Deck 3: Stereotypes Expressed: Social Processes That Shape Diversity

Question 1

To find empirical evidence for the self-fulfilling prophecy in student's academic performance in 5^th grade,researchers must control for:

A)The 5^th grade teacher's knowledge of the student's 4^th grade work
B)The teacher's tendency to grade the student's 5^th grade work in a way that is consistent with his/her expectations for that student.
C)The student's motivation to do well in 5^th grade.
D)All of the above

Answer 1

All of the above

Question 2

Teachers' negative expectations are more likely to form a self-fulfilling prophecy than their positive expectations.

Answer 2

False

Question 3

Portrayals and representations of stereotyped groups on television shapes one's perceptions of one's social world.This idea reflects the:

A)Stereotype consistency bias
B)Mainstream
C)Mixed media hypothesis
D)Cultivation hypothesis
True-False

Answer 3

Cultivation hypothesis
True-False

Question 4

A male and female student receive equally high grades on a math test.Our tendency to describe the male as smart and the female as hard-working reflects the:

A)Negation bias
B)Stereotype consistency bias
C)Linguistic intergroup bias

Question 5

Research shows that,overall,the effect of the self-fulfilling prophecy on student classroom achievement is large.

Question 6

Research on synergistic accumulation found that parents' ____ expectations for their teen's drinking behavior were more self-fulfilling than their ____ expectations.

A)Positive;negative
B)Negative;positive
C)Both types of expectations were equally self-fulfilling

Question 7

Rosenthal and Jacobson 1968)found that teachers' expectations for their student's ability produced the expected academic performance.This phenomenon is called:

A)Self-fulfilling prophecy
B)Perceptual bias
C)Fundamental attribution error
D)Stereotypic bias

Question 8

Teachers' expectations for their student's academic ability can result in the students producing the expected performance for the following reasons:

A)Self-fulfilling prophecy
B)Perceptual bias
C)Accurate assessment
D)All of the above

Question 9

What happened when males had a get-aquainted phone conversation with a female partner they believed was either attractive or unattractive?

A)The men who conversed with the "attractive" partner were more sociable than those who conversed with an "unattractive" partner.
B)The partners who were believed to be attractive were rated as warmer than "unattractive" partners.
C)Males attractiveness stereotypes leaked into their phone conversation.
D)All of the above.

Question 10

Students from stereotyped groups are more vulnerable to the self-fulfilling prophecy than are students from majority,non-stereotyped groups.

Question 11

According to research,who is least vulnerable to the self-fulfilling prophecy in math classes?

A)Girls
B)Low income/socioeconomic status students of any race
C)White students
D)African-American students

Question 12

Madon and her colleagues 1998)found that teachers' judgments of boys and girls classroom _____ were based on accurate assessments of their abilities,but their judgments of their _____ reflected gender stereotypes.

A)Performance;effort
B)Effort;performance

Question 13

Research with 6^th grade math classes found that 70-80% of the effect of teacher's expectations on students' math achievement was due to:

A)The self-fulfilling prophecy
B)Teachers' accurate assessment of students' math ability
C)Stereotyping
D)Teachers' perceptual bias in grading the students' work

Question 14

When a teacher knows a student well,the student is:

A)More vulnerable to the self-fulfilling prophecy
B)Less vulnerable to the self-fulfilling prophecy
C)A teacher's knowledge about a student does not effect his/her expectations.

Question 15

Parents' expectations for their child's behavior can accumulate over time to produce a self-fulfilling prophecy.

Question 16

A self-fulfilling prophecy occurs when:

A)People live up to,or down to,their expectations for themselves.
B)People live up to,or down to,others' expectations for them.
C)Either A or B.

Question 17

Stereotypes shape our communication with members of the stereotyped group in stereotype-consistent ways.

Question 18

Rosenthal and Lawson 1964)found that students' expectations for their rat's maze-running ability brought about the expected performance.

Question 19

According to Ruscher and Duval 1998),stereotypes shape our communications because:

A)They are mostly accurate generalizations about other people.
B)They make us feel superior to the stereotyped group.
C)They provide a social common denominator in interaction with others.
D)All of the above.

Question 20

According to the negation bias,we use negated terms e.g. ,"not very smart" vs."stupid")to describe the ____ actions of other people.

A)Stereotype-inconsistent
B)Stereotype-consistent
C)Positive
D)Negative

Question 21

Describe mainstreaming in TV programming and explain how and why stereotypes figure prominently into the content of the mainstream.

Question 22

Describe 2 ways that stereotypic biases infect our communication.

Question 23

Stereotypic portrayals of older people on TV can create a self-fulfilling prophecy.

Question 24

By identifying specific types of expectations or subgroups of students,discuss how teachers can strategically use the self-fulfilling prophecy to encourage and promote academic achievement.

Question 25

Explain synergistic accumulation.

Question 26

What are some reasons that we repeat stereotypic content and assumptions-especially negative content and assumptions-in our communication with ingroup members?

Question 27

When we relate a story about a person from a stereotyped group,we focus on the stereotype-inconsistent aspects of the story.

Question 28

Describe the 3 ways that teacher's expectations for a student's ability results in the student fulfilling the teacher's prophecy.

Question 29

Show how stereotypes expressed in our communication,or in the media's communication with us,can become a self-fulfilling prophecy.