At some point most Black and Latino/a college students — even long-term high achievers — question their own abilities because of multiple forms of racial bias. The 38 high-achieving Black and ...Latino/a STEM study participants, who attended institutions with racially hostile academic spaces, deployed an arsenal of strategies (e.g., stereotype management) to deflect stereotyping and other racial assaults (e.g., racial microaggressions), which are particularly prevalent in STEM fields. These students rely heavily on coping strategies that alter their authentic racial identities but create internal turmoil. Institutions of higher education, including minority-serving schools, need to examine institutional racism and other structural barriers that damage the racial identities of Black and Latino/a students in STEM and cause lasting psychological strain.
In a longitudinal two-wave study we examined the effects of positive and negative intergroup contact on outgroup attitudes in participants who perceived positive, negative, or ambivalent group ...stereotypes. We focused on stereotype-consistent contact, occurring when the valence of participants’ contact matches the valence of the perceived group stereotype (e.g., negative–negative), and on stereotype-inconsistent contact, occurring when the valence of contact contradicts the valence of the group stereotype (e.g., positive–negative). In relations of the Czech majority (N = 890) with two distinctly stereotyped minorities, the Roma and the Vietnamese, stereotype-inconsistent contact predicted changes in attitudes better than stereotype-consistent contact. In the case of negatively stereotyped groups, positive intergroup contact is a viable way to improve attitudes. For positively stereotyped groups, negative contact can worsen attitudes, while positive contact does not have any attitude-improving effect. Interventions aimed at improving outgroup attitudes need to be applied with caution, considering the valence of group stereotypes.
The essays in this book provide stimulating contributions to the ongoing debate concerning the representation of differing cultures, i.e., the “image of the Other” in the early modern period. They ...deal with images, projections, and perceptions, based on various experiences of coexistence. Although the individual contributions contain sources and references of iconography, this is not just another volume of art history or visual studies. As examples of practices in diverse historical contexts, the book includes a variety of textual material, such as literary productions, rhetorical exercises, dramatic applications, chronicles, epistles, and diary-like historical accounts that express ethnographic sensitivities. Another novel feature of the volume is the deliberate digression of traditional scholars’ focus, and the investigation of rarely examined regions and practices. This approach allows the contributors to spotlight their special areas of research and to share a fresh new look at early modernity. Thus, supported by a thorough research apparatus, these studies propose a new cultural history of the early modern coexistence of various communities, as identified in current research by young scholars.
The purpose of this investigation was to examine the effects of the relatively long induction of negative gender stereotypes on motor skill learning in young adolescent girls. Forty-six Iranian girls ...(
M
age
= 14.02 years old,
SD
= 0.80) were asked to practice a futsal kicking task (i.e., kicking a rolling ball toward a target) for 3 days with approximately 48 hours separating each session. Participants were randomly assigned to either a stereotype threat (ST) or nullified-stereotype threat (NS) group. Participants in the stereotype threat group randomly received related verbal, visual, and readable activation of gender stereotypes before each training session. The order of the manipulations (verbal induction on day 1 and so on) was randomly determined and this order was the same for all the participants. Two retention tests of 10 trials each, followed by two transfer tests, without feedback, were conducted 2 and 7 days later to assess the relatively permanent effects. Results showed that inducing negative stereotypes resulted in degraded kicking scores during the training sessions and degraded motor learning outlined by lower performance on the first and second retention and transfer tests. These findings provide the first evidence of the effect of relatively long induction of negative gender stereotypes on motor skill learning in adolescent girls.
Implicit biases are present in the general population and among professionals in various domains, where they can lead to discrimination. Many interventions are used to reduce implicit bias. However, ...uncertainties remain as to their effectiveness.
We conducted a systematic review by searching ERIC, PUBMED and PSYCHINFO for peer-reviewed studies conducted on adults between May 2005 and April 2015, testing interventions designed to reduce implicit bias, with results measured using the Implicit Association Test (IAT) or sufficiently similar methods.
