Question 1

Explain the concept of "social dominance orientation?

Accepted Answer

Social dominance orientation (SDO) is a

Question 2

Which of the following is a good way to reduce the impact of stereotypes?

Accepted Answer

A)  talk about the content of stereotypes 
B)  practice perspective-taking 
C)  avoid counterstereotypical people 
D)  personal stereotype suppression 
A)  talk about the content of stereotypes 
B)  practice perspective-taking 
C)  avoid counterstereotypical people 
D)  personal stereotype suppression

Question 3

The text lists several ways to try to prevent harmful effects of reliance on stereotypes of others. Explain any three of these?

Accepted Answer

1. Educate yourself: One way to prevent

Question 4

Explain the jigsaw classroom concept. Is it effective? How could it be used in a work organization?

Accepted Answer

The jigsaw classroom concept is a teachi

Question 5

How is Valuing Diversity different from stereotyping?

Accepted Answer

A)  Stereotypes are negative but Valuing Diversity is positive. 
B)  Stereotyping overlooks important differences between culturally distinctive groups but Valuing Diversity often emphasizes them. 
C)  Valuing Diversity attempts to educate about research-based differences among groups, but stereotyping is often based on inaccurate or incomplete portrayals. 
D)  all of these. 
A)  Stereotypes are negative but Valuing Diversity is positive. 
B)  Stereotyping overlooks important differences between culturally distinctive groups but Valuing Diversity often emphasizes them. 
C)  Valuing Diversity attempts to educate about research-based differences among groups, but stereotyping is often based on inaccurate or incomplete portrayals. 
D)  all of these.

Question 6

What is the Common Ingroup Identity Model and what are its implications for doing diversity work in organizations?

Accepted Answer

The Common Ingroup Identity Model (CIIM)

Question 7

Mix It Up at Lunch Day

Accepted Answer

A)  uses norm-breaking and intergroup contact. 
B)  led to anti-discrimination legislation. 
C)  has been shown to be ineffective in reducing prejudice. 
D)  is a standard part of Diversity Training. 
A)  uses norm-breaking and intergroup contact. 
B)  led to anti-discrimination legislation. 
C)  has been shown to be ineffective in reducing prejudice. 
D)  is a standard part of Diversity Training.

Question 8

What type of information is usually left out when using a stereotype?

Accepted Answer

A)  positive information 
B)  individuating information 
C)  category-based information 
D)  congruent information 
A)  positive information 
B)  individuating information 
C)  category-based information 
D)  congruent information

Question 9

Which of these best describes the relationship among attitudinal factors?

Accepted Answer

A)  stereotypes → prejudice → discrimination 
B)  stereotypes → discrimination 
C)  discrimination → stereotypes 
D)  all of these 
A)  stereotypes → prejudice → discrimination 
B)  stereotypes → discrimination 
C)  discrimination → stereotypes 
D)  all of these

Question 10

What is "authoritarianism" and how is it measured in contemporary research?

Accepted Answer

Authoritarianism refers to a form of gov

Question 11

Why does the text recommend not urging people simply to "try not to stereotype others"? What is recommended instead?

Accepted Answer

The text recommends not urging people si

Question 12

Summarize the effects of stereotyping. How can our thought and behavior be affected by pre-existing stereotypes?

Accepted Answer

Stereotyping can have a range of negativ

Question 13

What is "Mix it up at Lunch Day?" Identify the social science concepts that underly this activity?

Accepted Answer

"Mix It Up at Lunch Day" is an event des

Question 14

What are illusory correlations and how might they apply in a work setting?

Accepted Answer

Illusory correlations are false percepti

Question 15

There are multiple cognitive accounts at the individual-level that result in prejudice and discrimination. One of these focuses on the idea that when groups receive unequal treatment, there must be a rational explanation for this. What kind of account is this?

Accepted Answer

A)  norms 
B)  simple inference 
C)  stereotyping 
D)  symptom theory 
A)  norms 
B)  simple inference 
C)  stereotyping 
D)  symptom theory

Question 16

Societal-level explanations for prejudice include all of these except

Accepted Answer

A)  Realistic Group Conflict. 
B)  Exploitation. 
C)  learning and norms. 
D)  history of intergroup relations in a particular culture. 
A)  Realistic Group Conflict. 
B)  Exploitation. 
C)  learning and norms. 
D)  history of intergroup relations in a particular culture.

Question 17

What are three types of individual-level explanations for prejudice and discrimination? Why is it helpful to distinguish among these three types of explanations? Give an example of each?

Accepted Answer

Three types of individual-level explanat

Question 18

Explain the concept of stereotype threat and describe two ways in which it can be reduced?

Accepted Answer

Stereotype threat is the fear of confirm

Question 19

There are two general definitions for "attitude." The tripartite definition has what three components?

