Deck 13: Reducing Prejudice and Discrimination

Question 1

Which of the following is not a reason why prejudiced attitudes are difficult to change?

A) Prejudiced attitudes are fundamentally different from other types of attitudes.
B) Prejudiced attitudes are rooted in values and beliefs that are often personally important to the person who holds them.
C) People feel uncomfortable acknowledging that they might be prejudiced.
D) Individuals' prejudicial attitudes are strongly linked to societal attitudes.

Answer 1

A

Question 2

According to the self-regulation model of prejudice reduction, if a stereotype is acti- vated and control cues are present, people are likely to

A) behave in a prejudiced manner.
B) search for and use an appropriate non-prejudiced response.
C) experience guilt or anxiety.
D) question what they could have done differently to avoid stereotype activation.

Answer 2

B

Question 3

According to the self-regulation model of prejudice reduction, people who see them- selves as non-prejudiced but respond in a prejudiced manner are likely to

A) feel angry and hurt.
B) develop cues for controlling such responses in the future.
C) blame the target of their prejudicial behavior rather than themselves.
D) avoid thinking about their actions.

Answer 3

B

Question 4

Nigel realizes he has acted in a prejudiced manner. He wants to avoid acting this way in the future, so he develops cues that will warn him of this possibility. Which model of prejudice reduction describes this process?

A) Stereotype rebound
B) Perspective-taking
C) Indirect contact model
D) Self-regulation model

Question 5

The self-regulation model of prejudice reduction is most applicable to people who

A) are experiencing stereotype threat.
B) are high in social dominance orientation.
C) are low in prejudice.
D) have experienced discrimination themselves.

Question 6

Research on self-regulation of prejudice has shown that

A) people become better at controlling prejudice with practice.
B) women are better than men at controlling prejudice.
C) people never respond in a completely unprejudiced manner.
D) practice in controlling prejudice toward one group also helps in controlling prej- udice toward another group.

Question 7

A researcher shows Olivia a list of words; some are stereotypical of older adults and others are counter-stereotypical. She is asked to shout "no" when she sees a ste- reotypic trait and "yes" when she sees a counter-stereotypic trait. This procedure is repeated several times. Based on the results of the research, Olivia will

A) learn new stereotypes of older people and apply them in the future.
B) find it easier to identify stereotypic traits after she has completed several practice trials.
C) create two subtypes of adults, one with stereotypic traits and one with counter- stereotypic traits.
D) become frustrated, which will reinforce her unconscious stereotypes of older people.

Question 8

Which of the following is not a way to train people to reduce their biased thinking?

A) Give people feedback about their personal level of implicit bias.
B) Have people shout "no" when they see a stereotypic statement appear on a com- puter screen.
C) Increase people's contact with members of groups about whom they hold stereo- typic beliefs.
D) Teach people to replace counter-stereotypic beliefs with stereotypic beliefs.

Question 9

Isabella is a majority group member who is motivated to avoid acting in a prejudiced manner. Compared to her peers who are not motivated to avoid prejudice, when Isabella interacts with a minority group member she is likely to

A) enjoy the interaction less.
B) feel more anxious.
C) be better liked by her interaction partner.
D) experience all of the above.

Question 10

Peter is a White man who has just met his roommate's best friend, Jake. Jake is African American. Peter is trying to carefully monitor his behavior so that he does not appear to be prejudiced. According to research, Peter's careful attention to his actions will probably

A) raise Peter's self-esteem.
B) deplete Peter's cognitive resources.
C) result in Jake confirming Peter's stereotypes about African Americans.
D) increase Jake's implicit prejudice about White people.

Question 11

In a conversation with a lesbian, which of the following behaviors may be well- intended, but still communicate prejudicial thinking?

A) Asking personal questions about her sex life.
B) Failing to assume that everyone is heterosexual.
C) Admitting that you have a lot to learn about gay issues.
D) Discussing the impact that being lesbian has on her life.

Question 12

----------------is imagining the world from another person's point of view.

A) Self-regulation
B) Perspective-taking
C) Imagined intergroup contact
D) Stereotype monitoring

Question 13

Which of the following will likely increase a person's perspective-taking?

A) Listening to an interview with a person who is from a different social group than they are.
B) Watching a video clip depicting a person experiencing prejudice.
C) Writing a "day in the life" essay about a member of a stereotyped group.
D) All of the above can increase perspective-taking.

Question 14

Sal is asked to take the perspective of a person with a disability by writing a "day in the life essay" about this person. Based on the results of research, Sal will have-------------------attitudes about the individual he wrote about and ----------------- attitudes toward other people with disabilities.

