, only explaining about 10% across contexts and endorsement of procedurally fair (Dovidio, 2001; LaPiere, 1934; Wicker, policing. -
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. -
The Religious Affiliation and Anti-Semitism of Secondary School Swedish Youths: a Statistical Analysis of Survey Data from 2003 and 2009
IZA DP No. 7218 The Religious Affiliation and Anti-Semitism of Secondary School Swedish Youths: A Statistical Analysis of Survey Data from 2003 and 2009 Pieter Bevelander Mikael Hjerm Jenny Kiiskinen February 2013 DISCUSSION PAPER SERIES Forschungsinstitut zur Zukunft der Arbeit Institute for the Study of Labor The Religious Affiliation and Anti-Semitism of Secondary School Swedish Youths: A Statistical Analysis of Survey Data from 2003 and 2009 Pieter Bevelander MIM, Malmö University and IZA Mikael Hjerm Umeå University Jenny Kiiskinen MIM, Malmö University Discussion Paper No. 7218 February 2013 IZA P.O. Box 7240 53072 Bonn Germany Phone: +49-228-3894-0 Fax: +49-228-3894-180 E-mail: [email protected] Any opinions expressed here are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but the institute itself takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. -
The Stereotype of African American Characters In
ADLN Perpustakaan Universitas Airlangga CHAPTER I INTRODUCTION 1.1 Background of the Study African Americans‘ history has become national history of America. Roger Daniels in his book entitled Coming to America year 2002 described that African slave trade existed for over four centuries. The history began with the slave trade in the past. African Americans were forced to leave Africa and move to New World or America by European colonization. From middle 15th century to 1870, about ten million people were kidnapped out of Africa; about 350,000 of them were sold in America (51). The slave trade was a business entered into white people for profit. For Europeans colony, Africans were used as their property and forced to work and without being paid. Oftentimes, they were separated from their family members. At that time, cotton, sugar cane and slavery became the dominant commodities of Southern America economy. Africans lived in Southern America which was very rich of soil and fertile, full of large farms and huge plantations. A History of U.S Families with a Focus on African American showed the domination of White people in economy: The political economy of slavery was characterized by segregation between whites and African Americans, the concentration of power 1 Skripsi THE STEREOTYPE OF AFRICAN AMERICAN CHARACTERSRESTYA ANDARU WINANDITA IN WILLIAM H. ARMSTRONG’S SOUNDER ADLN Perpustakaan Universitas Airlangga 2 and wealth… The dominant economic activity in the region was production of agricultural products especially cotton to export to the North and to Europe (Iasewords 57) African Americans are defined as the citizens of the United States of America who are also of African descendants. -
The Demise of the Nation-State: Towards a New Theory of the State Under International Law
The Demise of the Nation-State: Towards a New Theory of the State Under International Law By James D. Wilets* I. INTRODUCTION It may seem premature to speak of the demise of the nation-state' when the last decade has seen the proliferation of ever-smaller nation-states throughout Eastern Europe and Asia and the demand for secession from national move- ments in countries as diverse as Canada, Yugoslavia, Sri Lanka, Indonesia, Rus- sia, Spain and India. Nevertheless, the seemingly contradictory centrifugal forces of nationalism and the centripetal forces of confederation and federation are simply different stages of the same historical process that have been occur- ring since before the 17th century. 2 This historical process has consisted of * Assistant Professor of International Law, Nova Southeastern University, Shepard Broad Law Center; Executive Director, Inter-American Center for Human Rights. J.D., Columbia Univer- sity School of Law, 1987; M.A., Yale University, 1994. Consultant to the National Democratic Institute, 1994; the International Human Rights Law Group, 1992; and the United Nations in its Second Half Century, a project proposed by UN Secretary-General Boutros-Ghali and funded by the Ford Foundation. I would like to thank Sir Michael Howard and Michael Reisman for their valuable comments on the first drafts. I would also like to thank Johnny Burris, Tony Chase, Douglas Donoho, Kevin Brady, Carlo Corsetti, Luis Font, Marietta Galindez, Rhonda Gold, Elizabeth Iglesias, Jose Rodriguez, Stephen Schnably and the entire library staff at the NSU Law Center for their enormously valuable comments, input, assistance and support. Any and all errors in fact are entirely mine. -
