1. Stereotype Formation and Effects
Social Psychology:
Stereotype Formation and Effects
IB Psychology
Hosted by Joseph & Laura

2. Stereotype Formation and Effects
Social Psychology
Stereotype Formation and Effects
Teacher
We all use
them.
Baby girl
Single teenage mother

3. What can you use this topic for?
Explain the formation of stereotypes and their effect on behaviour. Describe one theory or study on the formation of stereotypes. Explain one theory or study on the effects of stereotypes on behaviour. Discuss cultural and ethical considerations in diagnosis Discuss validity and reliability of diagnosis Discuss validity and reliability of diagnosis. Discuss cultural and gender variations in prevalence of disorders. Discuss cultural variations in the prevalence of one affective or eating disorder. Discuss the formation and development of gender roles. Discuss psychological research (theories and/or studies) on the formation and development of gender roles. Explain cultural variations in gender roles.

4. Ethnicity Age Appearance Gender Accent Religion Social Psychology
Social Categorisation
SIT ‘us’ and ‘them’
(Tajfel, 1971; Tajfel & Turner, 1979)
Gatekeepers (media/family/friends)
Control of image and information
Campbell, 1967
Language of ‘us’ and ‘them’
(Perdue et al, 1990)
Illusory correlation
False perception of a relation between two variables
Hamilton & Gilford
Ethnicity
Age
Appearance
Gender
Accent
Religion

5. Example of how to plan an SAQ

6. Game to Teach Stereotyping (adapted from Goldstein, S. B. (1997)
Game to Teach Stereotyping (adapted from Goldstein, S. B. (1997). The power of stereotypes: A labeling exercise. Teaching of Psychology, 24,  )
Obtain the same number of adhesive labels (e.g., of the kind for file folders) as there are students in your class, and write a stereotypic attribute on each label – maybe athletic, cute, overemotional, workaholic, good at maths, lazy, funny, musical, materialistic, laid back, strong, forgetful, careless, unimaginative and creative.
Stick a label on the forehead of each student who agrees to participate. (Stress it is just a game - others can be observers).
Students circulate and ask each other to talk for at
least 5 mins on “your future plans”. They should
be treated in accordance with the stereotype on
their head – so if “forgetful” they could be
reminded several times to check they understood
the instructions. THEN…..
Musical

7. Game to Teach Stereotyping (adapted from Goldstein, S. B. (1997)
Game to Teach Stereotyping (adapted from Goldstein, S. B. (1997). The power of stereotypes: A labeling exercise. Teaching of Psychology, 24,  )
4. After 15 minutes, reconvene the class and ask students to leave their labels on for a little while longer (if the class size and furniture allows, it's best to sit in a circle). Then ask students to share how they felt during the exercise, how they were treated by others, and how this treatment affected them. Students will often mention their discomfort not only with being stereotyped but with treating others stereotypically. Invite anyone to guess their label.
Funny
Lazy
Cute
Forgetful
Laid- back

8. Game to Teach Stereotyping (adapted from Goldstein, S. B. (1997)
Game to Teach Stereotyping (adapted from Goldstein, S. B. (1997). The power of stereotypes: A labeling exercise. Teaching of Psychology, 24,  )
5. Tell students that they can now remove their labels. Then discuss questions such as the following:
Was the label what you guessed, or were you surprised by it?
When people stereotyped you, were you able to disregard it?
Did you try to disprove the stereotype? If so, did it work?
How did you feel toward the person who was stereotyping you?
If your attribute was positive (e.g., "good at math"), how did you feel?
When stereotyping others, how easy was it to find confirming evidence?
When stereotyping others, how did you react to disconfirming evidence?
These questions offer a natural forum to discuss self-fulfilling prophecies,
confirmation biases, belief perseverance, and other psychological factors involved in stereotyping. 
This provides a great link into the effects of stereotyping, and to the stereotyping of those with mental disorders in Abnormal Psychology.

9. Effects of stereotyping
Stereotype threat - Steele & Aronson (1995) – re: African-Americans and verbal reasoning/intellectual ability tests Koenig-Eagly (2005) – re: men and social sensitivity.
Spotlight anxiety –
Steele (1992, 1997) – a result of stereotype threat is raised anxiety, typically of minority students in academic settings and women in maths.
Stereotype threat spillover -
Inzlicht & Kang (2010) – stereotype threat effect spills over into other areas, like aggression and eating.
Spotlight anxiety and stereotype threat link to self-fulfilling prophecy and confirmation bias.

10. In the Options Abnormal Psychology
Discuss cultural and ethical considerations in diagnosis.
Discuss validity and reliability of diagnosis.
Discuss cultural (or gender) variations in the prevalence of one affective or eating disorder.
Cultural stereotypes:
Fixed beliefs that all members of a certain culture act in a particular way, or in this case are prone to particular mental disorders. Burr (2002) – cultural stereotyping and South Asian women > under-diagnosis of problems.
Gender stereotypes:
Landrine (1988) - Women and depression > gender-role hypothesis

11. In the Options
Development - Gender stereotypes Where do they come from? Leary et al (1982) media as gatekeepers > stereotyped ideas of gender roles in children Fiske and Dyer (1985) – stereotypes and schema (toys for girls and boys).

12. In the Options –Game for gender stereotypes
Pink box for girls and Blue box for boys. Ask students to think of as many stereotypes as they can, write them on a small card (have pieces of card for this exercise) and put them in the appropriate box. Encourage them to use the course material as well as their own knowledge. Start each stereotype with “Girls are…” and “Boys are…” and “Men are…” and “Women are…”. Suggest phrases like “more likely to…” or “Real men don’t…” – “Real women don’t….”. Give the boxes to the students to count, and tally the stereotypes in Google doc or similar, before weeding out duplicate cards and putting one example of each stereotype back in the appropriate box.

13. In the Options –Game for gender stereotypes
Questions
Which was the most popular (strongest ) stereotype for each gender? (i.e. had the most cards)
Which box had most cards, after the duplicates were removed?
Why do you think this is?
How do you think stereotyping affects your life?
How do you think it affects the lives of boys/girls (choose the opposite sex?
When do you think gender stereotypes begin to have an influence on children of either sex?
What does it mean to say that gender stereotypes act to exclude both men and women from certain areas of life?
[Use Youtube for videos: the “Like a Girl” series is good for girls. And this one is good for general cultural stereotyping ]

14. Breaking the gender stereotypes
Andrew O’Neiil
Can you think of other
ways to break the
stereotypes? [Jobs,
Adventures, Hobbies.]
What about the age
stereotypes?
What is the role of
comedy?

15. Glossary of terms Stereotype Confirmation Bias
Self-fulfilling Prophecy
Cultural Stereotype
Gender Stereotype
Stereotype Threat
Stereotype Threat Spillover
Spotlight Anxiety
Social Categorisation
Social Identity Theory
Gatekeeper
Illusory Correlation
Gender Role
Schema
Cut up the cards, and then make a blank set and get students in groups to write the definitions, and the relevance to stereotype formation or effects and then you have a matching exercise.

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