1. Aim: How are attitudes formed and changed? (racism and prejudice )
DO NOW:
Go to page 23 and write down 1st 5 words that come to mind for each?
Homework:
Read Article on Racism in Pop Culture w/ Q’s
Friday 2/23 - Review Quiz on Key People (25 MC Q’s)
The

2. Attitudes
Task:
Go to page 23 and write down 1st 5 words that come to mind for each?

3. Attitudes Implicit Explicit
Covert attitudes that are expressed in subtle automatic responses that people have little conscious control over.
IAT: Implicit Associations Test- a technique for measuring implicit biases and applied it to racial words PROVED THAT EVEN THOUGH PEOPLE WILL DENY HAVING EXPLICIT PREJUDICE, THEY STILL HIDE SOME IMPLICIT BIAS
Attitudes that we hold consciously and can readily describe.
**These beliefs we can consciously recall on the task.
ow, imagine the same scene. You are out with your friends. You vaguely notice some of the strangers around you but don't meet anyone. You talk with your friends but feel extremely uncomfortable. Maybe your friend even notices and asks what's wrong, but you have no idea. In this scenario, it would be possible that one of the strangers near you reminds you of someone from your past that you greatly disliked. Your attitude towards this person is what is making you feel uncomfortable. However, the attitude is at the unconscious level, was involuntarily formed, and you have no idea it's there, so you couldn't tell anyone about it.
It is possible and quite common for an explicit attitude and an implicit attitude to contradict each other. Prejudice is a frequently used example. Imagine Greg, a middle-class white man who genuinely believes that all races are equal and despises any kind of racial bias. This is Greg's explicit attitude. He is aware of his strong opinion and can easily share this with others. Yet, he is unaware that any time he is around Hispanics, he acts rather nervous. If Greg grew up in a small town with strong negative stereotypes about Hispanic people, it's possible that some of these negative ideas influenced him without his knowledge. He may subconsciously believe that Hispanics are dangerous. This is Greg's contradicting implicit attitude. It was involuntarily created, and he is not aware of it.

4. Kids on Race What is the “Doll Test”?
What attitudes are expressed in this experiment?
Are they implicit or explicit?
How did the children acquire these attitudes?
Start at 3:31

5. Social Relations
Americans today express much less racial and gender prejudice

6. Attitudes p. 25
A belief or feeling that predisposes one to respond in a particular way to something (implicit vs. explicit)
3 Components of Attitudes: Cognitive, Affective, Behavioral
How might different attitudes respond to this picture?

7. Attitudes

8. Do our attitudes guide our actions?
Only if….
External pressure is minimal.
We are aware of our attitudes.
The attitude is relevant to the behavior.

9. Study examined how racial bias plays into an officer’s decision to shoot a suspect.
Using images of white and black men, each gripping a cell phone, a wallet, or a handgun
Participant play a devised a video-game experiment that requires split-second judgments. One after another, images flash onto a monitor and participants must assess whether the man in each picture is carrying a gun. Within 850 milliseconds, they must press one key to shoot or another to leave the figure unharmed.
“Targets,” stand in different poses—kneeling, striding, arms crossed, hands near their pockets—and they’re placed before mostly urban backgrounds: a public fountain, an apartment-building courtyard, a construction site, a leafy park, a parking lot.
Joshua Correll and five other researchers devised a test to assess racial bias shooting that was similar to Plant and Peruche's, but also more realistic. Twenty-five Black actors and twenty-five White actors were photographed holding either a gun or a benign object like a wallet or can of cola in several different poses. In the new test, random backgrounds (urban scenes, country roads, etc.) were flashed on a computer screen. At random intervals, one of the actors was inserted into the screen. Then the police officer had to decide whether to shoot or not shoot as quickly as possible, and press a button registering his or her response.
This test was given to three groups of people: 124 Denver police officers, 113 police officers from across the U.S., and 135 Denver civilians. Was there any bias in the decision to shoot? This graph shows the results of a statistical measure, c, designed to measure propensity to shoot an unarmed person:

11. HOW DO WE LEARN/ FORM ATTITUDES?

12. Attitude Development page 24
Modeling
Positive / Negative Reinforcement when younger
Conformity
Habit
Rationalization
Self interest
Mere Exposure Effect – attitudes become more and more + when exposed to it more frequently

13. What is the difference between racism, prejudice, discrimination and stereotypes.

14. Stereotypes, Prejudice and Discrimination
Prejudice (Affect)
an unjustifiable/ negative attitude toward a group and its member
involves stereotyped beliefs, negative feelings, and a predisposition to discriminatory action
Ethnocentrism is an example of a prejudice.
Stereotype (Cognitive)
An generalized (sometimes accurate, but often overgeneralized) belief about a group of people
Discrimination (Behavior)
An action based on a prejudice.

15. Institutionalized Racism:
Belief that members of a certain race or ethnic group are innately inferior, believe traits are biologically determined and can’t be changed.
Institutionalized Racism:
More to organizations
A person can unintentionally contribute to a decision that has racist consequences

16. Roots of Prejudice What are the Causes of Prejudice?
Read the packet and fill in the chart. How do the following contribute to racism/prejudice…
Social Inequalities
In-group/Out-Group
Scapegoating
Categorization
Vivid Cases
Just World Phenomenon

17. Aim: What are some methods to reduce conflicts between groups?
DO NOW:
Take out Article – Leave on desk
Debrief “Chart” from yesterday – The Roots of Racism
Homework:
Key People Quiz Fri. 2/23
The