Ethno-Racial Attitudes and Social Inequality Editor's Proof
Editor's Proof Ethno-Racial Attitudes and Social Inequality 22 Frank L. Samson and Lawrence D. Bobo 1 Introduction (1997)). Within psychology we have seen an ex- 22 plosion of work on implicit attitudes or uncon- 23 2 Sociologists ordinarily assume that social struc- scious racism that more than ever centers atten- 24 3 ture drives the content of individual level values, tion on the internal psychological functioning of 25 4 attitudes, beliefs, and ultimately, behavior. In the individual. We argue here that, in general, a 26 5 some classic models this posture reaches a point committed social psychological posture that ex- 27 6 of essentially denying the sociological relevance amines both how societal level factors and pro- 28 7 of any micro-level processes. In contrast, psy- cesses shape individual experiences and outlooks 29 8 chologists (and to a degree, economists) operate and how the distribution of individual attitudes, 30 9 with theoretical models that give primacy to in- beliefs, and values, in turn, influence others and 31 10 dividual level perception, cognition, motivation, the larger social environment provides the fullest 32 11 and choice. Within the domain of studies of ethno- leverage on understanding the dynamics of race. 33 12 racial relations, each of these positions has mod- Specifically we argue in this chapter that ethno-ra- 34 13 ern advocates. From the sociologically determin- cial attitudes, beliefs, and identities play a funda- 35 14 istic vantage point Edna Bonacich trumpets the mental constitutive role in the experience, re-pro- 36 15 “‘deeper’ level of reality” exposed by class ana- duction, and process of change in larger societal 37 16 lytics (1980, p. -
SEXISM, STEREOTYPING, and the GENDER WAGE GAP a Thesis
SEXISM, STEREOTYPING, AND THE GENDER WAGE GAP A Thesis Presented to The Faculty of Graduate Studies O t- The University of Guelph In partial fulfilment of requirements for the degree of Doctor of Philosophy June, 2000 @Christine Alksnis, 2000 National Library Bibliothéque nationale I*I of Canada du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Wellington Street 395. nie Wellington Ottawa ON K1A ON4 Ottawa ON K1A ON4 Canada Canada Your fila Vom nlemw Our W Notre raterence The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sel1 reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/fiim, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts f?om it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. Canada ABSTRACT SEXISM, STEREOTYPING, AND THE GENDER WAGE GAP Christine Alksnis Advisor: University of Guelph, 2000 Dr. S. Desmarais For decades, women's average earnings have been a fraction of men's earnings. This dissertation is predicated on the assumption that gender stereotypes facilitate sexist behaviour by employers that in turn contributes, at least in part, to the persistence of this gender wage gap. -
UCLA Electronic Theses and Dissertations
UCLA UCLA Electronic Theses and Dissertations Title Symbolic Racism in a Multicultural Context: Understanding Bias Among, and Towards, Latino Americans Permalink https://escholarship.org/uc/item/2w6162ks Author Rock, Patrick Florence Publication Date 2016 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles Symbolic Racism in a Multicultural Context: Understanding Bias Among, and Towards, Latino Americans A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Psychology by Patrick Florence Rock 2016 ABSTRACT OF THE DISSERTATION Symbolic Racism in a Multicultural Context: Understanding Bias Among, and Towards, Latino Americans by Patrick Florence Rock Doctor of Philosophy in Psychology University of California, Los Angeles, 2016 Professor David O. Sears, Chair While considerable research has examined the structure (e.g., reliability), origins (e.g., predictors) and consequences (e.g., policy attitudes) of anti-Black symbolic racism among White American respondents, far less research has probed this construct among non-White respondents or non-Black target groups. The current dissertation examined the structure, origins and consequences of symbolic racism as it applied to a broader ethnic context, specifically, as it was expressed among White respondents towards Latino targets (e.g., anti-Latino symbolic racism; Study 1) and as it was expressed among Latino respondents towards Black targets (Study 2). I used multiple years of the Los Angeles County Social Survey, employing reliability analysis, correlational analysis and regression analysis to probe my questions of interest. I found that Whites’ anti-Latino symbolic racism showed roughly comparable structure, origins and consequences as their anti-Black symbolic racism. -