A) positive; negative
B) negative; positive
C) positive; positive
D) negative; negative

Question 15

Devante, an African American student, creates a video in which he describes the dis- crimination he has experienced. After Josephine, who is White, watches this video, she will be likely to

A) hold Devante personally responsible for his experiences.
B) have empathy for Devante, but not for African Americans in general.
C) recognize the disadvantages many African Americans experience in U.S. society.
D) report high levels of prejudice toward African Americans as a defense mechanism.

Question 16

Taking the perspective of a member of a devalued social group

A) increases implicit bias toward members of that group.
B) increases recognition of the discrimination that members of that group experience.
C) decreases empathy for members of that group.
D) does all of the above.

Question 17

Which of the following is true about the positive effects of taking the perspective of a member of a devalued group?

A) They affect the perspective taker's attitudes, but not their behaviors.
B) They can persist for several months.
C) They apply only to the specific group member, not to the group as a whole.
D) They decrease explicit, but not implicit prejudice.

Question 18

Lucy is asked to take the perspective of a Muslim living in Canada. Doing so is least
Likely to reduce her prejudice against Muslims if she

A) does not identify strongly with her Canadian nationality.
B) is asked to remain detached while engaging in perspective-taking.
C) is socially liberal.
D) feels threatened by Muslims as a group.

Question 19

People who have greater relational mobility

A) find it hard to take another's perspective.
B) are more prejudiced, overall.
C) are more likely to live in a Western culture.
D) all of the above.

Question 20

Perspective-taking is more likely to reduce prejudice for people from Western rather than Eastern cultures because

A) Westerners are more politically conservative.
B) Westerners have greater relational mobility.
C) Easterners have larger social networks.
D) Easterners have little personal experience with prejudice.

Question 21

Which of the following is not one of the factors essential to the success of intergroup contact as a prejudice reduction technique?

A) One group must be higher status than the other.
B) The groups must work cooperatively toward a common goal.
C) The situation must have acquaintance potential.
D) The intergroup effort must have the support of authority figures.

Question 22

Intergroup contact between minority and majority group members will probably be
Ineffective in reducing prejudice when

A) members of the two groups work together to achieve a common goal.
B) the majority group has higher status than the minority group.
C) minority and majority group members have different values.
D) the contact is voluntary.

Question 23

In School District X, two rival high schools were combined due to budget con- straints. As a consultant to the school, you are asked to recommend ways to promote unity between these former rivals. Which of the following would be most likely to succeed?

A) Find ways to increase short-term contact between the former rivals.
B) Label one group the "home" group and have them take primary responsibility for the leadership positions.
C) Organize a street fair for charity that requires the cooperation of students from both schools to succeed.
D) Encourage students to wear their former school colors for the first year.

Question 24

Which of the following is true about intergroup contact?

A) Negative intergroup contact is more common than positive intergroup contact.
B) For attitude change to occur, intergroup contact must be face to face.
C) Both positive and negative contact lead to more positive attitudes toward the outgroup.
D) Negative intergroup contact can result in increased negative attitudes toward the outgroup.

Question 25

Which of the following is a way to equalize the status of ingroup and outgroup mem- bers in a given situation?

A) Make one group in charge of decisions and the other group in charge of resources.
B) Have the interaction rules set in advance so the group members do not have input.
C) Ensure that both groups have the same opportunities for participation in group activities.
D) Any of the above will equalize the status of the groups.

Question 26

Intergroup contact on sports teams is most likely to result in positive intergroup relations

A) among players of individual sports, such as swimming.
B) among players of team sports, such as hockey.
C) when the coach rewards players who get along with one another.
D) when the highest-performing athletes on a team are White players.

Question 27

Participation in team sports (such as hockey) fosters better intergroup relations than participation in individual sports (such as tennis). This is because, in team sports, minority group and majority group players

A) gain status based on ability, not on group membership.
B) must cooperate to achieve team goals.
C) have the opportunity to get to know each other as individuals.
D) all of the above.

Question 28

----------------is the opportunity for the members of interacting groups to get to know one another as individuals.

A) Acquaintance potential
B) Assimilation
C) Common ingroup interaction
D) Mutual intergroup differentiation

Question 29

Why does getting to know members of another group as individuals reduce prejudice?

A) It highlights how different people are from one another.
B) It increases intergroup anxiety.
C) It allows people to see what values they share with members of the outgroup.
D) It overrides the need for empathy toward outgroups.