Accepted Answer

A)  heuristics, behaviors, feelings 
B)  cognition, affect, conation 
C)  societal, group, and individual 
D)  micro, meso, macro 
A)  heuristics, behaviors, feelings 
B)  cognition, affect, conation 
C)  societal, group, and individual 
D)  micro, meso, macro

Question 20

Molly's mother had a bad week at her job. Her boss has screamed at her all week and made her feel that she's an inadequate worker. When she gets home, she often yells at Molly about anything that might bother her. Molly's mother is showing what behavior?

Accepted Answer

A)  projection 
B)  Authoritarianism 
C)  exploitation 
D)  scapegoating 
A)  projection 
B)  Authoritarianism 
C)  exploitation 
D)  scapegoating

Explain the concept of "social dominance orientation?

Which of the following is a good way to reduce the impact of stereotypes?

The text lists several ways to try to prevent harmful effects of reliance on stereotypes of others. Explain any three of these?

Explain the jigsaw classroom concept. Is it effective? How could it be used in a work organization?

How is Valuing Diversity different from stereotyping?

What is the Common Ingroup Identity Model and what are its implications for doing diversity work in organizations?

Mix It Up at Lunch Day

What type of information is usually left out when using a stereotype?

Which of these best describes the relationship among attitudinal factors?

What is "authoritarianism" and how is it measured in contemporary research?

Why does the text recommend not urging people simply to "try not to stereotype others"? What is recommended instead?

Summarize the effects of stereotyping. How can our thought and behavior be affected by pre-existing stereotypes?

What is "Mix it up at Lunch Day?" Identify the social science concepts that underly this activity?

What are illusory correlations and how might they apply in a work setting?

There are multiple cognitive accounts at the individual-level that result in prejudice and discrimination. One of these focuses on the idea that when groups receive unequal treatment, there must be a rational explanation for this. What kind of account is this?

Societal-level explanations for prejudice include all of these except

What are three types of individual-level explanations for prejudice and discrimination? Why is it helpful to distinguish among these three types of explanations? Give an example of each?

Explain the concept of stereotype threat and describe two ways in which it can be reduced?

There are two general definitions for "attitude." The tripartite definition has what three components?

Molly's mother had a bad week at her job. Her boss has screamed at her all week and made her feel that she's an inadequate worker. When she gets home, she often yells at Molly about anything that might bother her. Molly's mother is showing what behavior?

Basic Concepts

Conceptualizing and Measuring Difference

Privilege, Social Construction, Attribution, and Fairness

Organizational Structure and the Problem of Pay In-Equity

Identities: Who We Are and Why That Matters

Diversity, Inclusion, and the Law

Making the Most of Diversity in Teams

Sex, Gender, and Work

Race, Ethnicity, and Work

Sexual Orientation and Work

Religion, Age, Ability, Appearance, Weight, Social Class, and Work

Building Diversity Competence for Individuals

Building Organizational Diversity Competence Through Organizational Development

Filters

Exam 6: The Big Three: Stereotypes, Prejudice, and Discrimination

Explain the concept of "social dominance orientation?

Which of the following is a good way to reduce the impact of stereotypes?

The text lists several ways to try to prevent harmful effects of reliance on stereotypes of others. Explain any three of these?

Explain the jigsaw classroom concept. Is it effective? How could it be used in a work organization?

How is Valuing Diversity different from stereotyping?

What is the Common Ingroup Identity Model and what are its implications for doing diversity work in organizations?

Mix It Up at Lunch Day

What type of information is usually left out when using a stereotype?

Which of these best describes the relationship among attitudinal factors?

What is "authoritarianism" and how is it measured in contemporary research?

Why does the text recommend not urging people simply to "try not to stereotype others"? What is recommended instead?

Summarize the effects of stereotyping. How can our thought and behavior be affected by pre-existing stereotypes?

What is "Mix it up at Lunch Day?" Identify the social science concepts that underly this activity?

What are illusory correlations and how might they apply in a work setting?

There are multiple cognitive accounts at the individual-level that result in prejudice and discrimination. One of these focuses on the idea that when groups receive unequal treatment, there must be a rational explanation for this. What kind of account is this?

Societal-level explanations for prejudice include all of these except

What are three types of individual-level explanations for prejudice and discrimination? Why is it helpful to distinguish among these three types of explanations? Give an example of each?

Explain the concept of stereotype threat and describe two ways in which it can be reduced?

There are two general definitions for "attitude." The tripartite definition has what three components?

Molly's mother had a bad week at her job. Her boss has screamed at her all week and made her feel that she's an inadequate worker. When she gets home, she often yells at Molly about anything that might bother her. Molly's mother is showing what behavior?

Basic Concepts

Conceptualizing and Measuring Difference

Privilege, Social Construction, Attribution, and Fairness

Organizational Structure and the Problem of Pay In-Equity

Identities: Who We Are and Why That Matters

Diversity, Inclusion, and the Law

Making the Most of Diversity in Teams

Sex, Gender, and Work

Race, Ethnicity, and Work

Sexual Orientation and Work

Religion, Age, Ability, Appearance, Weight, Social Class, and Work

Building Diversity Competence for Individuals

Building Organizational Diversity Competence Through Organizational Development

Filters