30 articles were identified as eligible. Some techniques, such as engaging with others' perspective, appear unfruitful, at least in short term implicit bias reduction, while other techniques, such as exposure to counterstereotypical exemplars, are more promising. Robust data is lacking for many of these interventions.
Caution is thus advised when it comes to programs aiming at reducing biases. This does not weaken the case for implementing widespread structural and institutional changes that are multiply justified.
This paper integrates country-of-origin and global/local branding literatures to investigate how country- and brand-specific factors influence consumer preferences. Drawing from the stereotype ...content model (SCM) in social psychology, it operationalizes country perceptions by means of warmth and competence judgments and juxtaposes them with consumers' perceptions of brand globalness and localness to predict brand attitudes and subsequent purchase intentions. An empirical study involving a series of well-known brands from different countries and product categories shows that (a) the SCM can effectively capture country-of-origin effects, (b) judgments of competence impact consumer preferences above and beyond the positive effects of brand globalness and localness, and (c) country stereotypes (particularly the dimension of warmth) interact with perceptions of brand globalness in determining brand attitude, whereas perceived brand localness has an independent effect. Theoretical and managerial implications of the findings are discussed and directions for future research identified.
In applying social role theory to account for the content of a wide range of stereotypes, this research tests the proposition that observations of groups' roles determine stereotype content (Eagly & ...Wood, 2012). In a novel test of how stereotypes can develop from observations, preliminary research collected participants' beliefs about the occupational roles (e.g., lawyer, teacher, fast food worker, chief executive officer, store clerk, manager) in which members of social groups (e.g., Black women, Hispanics, White men, the rich, senior citizens, high school dropouts) are overrepresented relative to their numbers in the general population. These beliefs about groups' typical occupational roles proved to be generally accurate when evaluated in relation to data from the Bureau of Labor Statistics. Then, correlational studies predicted participants' stereotypes of social groups from the attributes ascribed to group members' typical occupational roles (Studies 1a, 1b, and 1c), the behaviors associated with those roles (Study 2), and the occupational interest profile of the roles (Study 3). As predicted by social role theory, beliefs about the attributes of groups' typical roles were strongly related to group stereotypes on both communion and agency/competence. In addition, an experimental study (Study 4) demonstrated that when social groups were described with changes to their typical social roles in the future, their projected stereotypes were more influenced by these future roles than by their current group stereotypes, thus supporting social role theory's predictions about stereotype change. Discussion considers the implications of these findings for stereotype change and the relation of social role theory to other theories of stereotype content.
With this volume, the editors Katharina Edtstadler, Sandra Folie, and Gianna Zocco propose an extension of the traditional conception of imagology as a theory and method for studying the cultural ...construction and literary representation of national, usually European characters. Consisting of an instructive introduction and 21 articles, the book relates this sub-field of comparative literature to contemporary political developments and enriches it with new interdisciplinary, transnational, intersectional, and intermedial perspectives. The contributions offer 1 a reconsideration and update of the field’s methods, genres, and theoretical frames; 2 trans-/post-national, migratory, and marginalized perspectives beyond the European nation-state; 3 insights into geopolitical dichotomies such as Orient/Occident; 4 intersectional approaches considering the entanglements of national images with notions of age, class, gender, sexuality, and ethnicity/race; 5 investigations of the role of national images in visual narratives and music.