Question 30

Research suggests that intergroup contact

A) has a moderate effect on prejudice reduction.
B) improves relations for many stigmatized groups but has no effect on race relations.
C) improves intergroup relations similarly across all settings.
D) all of the above.

Question 31

As a strategy for improving intergroup attitudes, intergroup contact is

A) only effective when it meets all four necessary conditions for contact.
B) effective in reducing racial prejudice but not other forms of prejudice.
C) more effective in some contexts (such as recreational) than others (such as tourist).
D) more effective in reducing prejudice in adults than in young children.

Question 32

Which of the following is not a change produced by intergroup contact?

A) Reduced intergroup anxiety.
B) Reduced interest in other cultures.
C) Increased empathy with the outgroup.
D) Increased motivation to control prejudice.

Question 33

Which of the following is related to lower prejudice toward an outgroup?

A) Having a friend who has a friendship with an outgroup member.
B) Participating in the same individual sport as an outgroup member.
C) Working in a climate that promotes prejudicial norms.
D) Competing with a member of a lower status outgroup.

Question 34

Research shows that intergroup friendships often result in lower prejudice. This is most likely to occur when the two friends

A) meet in a neutral location, such as a restaurant.
B) interact in situations that allow for intimate discussion.
C) spend a lot of time together, but engage in activities that do not require much self-disclosure.
D) meet at parties or sporting events where other friends are present.

Question 35

Which of the following factors reduce(s) the relationship between intergroup contact and prejudice reduction?

A) Having a high level of intergroup anxiety.
B) Having had previous negative interactions with the outgroup.
C) Being in a normative climate outside the contact situation that supports preju- diced attitudes.
D) All of the above.

Question 36

This condition for success of intergroup contact occurs when authorities, law, or social norms establish a clear expectation for less prejudice and discrimination.

A) Institutional support
B) Cultural support
C) Endorsement by authorities
D) Normative attitude regulation

Question 37

Intergroup contact is most likely to reduce prejudice based on

A) age.
B) race/ethnicity.
C) religion.
D) sexual orientation.

Question 38

Which of these people is least likely to show positive attitude change after intergroup contact?

A) James, who is low in prejudice.
B) Monica, who has low intergroup anxiety.
C) Burt, who has had primarily negative experiences with outgroup members.
D) Susannah, whose social group has experienced little intergroup conflict or violence.

Question 39

The idea that the effects of negative contact are more powerful than the effects of positive contact is labeled

A) positive-negative contact asymmetry.
B) the negative contact deficit model.
C) contact-related affect imbalance.
D) the positive contact power dynamic.

Question 40

During intergroup interactions, a positive-negative contact asymmetry is most likely to occur when

A) the people who are interacting are friends.
B) during the contact, negative emotions are aroused.
C) the people who are interacting are from the same country.
D) the interaction lasts an hour or longer.

Question 41

The extended contact effect refers to the research finding that

A) having more contact with outgroup members is associated with lower prejudice.
B) meeting outgroup members in a variety of situations has a greater effect on reducing prejudice than meeting outgroup members in just one type of situation.
C) longer intergroup contact sessions have a stronger effect on reducing prejudice than shorter sessions.
D) having an ingroup friend who has one or more outgroup friends is associated with lower prejudice.

Question 42

Which of the following is not a reason why indirect friendships are related to lower prejudice?

A) Indirect friendships reduce intergroup anxiety by showing that a close relation- ship with an outgroup member is possible.
B) Indirect friendships show that members of the outgroup are open to such friend- ships and so reduces fear of rejection by the outgroup.
C) An ingroup friend spending time with an outgroup member shows institutional support for intergroup friendships.
D) People feel discomfort when they dislike someone a friend likes, so they are motivated to change their attitude toward the outgroup as a way of reducing that discomfort.

Question 43

Which of the following statements about the extended contact effect is true?

A) Extended contact helps people see that outgroup customs that seem strange are, in fact, normal.
B) Extended contact is preferable to face-to-face contact as a way of reducing prejudice.
C) Extended contact is effective in reducing prejudice toward racial and ethnic groups but not toward religious or sexual minority groups.
D) The extended contact effect is theoretically reasonable, but research has failed to show that extended contact can actually reduce prejudice.

Question 44

As a way to reduce intergroup prejudice, extended contact

A) needs to be between close friends.
B) is as effective as direct contact.
C) must take place over a long time period.
D) works best when people come from different cultures.

Question 45

Yusuf is a Muslim and does not personally know any Jewish people. However, his friend Ahmet has several Jewish friends. Yusuf has become less prejudiced toward Jews. This can be explained by the-------------------contact effect.

