CH7 Discussion: Prejudice
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CH7Notes.ppt
CH7 Notes
Central issues of the text and related course content include:
Stereotyping
Prejudice
Discrimination
Ethnocentrism
As you digest content of this part of the course, I encourage you to keep in mind the following:
Previously covered content can be related to the above. A person’s/culture’s Norms, Values, Worldviews, Verbal Language, or Non-verbal Language can be cues in regards to how or if stereotyping, prejudice, discrimination develops.
Considerations:
a. How would you define the central issues noted above?
b. How are these concepts related to each other?
Stereotype
Defined/Described:
a widely adopted judgment about a group of people categorized/labeled by
race, ethnicity, or in a number of other ways (ex. Christians, Millennials,
‘Northerners’, Homosexuals, Conservatives, Democrats, Athletes, etc.).
* Stereotypes are often applied to specific individuals perceived as being a member of a larger group.
* Stereotypes strongly influence communication, during initial contacts
5 Dimensions of Stereotyping
The text outlines 5 aspects (Dimensions) of Stereotyping to consider. . Understanding these can benefit you in at least a couple of ways.
a. It can enhance your ability to address/counteract stereotypes
b. It can give you an understanding of stereotypes you may have relied on.
5 Dimensions of Stereotyping
(Direction, Intensity, Specificity, Consensus, Accuracy)
1. Direction
Addresses the question of whether or not the stereotype is positive or negative in nature.
Ex. ‘Teachers are intelligent’ vs. ‘Teachers are arrogant!’
Consideration: What are some stereotypes you could categorize as positive or
negative in nature?
5 Dimensions of Stereotyping
(Direction, Intensity, Specificity, Consensus, Accuracy)
2. Intensity
Addresses the question of whether or not the stereotype is rigidly held or is there openness to variations.
Ex. ‘Immigrants from country ‘X’ are lazy’ vs.
‘Lots of/most immigrants from country ‘X’ are lazy.’
Consideration: Consider a stereotype expressed relied on by someone you know.
How rigid would you say they rely on it?
5 Dimensions of Stereotyping (Con’t)
3. Specificity
Addresses the question of whether or not the stereotype is vague or specific in nature.
‘People from culture X are unfriendly.’ [vague] vs.
‘People from culture X don’t typically say ‘thank-you.’ [specific]
Consideration: What are some more ‘specific’ stereotype you are aware of?
5 Dimensions of Stereotyping (con’t)
4. Consensus
Addresses the question of how accepted/well-known a stereotype is
within a community.
Ex. ‘People following the ‘X’ religion are ____________.’ vs.
‘There are no people around here that follow religion ‘X’ religion,
so I/we have no idea about how they act/think.’
5 Dimensions of Stereotyping (con’t)
5. Accuracy
Addresses the question of whether or not a stereotype can be seen as ‘correct’ or not?
Stereotype: an assumption/judgment (belief) about a group or individual due seen as a member of the group in question.
Socio-type: a trait assigned to a group that is statistically true/verifiable.
Stereotype/Socio-type Examples
a. Americans are friendly.
b. Americans verbally interact with strangers more
than people from culture [X].
c. Asian-Americans perform better on math tests.
d. Asians have better abilities to understand math.
e. Gay people are very ‘fashion conscious’.
f. Married gay couples have higher incomes
than married ‘straight’ couples.
g. People from Eastern WA are conservative.
h. People from Eastern WA ‘vote in’ more republican
political candidates than democratic political candidates.
Consideration:
What examples similar to the above could you come up with?
a. Stereotype
b. Socio-type
c. Socio-type
d. Stereotype
e. Stereotype
f. Socio-type
g. Stereotype
h. Socio-type
Dispelling Stereotypes
A basic flaw of stereotypes (and relying on them) is that they obscure individuality. Direct interactions people/groups who are stereotyped is the
best way to dispel them. Another way is to do a little research.
If fatalities are a measure worth considering, the chart below dispels a commonly known stereotype in the United States: ‘Asians’ are bad drivers.
https :// www.acsh.org/news/2018/08/10/most-dangerous-drivers-ranked-state-age-race-and-sex-13300
Consideration:
How could/have you dispelled specific stereotypes relied on by people in your culture(s)?
Fundamental Attribution Error
A Source of Stereotyping (& potentially Prejudice)
Fundamental: basic/core Attribution: process of inferring causes of behaviors.