Mit dem Sammelband New Perspectives on Imagology legen die Herausgeberinnen Katharina Edtstadler, Sandra Folie und Gianna Zocco eine Neubetrachtung des Forschungsfelds der Imagologie vor, das sich traditionell mit der kulturellen Konstruktion und literarischen Darstellung von zumeist europäischen ‚Nationalcharakteren‘ befasst. Das Buch besteht aus einer instruktiven Einleitung und 21 Artikeln, die dieses Teilgebiet der Vergleichenden Literaturwissenschaft mit aktuellen politischen Entwicklungen in Beziehung setzen und mit neuen interdisziplinären, transnationalen, intersektionalen und intermedialen Perspektiven bereichern. Die Beiträge widmen sich 1 neuen Überlegungen zu Methoden, Genres und theoretischen Grundannahmen; 2 trans-/post-nationalen, migrantischen und marginalisierten Perspektiven, die sich nicht allein über nationalstaatliche Gegensätze verstehen lassen; 3 der globalen oder transkontinentalen Wirksamkeit kontrastiver Kategorien wie Orient/Okzident; 4 intersektionalen Zugängen, die die komplexe Verflochtenheit nationenbezogener Bilder mit Kategorien wie Alter, Klasse, Geschlecht, Sexualität, Religion und race/Ethnizität behandeln; 5 der Rolle nationaler Bilder in visuellen Erzählungen und in der Musik.
In this study, the impact of implicit and explicit activation of gender stereotypes on men's and women's intentions to pursue a traditionally masculine career, such as entrepreneurship, was examined. ...On the basis of stereotype activation theory, it was hypothesized that men and women would confirm the gender stereotype about entrepreneurship when it was presented implicitly but disconfirm it when it was presented explicitly. Hypotheses were tested by randomly assigning 469 business students to one of 6 experimental conditions and then measuring their entrepreneurial intentions. Results supported the hypothesis when entrepreneurship was associated with stereotypically masculine characteristics but not when it was associated with traditionally feminine characteristics. Men also had higher entrepreneurial intention scores compared with women when no stereotypical information about entrepreneurship was presented, suggesting that underlying societal stereotypes associating entrepreneurship with masculine characteristics may influence people's intentions. However, men and women reported similar intentions when entrepreneurship was presented as gender neutral, suggesting that widely held gender stereotypes can be nullified. Practical implications and directions for future research are discussed.
Overcoming gender occupational stereotypes is a major educational objective in removing barriers to children's future career ambitions and employment aspirations. Yet, the mechanisms that underlie ...the development of occupational stereotypes in school-age children remain unclear. This questionnaire study investigates the developmental relationship between two possible factors contributing to occupational stereotype development, perceptions of occupational gender ratio and personal beliefs about occupational competence, across the primary school years. One questionnaire assessed beliefs about the occupations held by men and women, by asking 195 children, aged 6 to 11 (UK Years 2 to 6), to report on the gender ratio of 24 occupations (e.g., who does a specific job) on a 5-point Likert scale (only males, mostly males, both, mostly females or only females). A second questionnaire assessed stereotyped attitudes by asking 194 children of comparable age to judge the competence of men and women (e.g., who can do a specific job very well) on the same scale. We found that children across age groups predominantly assigned men and women to traditionally male and female occupations, respectively, both in terms of perceived distribution and competence. However, while the perceived distribution of men and women remained stable across the sexes and age groups, stereotyped responding for competence was lower in girls than in boys, and decreased with age in both sexes for traditionally male and gender-neutral (but not for traditionally female), occupations. Some occupations which have become less gender-segregated in the workforce (e.g., Doctor, Head teacher), are also becoming more gender-balanced in children's beliefs. Taken together these results suggest that children's occupational stereotypes are influenced by developmental differences in children's understanding of gender, as well as perceptions about what jobs women and men have. We conclude by discussing practical implications for targeted interventions aimed at reducing occupational stereotyping in children.
•We examined perceptions of occupational gender ratio and occupational competence in primary school children.•The perceived distribution of men and women remained stable across the sexes and age groups.•Sex and age differences in stereotyped responding for competence were observed for male and gender-neutral occupations.•Some occupations now less gender-segregated in the workforce are also becoming more gender-balanced in children's beliefs.•Children's perceptions of occupational ratio and occupational competence are conceptually and methodologically different.
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