18. Jill, a female employee at ACME Industries, recently complained that she had been sexually harassed by one of her male supervisors. Upon hearing of this complaint, Luis, a fellow employee, commented, “If the women around here would stop some of their flirting, they'd be left alone.” Jason, another co-worker, quickly added, “If the women in this country stopped trying to act like men, they'd all be treated with more respect.” Explain how these insensitive remarks illustrate some of the social, emotional, and cognitive roots of prejudice.
Social Inequalities
In-group/Out-Group
Scapegoating
Categorization
Vivid Cases
Just World Phenomenon

19. social roots - Bryan’s comment (“If the women in this country stopped trying to act like men”) implies an ingroup bias: Jason identifies an “outgroup” (women) as the cause of the problem rather than his “ingroup” (men) as the reason for the problem.
emotional roots, Kurt‘s comment (“If the women around here would stop some of their flirting”) provides an outlet for discomfort and anger by identifying an outgroup to blame (scapegoat theory) for the situation (“flirty” women).
cognitive roots - both Kurt’s and Bryan’s comments are examples of the just-world phenomenon: the tendency for people to believe the world is just and people get what they deserve (in this case, “flirty” women and women who “act like men” are responsible for sexual harassment).

20. Social Inequalities (A principle reason behind prejudice)
Us versus Them: In-group and Outgroup
In-group: “us”- people with whom one shares a common identity.
Outgroup: “them”- those perceived as different than one’s ingroup.

21. Does perception change with race?

22. Is it just race? NO Palestinians and Jews Towners and Lakers
Men and Women

23. Social Inequalities perpetuate prejudice with….
Ingroup Bias
tendency to favor one’s own group
Scapegoat Theory
theory that prejudice provides an outlet for anger by providing someone to blame
Just-World Phenomenon
tendency of people to believe the world is just
people get what they deserve and deserve what they get

24. Psychological Factors impacting Aggression
Scapegoat Theory
The theory that prejudice provides an outlet for anger by providing someone to blame.
Frustration Aggression Theory-
Displace hostility onto lower group (scapegoats)

25. Social Relations
Vivid cases (9/11 terrorists) feed stereotypes

26. How does prejudice occur?
Just world Phenomenon
In one popular study female and male subjects were told two versions of a story about an interaction between a woman and a man. Both variations were exactly the same, except at the very end the man raped the woman in one and in the other he proposed marriage.
In both conditions, both female and male subjects viewed the woman's (identical) actions as inevitably leading to the (very different) results.

27. Why is there prejudice?
Social Learning Theory- we can learn stereotypes and prejudice from modeling. Conform to views of parents and friends
Cognitive Schemas- try to simplify and organize our thinking. Oversimplification

28. Social Relations
Americans today express much less racial and gender prejudice

29. Page 26
Explain reasons why Ramone may or may not receive help from others waiting in line by relating each of the following concepts to Ramone’s situation. Remember to define and apply. Be specific in your explanations. A. confirmation bias b. Fundamental attribution error c. Bystander effect d. In-group bias e. just world hypothesis f. frustration-aggression principle

30. How can we reduce prejudice/ conflict between groups?
What would you do in this situation? How can we apply this to helping reduce conflict at JJ?

31. Classic Study on Intergroup Conflict: Mazafer Sherif – Robbers Cave Experiment Page 39
Task:
What was Sherif’s hypothesis?
Procedure - What were the three phases of the study?
Results - How does this study explain why racist attitudes have diminished over time but not completely eradicated?
What are some ethical issues with the study?
How is this model used in some reality shows?

32. 1. Competition Phase/ In-group Formation 2. Friction Phase

33. 3. Integration/ Contact Phase

34. Conflict and Peacemaking
Contact – races have grown closer by being together on a regular basis.
In other words familiarity breeds content.

35. ROLE OF THE FOLLOWING ON REDUCING PREJUDICE?
Recategorization – to expand schema for group by viewing people has sharing similar or common qualities
Contact Theory – both sides must work together towards a common goal.
Brown vs. Board of Ed
Sherif’s Camp

36. Conflict and Peacemaking
Cooperation -non competitive and between parties of equal status can lead to ...
Superordinate goals – shared goals achieved through cooperation
Example: 2 groups of boys at a summer camp who hated each other, worked together to fix the camp’s water system
Communication - is critical, mediators needed to step into the middle
Conciliation
GRIT – (Graduated and reciprocal initiatives in Tension Reduction) strategy designed to decrease international tension
Example: Kennedy gesture to banning nuclear tests above ground led to the Nuclear Test Ban treaty between the US
est. mutual interest
Make a conciliatory act
Hope for reciprocity
If aggression respond with action

37. Brown Eyes Blue Eyes page 33
A Class Divided Experiment Conducted by Jane Elliot in her 3rd grade classroom in 1968 after the assassination of Martin Luther King Jr.
start at 5:09 to 11:04

38. Social Psych Skits Project
Overview:
Work in groups of 2/3
Research your topic
Create a Skit that illustrates your term.
Prepare a presentation that:
Defines/ explains your topic
Give 2 OTHER/ different examples
Create and perform a skit that brings the concept to life
100 Point Quiz Grade
10 – Classwork
25 – Research Template
40 - Skit/ Presentation
25 – Presentation of Topic
DUE DATES
Thurs.– Research template
Friday– Skits/ Presentation
Monday – Skits/ Presentations
Social Psych Test Thursday 2/11

39. Contact Theory - Allport
Sustained Contact
Mutual Interdependence
Super –ordinate goals
Equality of Status

40. Tim Hanks Activity and Racism
Aversive/Unintentional: complex, ambivalent racial attitude.
Avoid acting in a racist manner
Support policies that promote equality
Sympathizes with victims
Identify with liberal agendas
Will discriminate in areas where it can be easily rationalized