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

Question 1

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

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

Answer 1

B

Question 2

Which of the following is primarily affective?

A) stereotypes
B) discrimination
C) prejudice
D) heuristics

Answer 2

C

Question 3

Which of these best describes the relationship among attitudinal factors?

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

Answer 3

D

Question 4

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

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

Question 5

Category-based information processing is most likely when

A) there is little time pressure.
B) one is under high cognitive load.
C) one is physically active.
D) the accuracy of judgment is important.

Question 6

Stereotypes affect our

A) memory, sometimes tricking us into thinking we "remember" something that actually did not occur.
B) attributions about others.
C) attention, such that we pay less attention to things that match our expectations.
D) all of these.

Question 7

Which of these is true of stereotypes?

A) Stereotypes are generally inaccurate about individuals.
B) Stereotypes are quick to change.
C) Stereotypes are not a problem in the long term.
D) Stereotypes are based in feelings.

Question 8

What should diversity professionals know about stereotype accuracy?

A) Stereotypes are sometimes accurate, especially if they are cultural stereotypes.
B) Even if accurate, stereotypic information is not a good basis for decisions about individuals.
C) Stereotypes are very resistant to change.
D) All of these.

Question 9

How is Valuing Diversity different from stereotyping?

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 10

Mae begins to connect Jameson's quirks with his extremely short stature, and concludes that little people must act the same as Jameson even though she has not met any other little people. This process of overestimating the connection of unusual characteristics with membership in an unusual group is called

A) illusory correlation.
B) micro-level prejudice.
C) the self-fulfilling prophecy.
D) discrimination.

Question 11

The general process by which you assume something about another, then through your actions actually bring about the behaviors you were expecting to happen, is called

A) discrimination.
B) stereotype threat.
C) self-fulfilling prophecy.
D) stereotypic processing.

Question 12

A person who is reminded about a negative attribute associated with his or her own group is most likely to experience

A) stereotype automaticity.
B) stereotype threat.
C) social identity enhancement.
D) illusory correlation.

Question 13

Stereotype threat can be reduced by

A) persuading participants that a test is not relevant to their identity grou
B) reminding participants about people from their group who have been very successful.
C) explanations of how stereotype threat operates to reduce performance, along with advice to think positively about one's abilities.
D) all of these.

Question 14

Which is most likely to reduce womens' stereotype threat about performance in the sciences?

A) information about successful women scientists such as Astronaut Mae Jemison or Mme. Marie Curie.
B) explaining how science is relevant to activities in which women are often successful, e.g., cooking or playing video games.
C) teaching them how stereotype threat operates to depress performance.
D) all of these have been effective.

Question 15

Activation of stereotypes is mostly automatic and unintentional. Many people try to control their stereotyping via suppression. What can often occur with stereotype suppression?

A) cognitive underload
B) stereotype threat
C) illusory correlations
D) stereotype rebound

Question 16

The stereotype rebound effect is reduced

A) when the person is low in prejudice.
B) when someone is highly motivated not to think stereotypically.
C) if norms against stereotyping are strong.
D) any of these.

Question 17

The HR department of a local company has decided that for future applications, any information that identifies an applicant's sex, race, or ethnicity will be removed and all applicants will be identified by only a number. What process is this?

A) blinding
B) stereotype suppression
C) coding
D) scapegoating

Question 18

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

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

Question 19

What is one thing that diversity training should not do?

A) discuss operation and helpfulness of the stereotyping process
B) focus on behaviors
C) discuss content of stereotypes about specific groups
D) focus on discrimination

Question 20

Societal-level explanations for prejudice include all of these except

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

Question 21

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?

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

Question 22

Mix It Up at Lunch Day

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 23

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?

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

Question 24

________ is a symptom theory that covers exaggerated beliefs related to submission to authority, support of aggression by authority, and conventionalism.

A) Social Dominance Orientation
B) Right-Wing Authoritarianism
C) Left-Wing Authoritarianism
D) Exploitative personality

Question 25

Which is correct about SDO?

A) It is conceived as a personality variable.
B) Scores are higher for those who are wealthy, heterosexual, White, or otherwise privileged.
C) Scores are higher for those prejudiced against a variety of outgroups.
D) all of these.

Question 26

Intergroup contact works best to improve intergroup relations when

A) goals are shared.
B) the structure is cooperative rather than competitive.
C) external support (e.g., authority, law) exists.
D) all of these.

Question 27

The Jigsaw Classroom rests on research about

A) SDO.
B) cognitive explanations for prejudice.
C) the Intergroup Contact Hypothesis.
D) Cognitive Dissonance theory.

Question 28

The Common Ingroup Identity Model (CI²M) stresses what process?

A) decategorization and recategorization
B) development of new social identities
C) reduction in RWA
D) all of these

Question 29

What occurs when negative tensions lead people to be more resistant and try to assert their original position because they feel forced to do something?

A) backlash
B) reactance
C) cognitive dissonance
D) rebound

Question 30

How are stereotypes different than prejudices? How are they different than discrimination? According to the text, which of these should be the first place for diversity trainers to begin when trying to improve intergroup relationships in organizations?

Question 31

What are two dangers that can result from stereotyping, especially in a diverse environment?

Question 32

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

Question 33

How does valuing diversity differ from stereotyping of various groups in an organization?

Question 34

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

Question 35

What is a self-fulfilling prophecy and how might it apply in a work setting?

Question 36

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

Question 37

What is stereotype automaticity and why is it relevant in improving relationships at work?

Question 38

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

Question 39

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

Question 40

How can the stereotyping process be effectively included in diversity training activities? What should the diversity trainer avoid in this context?

Question 41

Explain the difference between "societal-" and "individual-level" accounts of why intergroup prejudice and discrimination develop. Why is it useful to understand this distinction? Give an example of each?

Question 42

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?

Question 43

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

Question 44

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

Question 45

Explain the concept of "social dominance orientation?

Question 46

What is the Intergroup Contact Hypothesis? Summarize the current status of research on this topic?

Question 47

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

Question 48

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

Question 49

Your text describes four bodies of social psychology research that support the idea that attitudes and feelings often change as a result of behavior change. List these four, and briefly explain any two of them?