A) imagined
B) informational
C) direct
D) extended

Question 46

Megan is asked to mentally picture herself interacting with a person of a different ethnicity. Megan is engaged in-------------------contact.

A) extended
B) rehearsed
C) imagined
D) superficial

Question 47

Having people vividly imagine and visualize contact with outgroup members

A) reduces the level of negative intergroup emotions people experience.
B) improves people's ability to view the world from the outgroup's perspective.
C) reduces both implicit and explicit prejudice toward the outgroup.
D) does all of the above.

Question 48

Which of the following statements about the effect of media on prejudice is true?

A) Experimental research has failed to find a causal relationship between watching media and reducing prejudice.
B) Positive portrayals of minority groups in both print and visual media can be effective in reducing prejudice.
C) Positive portrayals of racial groups can reduce racial prejudice but positive por- trayals of sexual minorities have no effect on sexual orientation prejudice.
D) Positive portrayals in "real-life" contexts (such as news reports) are effective in reducing prejudice, but fictional portrayals are not.

Question 49

The models that have been developed to explain the effect of intergroup contact on prejudice all draw on the principles of-------------------theory.

A) realistic conflict
B) integrated threat
C) relative deprivation
D) social identity

Question 50

The-------------------model proposes that intergroup contact reduces prejudice by leading people to see outgroup members as individuals.

A) common ingroup identity
B) personalization
C) salient categorization
D) assimilation

Question 51

According to the personalization model, one reason why intergroup contact reduces prejudice is because

A) ingroup members begin to see themselves in more complex terms.
B) outgroup members feel free to behave in stereotype consistent ways.
C) the importance of group boundaries is lessened.
D) all of the above.

Question 52

A shortcoming of the personalization model of intergroup contact is that

A) liking an individual outgroup member does not always lead to positive attitudes toward the outgroup as a whole.
B) getting to know outgroup members as individuals does not reduce intergroup anxiety.
C) when ingroup members realize they are similar to outgroup members, they begin to fear rejection by other ingroup members.
D) people expect to like outgroup members more than they actually do.

Question 53

The-------------------model of intergroup contact proposes that the positive attitudes generated by contact with individual members of an outgroup will generalize to the group as a whole only if the individual outgroup members are seen as typical of their group.

A) common ingroup identity
B) personalization
C) salient categorization
D) assimilation

Question 54

Before Alex, who is transgender, moved next door, Rebecca had negative views of trans people. However, she has since become friends with Alex and thinks highly of them. According to the salient categorization model, Rebecca's positive attitudes are more likely to extend to other trans people if

A) she does not stereotype Alex.
B) Alex introduces her to other trans people.
C) her other friends support her friendship with Alex.
D) she meets Alex in public places rather than in her home.

Question 55

The salient categorization model of intergroup contact proposes that to effectively reduce prejudice toward outgroups

A) outgroup members should be seen as typical of their group.
B) group contact should make outgroup members' individual characteristics, rather than their group membership, salient.
C) when outgroup membership is made salient, it increases the ingroup members' intergroup anxiety.
D) both positive and negative characteristics of the outgroup should be made salient.

Question 56

According to the salient categorization model, intergroup contact will improve inter- group attitudes only if the outgroup member

A) makes a special effort to behave in non-stereotypic ways.
B) exhibits behavior that can be readily attributed to situational factors.
C) is seen as typical of their group.
D) is friendly and non-threatening.

Question 57

The-------------------model focuses on inducing ingroup and outgroup members to recategorize themselves into a single group.

A) common ingroup identity
B) personalization
C) salient categorization
D) group unification

Question 58

Which of the following is a limitation of the common ingroup identity model?

A) Ingroup members' assuming that the outgroup will take on the ingroup identity can increase intergroup bias.
B) Higher status groups too often have to give up their own identity.
C) Creation of a common ingroup makes it too difficult to differentiate between ingroups and outgroups.
D) People need to view outgroups negatively and having a common ingroup frus- trates that need.

Question 59

Which of the following is a potential drawback to creating a common ingroup identity?

A) Majority group members may expect minority group members to take on the social identity of the majority group.
B) Minority group members may believe forming a common identity with the majority group will require them to give up their minority social identities.
C) Creating a common ingroup identity may lead to increased bias against common outgroups.
D) All of the above.

Question 60

The form of common ingroup identity in which people simultaneously hold a specific identity (such as Chinese or Irish) and a higher-order identity (such as American) is called the-------------------approach.

A) dual identity
B) separate groups
C) salient categorization
D) multicultural

Question 61

Minority group members generally prefer a-------------------approach to creating a common ingroup identity.