- Relates to the judgments made about individuals and their actions.
- Can result in labeling ‘type of person’ without consideration of other contextual influences --- ‘stereotyping’
Example: Imagine a person cuts in front of you while you are driving or doesn’t stop at a red light.
How would you react? What conclusions do you come to about the person?
Is the person simply a ‘bad driver’?
Is the person an idiot / self-centered?
Other?
It’s not impossible that the driver is in fact a ‘bad driver’, an ‘idiot’/
self-centered. However, equally possible is that there were contextual
influences (that an observer of the driver may not have been aware of)
The driver in question may have acted inappropriately/unexpectedly
because they were reacting to an emergency (ie. taking a pregnant woman
to the hospital to give birth)
Attribution Error & Stereotyping
Observation Potential Attribution Error Resulting Stereotype
The athlete failed the test. He isn’t very smart. Athletes are not smart
Our classmate from Germany She doesn’t respect German people don’t
usually late to class. the teacher. respect authority figures
Our Vietnamese classmate He’s not a friendly. Vietnamese people are
never speaks to others . person. not friendly.
Your American friend is He is a frivolous person. Americans are frivolous
always talking too much
Considerations:
a. When have you witnessed/fallen victim to Attribution Error?
b. In your interactions with others, when have you attributed character traits to others without a full understanding of contextual influences impacting how they behaved?
Prejudice and Discrimination
Prejudice Defined/Described:
- a sentiment about a group & its members
- rigidly held & negative (suspicion/hatred) in nature
- reflects a sense & negative evaluation of abilities, inabilities, tendanceies
- often based on “second-hand” information rather than direct experience
Discrimination Defined/Described:
- a behavior; unfair treatment of another or group, rooted in prejudicial thought.
Related ‘isms’: beliefs/attitudes rooted in specific characteristic
Sexism: prejudice/discrimination based on gender
Agism: prejudice/discrimination based on age
Racism: prejudice based on skin color, languauge use, place of origin
Prejudice & 3 Sources/Factors & Potential Outcome
1. Flawed Individual/Group Association
Observation of behaviors/beliefs of a specific individual + Negative Judgment
Similar of all others similar to the individual & assumption that they also act/behave similar to the individual observed.
2. Lack of Contextual Awareness + Negative Assumptions
- Fundamental Attribution Error
3. Limited Experience with interactions with the ‘other’
- Direct experience/interactions with the ‘other’ is recognized as the most effective way for an individual to shed prejudicial sentiment.
Potential Outcome of Prejudice Discrimination
1. Does this image point to Stereotyping? Prejudice?
Discrimination?
2. How can/does sexism manifest itself in different cultures?
3. Can men be victims of sexism?
In regards to the last question on the previous slide, below is a picture of a notice that I came across while traveling in Mexico. It suggests that there are in fact some people concerned about sexism and discrimination towards men.
Consideration:
In the cultures you are a member of or have an association with, which groups of people are (or have been) seen as being…
a. ‘lesser’ in some way (lacking certain favored characteristics or abilities)
b. worthy of suspicion
+ Consider various identity formulations/labels: race, ethnicity, religious background, lifestyle, age, gender, political perspective, sexual preference, etc.
+ Consider how/why such sentiments have developed or have been sustained.
What story could you relate about your experience with/observations of prejudice & discrimination?
Prejudice & Stereotype: Perceptions of the ‘other’
How are prejudice and stereotyping different? How are the similar?
PREJUDICE STEREOTYPES
- Implication: individual/associated - Implication: individual/associated
group seen as one-dimensional group seen as one- dimensional
- a categorization process (Identity - categorization/Identity Ascription Ascription) designed to demean/ to make sense of, understand & control the ‘other’ and predict behaviors/sentiments of the ‘other’
- rigidly held, preconceived notions - resistant, but open to change
- rooted in what is generally - potentially rooted in what is generally viewed as a ‘negative’ attribute. (Hall) viewed as a ‘positive’ attribute.
5 Forms of Prejudice
(Blatant, Conceit, Symbolic, Tokenism, Their Turf)
The ‘forms’ of prejudice offer general descriptions of different types of prejudice.
A deeper understanding of different forms of prejudice can allow for a more clear understanding of when it is actually held/present.
1. Blatant
The most virulent & easily recognized ‘form’ of prejudice. Can involve
physical violence and aggressive/threatening language.