Although During the Last Few Years There Has Been a Series of Theoretical Analyses in Social Sciences on the Issue of Racism
Basque Country University. San Sebastian. Spain. Although during the last few years there has been a series of theoretical analyses in social sciences on the issue of racism (Dovidio & Gaertner, 1986), Duckitt's (1992) historical overview is one of the most interesting and comprehensive. According to this author, social theorists have approached racism from different perspectives. He distinguished six different periode in the social-psychological analysis of racism: The social scientists who worked during the first period (....-1920s, termed as the "race psychology period") assumed, following a social-darwinist perspective, that ethnic groups could be placed along a natural evolutive hierarchy. The most developed groups (whites) were at the top of the hierarchy and the less developed groups (blacks, hispanics, females, etc) at the bottom of the hierarchy. The hierarchization was the obvious result of natural selection forces. Thus, people who supported White superiority over other groups were not regarded as prejudiced. The superiority of white was an "empirical fact". This period was followed by the "racial prejudice phase" (1920s-1930s). The new social atmosphere (emergence of anti-colonial movements, the increasing number of Jewish social scientists, etc.) led to a largely extended criticism of the racial domination theses. Racism was regarded as irrational and unjustified attitudes. The dominant methodological approach to racism was descriptive (i.e. Katz & Braly's research on stereotypes). The 1940's was the era when the first systematic attempts to conceptualize prejudice was undergone. Psychodynamic approaches dominated this period. Racism was seen as the result of defense mechanisms through which internal conflicts were resolved. The origins of racism were based on psychopathology and unsolved intrapsychic conflicts. -
Sticks and Stones May Break My Bones, but Words May Also Hurt Me: a Comparison of United States and German Hate Speech Laws
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Fordham University School of Law Fordham International Law Journal Volume 41, Issue 5 2018 Article 9 Sticks and Stones May Break my Bones, But Words May Also Hurt Me: A Comparison of United States and German Hate Speech Laws Deborah Levine∗ ∗ Copyright c 2018 by the authors. Fordham International Law Journal is produced by The Berke- ley Electronic Press (bepress). https://ir.lawnet.fordham.edu/ilj NOTE STICKS AND STONES MAY BREAK MY BONES, BUT WORDS MAY ALSO HURT ME: A COMPARISON OF UNITED STATES AND GERMAN HATE SPEECH LAWS Deborah Levine* I. INTRODUCTION ........................................................1294 II. THE INTERPLAY OF HATE SPEECH, DIGNITY, AND PSYCHOLOGY ...........................................................1295 A. Defining Hate Speech, Dignity, and Liberty ..........1296 B. The Pros and Cons of Hate Speech Regulation ......1298 1. Arguments in Favor of Regulation of Hate Speech ..............................................................1298 2. Arguments in Favor of Free Speech ...................1303 III. HISTORY AND LAW OF THE UNITED STATES AND GERMANY REGARDING HATE SPEECH ..............1305 A. History and Law Pertaining to Hate Speech in the United States ..........................................................1305 1. History and its Effect on Freedom of Speech ....1306 2. The Constitution, the First Amendment, and Statutes and Their Effect on Free Speech ........1308 3. Cases and Their Effect, or Lack Thereof, on Hate Speech Regulation ...........................................1311 a. Supreme Court Cases in Line with Chaplinksy and Brandenburg .......................................1313 * J.D. Candidate, 2019, Fordham University School of Law; B.A., 2016 Barnard College of Columbia University. I would like to thank Professor Abner Greene for his guidance and input in the earlier drafts, the editors of the Fordham International Law Journal, and the staff members of the Fordham International Law Journal who edited this Note.