A) separate groups
B) dual identity
C) single identity
D) individual identity

Question 62

Positive intergroup contact can lead minority group members to

A) develop a less positive attitude toward the majority group.
B) become more likely to see their ingroup as a target of discrimination.
C) become less supportive of collective action as a means of achieving social justice.
D) become more likely to support government policies designed to compensate for past discrimination.

Question 63

The main viewpoints about the best way to reduce prejudice are called

A) prejudice ideologies.
B) diversity ideologies.
C) affirmative action.
D) inclusive practices.

Question 64

The-------------------perspective on intergroup relations holds that people should ignore racial and ethnic group membership in their dealings with other people.

A) multicultural
B) assimilationist
C) color-blind
D) equity orientation

Question 65

Which of the following statements about the color-blind perspective on intergroup relations is correct?

A) Endorsement of the color-blind perspective is unrelated to people's level of prejudice.
B) By preschool age, children have learned about the color-blindness principle.
C) Adopting a color-blind perspective increases majority group members' sensitiv- ity to racial bias and discrimination.
D) All of the above are correct.

Question 66

----------------reflects the belief that one should avoid recognizing, discussing, or otherwise engaging with issues related to race or ethnicity.

A) Color evasion
B) Equality orientation
C) Anti-multiculturalism
D) The assimilationist perspective

Question 67

----------------reflects the belief that one should view outgroup members as indi- viduals and focus on intergroup similarities rather than differences.

A) Color evasion
B) Equality orientation
C) Anti-multiculturalism
D) The assimilationist perspective

Question 68

Which of the following statements represents equality orientation?

A) Nothing good will come out of continuing to focus on race.
B) Talking about racial issues causes unnecessary tension.
C) You can find commonalities with every person no matter what their background is.
D) All of the above represent equality orientation.

Question 69

Beliefs that reflect color evasion are problematic because

A) ignoring group membership is inconsistent with the way people actually think.
B) suppressing stereotypic beliefs can cause a rebound effect.
C) basic group membership is automatically activated and so cannot be disregarded.
D) all of the above.

Question 70

Which of the following is a consequence of treating race as a taboo topic?

A) Everyone in the group feels more comfortable.
B) The development of positive intergroup relations is inhibited.
C) People from all backgrounds are more likely to be treated equally.
D) There is less chance of conflict caused by cultural differences.

Question 71

People who endorse color evasion

A) are more likely to recognize instances of racial bias.
B) believe that the existing group hierarchies are justifiable.
C) are less likely to commit racial microaggressions.
D) focus on race when describing interracial interactions.

Question 72

The-------------------perspective on intergroup relations holds that minority and immigrant group members should give up their own cultures and replace them with the majority culture.

A) multicultural
B) assimilationist
C) color evasion
D) equality orientation

Question 73

Armand believes that people who immigrate to France should learn the French lan- guage and never speak in their own native language in public. Armand probably has a(n)-------------------perspective on intergroup relations.

A) multicultural
B) assimilationist
C) color evasion
D) equality orientation

Question 74

People with a(n)-------------------orientation score higher on prejudice than people who adopt other viewpoints.

A) assimilationist
B) color evasion
C) equality orientation
D) multicultural

Question 75

The-------------------perspective on intergroup relations emphasizes the importance of recognizing others' ethnic group membership.

A) assimilationist
B) anti-bias
C) color-blind
D) multicultural

Question 76

The multicultural perspective on intergroup relations has the shortcoming(s) that

A) it can be used as a legitimizing myth to blame minority groups for disparities in group outcomes by attributing those disparities to cultural "deficiencies."
B) it is associated with stronger perceptions of group stereotypes and greater stereotyping.
C) it can be used as a moral credential to justify existing intergroup disparities.
D) all of the above.

Question 77

People who agree that there are differences between racial and ethnic groups that are important to recognize are taking a-------------------perspective.

A) polycultural
B) multicultural
C) assimilationist
D) color evasion

Question 78

Members of majority groups tend to prefer the-------------------perspective on intergroup relations, whereas members of minority groups tend to prefer the----------------perspective.

A) multicultural; assimilationist
B) color-blind; assimilationist
C) color-blind; multicultural
D) assimilationist; color-blind

Question 79

Which of the following perspectives is the least likely to be associated with reduced prejudice?

A) Equality orientation
B) Multicultural
C) Assimilationist
D) Color evasion

Question 80

----------------is/are practices aimed at improving the experiences and outcomes of groups that face disadvantages in society.

A) Affirmative action
B) Diversity initiatives
C) Mandatory training sessions
D) Bias literacy training