The ‘other’ is viewed as a pollutant / a danger
Example: treatment of Jews in Nazi Germany
Example: treatment by minorities in the U.S. by groups like the Klu Klux Klan
Consideration: What groups/people are you aware of that fall/have fallen victim to Blatant Prejudice?
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5 Forms of Prejudice (con’t)
2. Conceit:
The ‘other’ is inferior and trivialized and/or seen as socially or professionally deficient
Example: a work place institutes a ‘no hire’ policy of specific types of people (gays, Christians, old, young, etc.) because they are viewed as lacking desired social or professional skills (or, potentially, the ability to gain them)
Consideration: Do you have any experience or observations with the Conceit Form
of prejudice?
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5 FORMS of Prejudice (con’t)
3. Symbolic:
The ‘other ‘ is seen as a threat to a status quo
Examples: ‘We’ll loose our jobs if we let all those immigrants into our country!’
‘If those environmentalist get their way, our way of life will degrade’
Consideration: Do you have any experience or observations with the Conceit Form
of prejudice?
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5 FORMS OF PREJUDICE (con’t.)
4. Tokenism:
Favorable gestures towards the ‘other’ allow a person to ignore/obscure a prejudice.
Something of relatively little value is given/expressed in order to avoid deeper more/deeper interaction with ‘other.
Result: Development of a ‘See, I’m not prejudiced!’ sentiment
Text Examples:
a. $ given to homeless person alleviates the sense that no further involvement or concern is necessary.
b. a member of a minority is used in advertisement, but the company producing it fails to elevate minorities in to higher positions within the organization.
Consideration: Have you or anyone you know exhibited Tokenism?
5 FORMS OF PREJUDICE (con’t.)
5. Arm’s Length:
Interaction with the ‘other’ is based exclusively on context/need.
Example:
A student interacts in a friendly way to another classmate when in the classroom or when a group assignment requires engagement, but outside of the classroom will avoid interactions with the same person or exclude them/not invite them to join in social activities.
Consideration: Do you have any experience or observations with the Arm’s Length Form
of prejudice?
5 Rationalizations of Prejudice
(Morally Better, Personally Afflicted, Social Pressure, Their Turf, System Abuse)
The text outlines potential general reasons for why a person may hold a prejudice . Hall describes these as ‘Rationalizations of Prejudice. Understanding these can
a. enhance your ability to address/counteract prejudicial sentiment
b. give you an understanding of prejudices that you may hold
1. Morally Better
General reason for prejudice is rooted in a sense that the ways/standards of one's group are seen as better than those of the ‘other’ & his/her group
Tendencies/Characteristics:
- generally avoid the ‘other’
- propensity to make jokes about the ‘other’
- potentially have feelings of personal guilt for holding the prejudice
5 Rationalizations of Prejudice (con’t)
2. Personally Afflicted:
Reason for prejudice is a result of what is perceived as an injustice produced by the ‘other’ The injustice can be one experienced directly or by a person of one’s ‘group’.
Ex. ‘I don’t like people from culture ‘X’ because of what they did
to my country in the past’
Tendencies/Characteristics:
- highly motivated to avoid ‘others’
- quickly react in a negative fashion if/when the ‘other’ is encountered
Consideration: Have you experienced/witnessed a situation a situation in which the Morally Better or Personally Afflicted ‘Rationalization of Prejudice’ are applicable?
5 Rationalizations of Prejudice (con’t)
3. Social (peer) Pressure:
Reason for prejudice to avoid challenging prejudices held by others in one’s social
circle(s) - an effort to ‘save face’
Tendencies/Characteristics:
- general avoidance of the ‘other’
- feeling guilty about prejudice towards the ‘other’
- high concern about becoming an outcast of their group
Consideration: Have you experienced/witnessed a situation a situation in which the Social Pressure ‘Rationalization of Prejudice’ is applicable?
5 Rationalizations of Prejudice (Con’t)
4. Their Turf
Reason for prejudice is rooted in fear of entering environments dominated by the ‘other’.
Tendencies/Characteristics:
- limited direct contact - ‘heard’/’read’ negative things about ‘others’
- interact with ‘others’ quickly and distrustfully
Example: A person needs to buy a product and the only option is to get it at one
a store run by the ‘other’. They go there to make a purchase but are uneasy doing so and get in/out the environment as quickly as possible.
