Reducing Prejudice and Discrimination:
Workplace Interventions:
- generally aimed at creating diverse o__.
- not creating l__-t__ a__ change
organizations, long-term, attitude
Types of Workplace Interventions:
1) Affirmative Action:
- Goal: increase d__ (not reduce p__).
- e__ o__ employment
But does it reduce prejudice?
a) no
- n__ attitudes toward others who are perceived to b__ from affirmative action
- r__ d__ theory (their g__ is my l__).
b) yes
- e__ in companies with affirmative action programs had more positive i__ attitudes
- promotes c__.
diversity, prejudice
equal opportunity
negative, benefit
relative deprivation, gain, loss
employees, intergroup
contact
Types of Workplace Interventions:
2) “valuing” diversity training:
- Goal: change i__ attitudes
- through u__, r__, and v__ differences.
Are they effective?
- about __% of studies of adult anti-bias education i__ prejudice
- so..not necessarily.
Potential Problems:
- people are a__/u__ about c__
- presents caricature of “r__ w__ manager.”
- concerned more with p__ c__ than deep c__.
- p__ run, t__ agenda, o__ materials
intergroup
understanding, respecting, valuing
30, increased
anxious/uncomfortable, change
racist, white
political correctness, change
poorly, transparent, outdated
Workplace interventions:
Silver Lining:
- these programs c__ work
- can occur without f__ training
- need to show value of diversity in d_-t_-d_ work
- create climate in which diversity is v__ and n__.
can
formal
day-to-day
valued, normative
•Personal Changes in reducing prejudice and discrimination:
-Stereotype suppression-doesn’t work because it r__.
rebounds
•Personal Changes in reducing prejudice and discrimination:
- Self-regulation: “b__ the h__”
- over time people can develop a__ control over stereotype a__.
two requirements:
- must be a__ of their b__.
- must be c__ about the c__.
Example: think back to “reverse discrimination”
-caught s__–>g__->r__, l__, and n__ “w__ signs” in future.
breaking, habit
automatic, activation
aware, biases
concerned, consequences
stereotyping, guilt, reflect, learn, notice, warning
Steps in Process of Self-Regulation:
1) stereotype a__ + c__ cues
2) aware of potential p__ response
3) i__ response + inhibit with a__ response
AKA: thinking t__ before assuming stereotypes.
activated, control
prejudiced
inhibit, appropriate
twice
Self-Regulation Studies: preventing stereotypes, automatic over time.
1) Automatic negation study:
- people practicing n__ stereotypes
- pictures presented with t__
- measure stereotype a__ before and after training
training reduced a__ stereotyping
-only for t__-specific category (i.e. for older a__).
2) Self-Regulation Intervention
Part 1: education
-awareness: receive results of implicit bias
-concern: learn about consequences of implicit bias
Part 2: training
- “implicit bias is like a habit that you can break”
- received 5 self-regulation strategies
1) Stereotype Replacement: r__ and r__ on instances of stereotyping
2) counter-stereotypic imaging: reflecting deeply on c__-s__ others (e.g. b__ o__)
3) Individuation: obtaining specific i__ about g__.
4) Perspective Taking: seeing the world through the eyes of an o__ member
5) contact: looking for chances to i__ with outgroup
Measuring success:
-pre-test IAT
-also 4 & 8 weeks later
Main Point: a s__-r__ intervention reduced i__ b__ l__-term
negating traits activation automatic training-specific, older adults
recognizing, reflecting counter-stereotypic, barack obama information, group outgroup interact
self-regulation, implicit bias, long
Intergroup Contact:
-WW2: integration of African American soldiers into white combat units.
- 62% in segregated units: “I would dislike integration.”
- 7% in semi-integrated units actually disliked it.
Contact Hypothesis: bringing groups t__ should help reduce p__.
62%
7%
together, prejudice
Intergroup Contact can be effective when four conditions are met:
1) e__ status
2) C__/c__ goals
3) contact as i__
4) i__ support
Cooperation: must include working together for a common g__
- not just bringing people t__
- ex: robber’s cave study-at end gave boys common goals and it brought them together.
Athletics & Intergroup Contact Cooperation:
-white college athletes
-measured % of non-white players in each sport (i.e. low, medium, and high contact)
-distinguish individual vs. team sports
-measure prejudice toward black people
Main point: least prejudice with c__ and c__.
Contact as Individuals:
- should be able to get to k__ each other as i__
- i__ friendships negatively related to p__
- even an intergroup “f__ of a f__” helps (called i__ friendship)
Institutional Support:
- a__, l__, and s__ norms
- we know that authority’s endorsement of d__ can t__ down
- little r__ exists
equal
cooperation/common
individuals
institutional
goal, together
contact, cooperation
know, individuals
intergroup, prejudice
friend, friend, indirect friendship
authorities, laws, social
discrimination, trickle
research
Common In-groups:
Common in-group identity
- transform perceptions of group b__
- “u_ vs. t__” becomes “w_”
- incorporates out-group into s__ in-group
- increases liking via in-group f__
Ex: Stepfamilies can be viewed as..
- two separate groups (coexisting)
- one group (one family)
- more family harmony when seen as __ group vs. __.
Anti-Muslim Prejudice Study:
Participants: christian and muslim volunteers
-measure perceived common ingroup
-“christianity and islam have common roots”
-measure stereotypes and prejudice of other group
-results: perceiving c__–> lower negative p__ and negative s__
boundaries
us, them, we
superordinate
favoritism
one, two
commonality, prejudice, stereotypes
Common In-group Identity can strengthen prejudice toward shared outgroups:
ex: east and west germans:
- prior to unification, disliked one another
- post-unification: stronger g__ identity, reduced e__-w__ prejudice but created stronger n__-g__ prejudice
ex2: post 9/11 America:
- increase “A__” identity; cohesiveness (common ingroup)
- increase derogation of common outgroup; m__ people
outgroups
german, east-west, non-german
american, muslim
Implementation of prejudice reduction:
-influencing your own attitudes
1) Reflection:
- a__ that you have prejudices
- consider the r__ for your r__
- search for examples that c__ negative beliefs
- pay attention to your own b__
- find c__ you share with others
2) Contact:
- seek out c__
- know that initial a__ is ok
- p__ the people you meet
3) Influencing others’ attitudes:
- s__ up
- let others know when behavior appears to reflect b__
- speak out against blatant p__
- don’t reinforce stereotype-driven h__
acknowledge reasons, reactions contradict behavior commonalities
contact
anxiety
personalize
speak
bias
prejudice
humor
