STEREOTYPE BIAS Office of Diversity Workshop Module #2

UNDERSTANDING THE CONTEXT “The relevance of stereotype bias”

WHAT IS IT? Definition –A perceiver's actions, although based upon initially erroneous beliefs about a target individual may channel social interaction in ways that cause the behavior of the target to confirm the perceiver's beliefs. Clip: –Combinations of warmth and competence generate distinct emotions of admiration, contempt, envy, and pity. From these inter- group emotions and stereotypes, the behavior from intergroup affect and stereotypes (BIAS) map predicts distinct behaviors: active and passive, facilitative and harmful Sources:

STEREOTYPE BIAS MAP

EXPRESSIONS OF BIAS Fueled by Social Perception –Social perception is one important component of social competence and social success Includes: –3 Domains of Competence 1. Knowing that others have thoughts, beliefs, emotions, intentions, desires, etc. 2. Being able to “read” other people’s inner states based on their words, behavior, facial expression 3. Adjusting one’s actions based on those “readings” –Combinations of warmth and competence generate distinct emotions Admiration Contempt Envy Pity Sources:

TYPES OF BIAS Two dominant types: –Inter-Group Explicit vs. Implicit –Out-Group Event Related Potential Sources: %20Regulation%20of%20Intergroup%20Bias.pdf

THE WORKPLACE Stereotype –Within the workplace environment, entrepreneurs were perceived to have predominantly masculine characteristics. –Both men and women perceive entrepreneurs to have characteristics similar to those of males (masculine gender role stereotype), only women also perceived entrepreneurs and females as having similar characteristics (feminine gender-role stereotype). Source:

GENDER Stereotype: –Women are more communal (selfless and concerned with others) and less agentic (self-assertive and motivated to master) than men. Result: –Women are more likely to hold positions of lower status and authority –Women are more likely than men to be Less homemakers –Less likely to be employed in the paid work force Source:

RACE Implicit Race Bias –Implicit stereotyping and prejudice often appear as a single process in behavior, yet functional neuro-anatomy suggests that they arise from fundamentally distinct substrates associated with semantic versus affective memory systems Source:

AGE Context –There is suggestion of age bias of older individuals rather than younger Stereotype –Younger individuals lack commonsense, are more technologically advanced than old persons, more efficient in the workplace, have more energy –Old persons lack current, up-to-date information and skills, need supervision, are useless after age 60 Result –Job-threat, devaluing opposite group Source:

SOCIAL CLASS Stereotype: –Lower or working-class individuals are less likely to graduate high school –More likely to commit crime –More likely to be obese –To be portrayed as physically out of control, loud, overly sexual, and dress in loud and inappropriate clothing –Be incompetent Source:

ABLEISM Stereotype –Disabled people are victims, exotic freaks, clowns, pitiful and sweet, burden and outcast, deviant, inspirations, incapable of full participation in every day life Result –Shun or not included in every day activities, looked down on, pitied, seen as incompetent, treated different Source:

DIMINISHING THE BARRIERS “How to eliminate stereotype bias”

COMMUNICATION IS KEY Stereotypes help people connect with others in the community Communicators tend to share more stereotype- consistent information rather than stereotype- inconsistent information Be open to learning about and sharing with other individuals from diverse backgrounds, that may be unfamiliar to you. Source:

TAKING THE NEXT STEP Contrarily, mistaken social perceptions lead to self-fulfilling prophecies –Steps to breaking the barriers include: 1.Understand the Problem –Re-evaluate where your information about the group came from –Getting to know the individual, not the group objectively 2.Environment Support –Everyday communication with peers, family, and others of diverse backgrounds 3.Instructional Strategies to Assist 1.Social perception training including discu

REFERENCES  07.pdf 07.pdf     %20Differences%20in%20the%20Regulation%20of%20Intergroup%20Bias.pdf %20Differences%20in%20the%20Regulation%20of%20Intergroup%20Bias.pdf      st/meta-analysix-age%20bias.pdf st/meta-analysix-age%20bias.pdf   

ANY QUESTIONS? Thank You! Office of Diversity Indiana State University 200 N. 7 th St., Rankin 426 Terre Haute, IN 47809