Consideration: Have you experienced/witnessed a situation a situation in which the Their Turf ‘Rationalization of Prejudice’ is applicable?
5 Rationalizations of Prejudice (Con’t)
5. System Abuse:
Reason for prejudice is rooted in a sense that a ‘system’ (legal, educational, work, etc)
is set up/managed in a way that can be/is abused by the ‘other’
Root sentiment: ‘I have to work for it, ‘others’ just born in the ‘right’ group.’
Example:
Student ‘A’ applies to a University and is denied admission. Student A learns another student (student ‘B’), whose GPA is lower than theirs, has applied to the same university and was admitted. Student A attributes this to the fact that student B is a minority, and that this is the main factor that resulted in student B being accepted and them (Student A) being denied
Consideration: Have you experienced/witnessed a situation a situation in which the System Abuse ‘Rationalization of Prejudice’ is applicable?
5 Functions of Prejudice
(Utilitarian, Social Status, Ego Defensive, Value Expressive, Easy Knowledge)
The text describes how prejudice can be seen as serving a specific function for those holding it. Similar to the ‘Rationalizations of Prejudice’, the Functions of Prejudice can…
a. Enhance your ability to address/counteract prejudicial sentiment
b. Give you a better understanding of prejudices that you may hold
1. Utilitarian
Function of prejudice is that it results in tangible rewards
ex. It is seen as a way to maintain/provide access to jobs/political power
Consideration: Have you experienced/witnessed a situation a situation in which the Utilitarian ‘Function of Prejudice’ is applicable?
5 Functions of Prejudice (con’t)
2. Social Status
Function of prejudice is that it serves a social /’in-group’ function
ex. prejudice allows a person to gain/maintain /elevate acceptance or by a group
5 Functions of Prejudice (con’t)
3. Ego-Defensive
Function of prejudice is that it allows a person to blame ‘others’ rather than take personal responsibility
Root Sentiment: ‘My poor/degrading standard of living is ‘their /that group’s fault.’
Consideration: Have you experienced/witnessed a situation a situation in which the Ego-Defensive ‘Function of Prejudice’ is applicable?
5 Functions of Prejudice (con’t)
4. Value-Expressive
Function of prejudice is that it allows a person to high-light/ reinforce a held value.
Ex. ‘Don’t do that…It makes you look like a ‘X’.’
Consideration: Have you experienced/witnessed a situation a situation in which the Values-Expressive ‘Function of Prejudice’ is applicable?
5 Functions of Prejudice (con’t)
5. Easy Knowledge
Function of prejudice is that it simplifies/clarifies how the world is.
Root Sentiment: ‘I don’t know why I have a problem with ‘group x’. Doesn’t everyone?’
Consideration: Have you experienced/witnessed a situation a situation in which the Easy Knowledge ‘Function of Prejudice’ is applicable?
Understanding, Identifying, and Explaining Prejudice
Prejudice is an Etic Form.
Prejudices existing in one culture, are often not found in others (Emics)
5 ‘Forms’ of prejudice: 1. Blatant 2. Conceit 3. Symbolic 4. Tokenism 5. Arm’s Length
5 ‘Rationalizations’ of prejudice: 1. Morally better 2. Personally Afflicted 3. Social Pressure 4. Their Turf 5. System Abuse
5 ‘Functions’ of prejudice: 1. Utilitarian 2. Social Status 2. Ego-defensive
3. Value- Expressive 5. Easy Knowledge
Extension: Check out the video linked in the CH7 ‘module’ called ‘Howlie Surfer’
As you watch, do you sense any prejudice?
Can you identify the ‘form’, a possible ‘rationalization’,
& function that can be applied to the situation
in the video?
Does the video point to both prejudice and discrimination?
5 Rationalizations of Prejudice
(Morally Better, Personally Afflicted, Social Pressure, Their Turf, System Abuse)
Considerations:
What prejudices are you aware of that exist in other cultures?
How can prejudice and discrimination be addressed? What have you already done to address it?
Extension:
Check out the video content linked in the CH7 ‘module’ on CANVAS called ‘Addressing Prejudice’
Ethnocentrism Defined/Described:
Negatively judging, rating, or ranking aspects of another culture
based on the standards of one’s own culture.
Reveals cultural/personal beliefs about how one group/culture compares to another
- allows for the identification group ‘members’ vs. ‘outsiders’
- rooted in a sense of cultural ‘superiority’
- grounded in a sense of ‘competition’, a desire for dominance
- can lead suspicion/hatred (prejudice) and unfair treatment (discrimination) of ‘outsiders’
Considerations:
1. Reflect on a time that you felt the behavior or decision made by a person of another culture was foolish, strange, or simply not the ‘right/proper’ way to do it.
In your opinion, what was wrong about the action/decision and what how
should the person have behaved?
2. What aspects of your culture (think norms) might someone from another culture rank as ‘improper’ a flawed approach?
Ethnocentrism From an ‘American’ Perspective
wimps
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Consideration: In your culture, how do the elderly tend to spend their later years?
An American Norm: It’s common/accepted practice for elderly to live in retirement communities and/or assisted living facilities rather than with their family members.
A sense that this is not the ‘right/proper’ way to do things/a flawed approach
points to an ethnocentric perspective.
One way to see the approach is to consider Worldview. American culture is
recognized as leaning relatively strongly toward the Individualism end of the
Individualism/Collectivism WV continuum.
Lifestyle choices & values can be evaluated ethnocentrically…
… as can less ‘touchy’ aspects of behavior (norms)
‘You put corn on your pizza?!?’
You eat with your hands?!?’
‘Your family doesn’t eat dinner until 9:00 p.m.?!?’
‘You wear your shoes around inside your house?!?’
Expression of Ethnocentrism:
Below are a few examples of things I’ve heard people express that points to an Ethnocentric perspective:
‘People practicing ‘that’ religion will end up in hell.’
‘The lifestyle in the U.S. is 2nd rate. Everyone always thinks only about themselves and they waste their time engaging in selfish and wrong behavior.’
‘It’s so odd how you drink cola with your meals!’
‘Choosing to wear a hijab is crazy/oppressive.’
Considerations: When have you been exposed to an ethnocentric
attitude? Have you said things that revealed an ethnocentric attitude?
3 Continuums of Ethnocentrism
Similar to the WV Continuum concept. Hall presents 3 Continuums of Ethno- centrism, suggesting that it’s worth recognizing that people are not either 100% Ethnocentric or completely accepting of other cultural perspectives & propensities.
The continuums of ethnocentrism can get you thinking about strategies by which people can approach other cultures and increase the chance for more positive interaction.
Concern Indifference
Involvement Avoidance
Enjoyment Intolerance
Consideration:
When you consider how you approach different cultures and their members, where would you place yourself on each of the continuum above?
Developmental Model of Intercultural Sensitivity (DMIS)*
[Milton J. Bennett]
3 stages Ethnocentrism 3 Stages of Ethnorelativism
* Bennett, Milton J. “Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity.” Education for the Intercultural Experience. Ed. R.M. Paige. 2nd edition. Yarmouth, ME: Intercultural Press, 1993. 21-71.
3 stages Ethnocentrism
Milton’s ‘stages’ of Ethnocentrism and Etho-relativism suggest that
a. perceptions of the practices and beliefs of other cultures can be characterized in
different ways
b. It’s possible for people/cultures to elevate how they perceive others in a more
empathetic and productive ways. (move from one ‘stage’ to the next)
Stage 1: DENIAL of cultural difference
(A belief that here are no real cultural differences.
Everyone/every group is basically the same)
Root Sentiment: ‘My way (& that of my culture) is the only way, and I suppose everyone does it the same way we do it’
- propensity to avoid people/groups who do things differently
- a sense that when ‘others’ are seen taking a different approach that they are simply ‘confused’.
3 stages Ethnocentrism (con’t)
Stage 2: DEFENSE against cultural difference:
(A more reactionary ethnocentric perspective. An ‘us’ vs. ‘them’ attitude)
- A belief that my cultural ways are the best & therefore I/we are superior.
- Perceive other cultures as potential ‘threats’ (potential for prejudice/discrimination rises)
- People at this stage will tend to denigrate other cultures and their members.
3 stages Ethnocentrism (con’t)
Stage 3 MINIMIZATION of cultural difference
(The highest ‘stage’ of Ethnocentrism.
Suggests some awareness of culture, but at a tertiary/basic level)
- A recognition of biological similarities among people of different cultures
- A recognition that ‘universals’ exist (universal norms and values)
- An assumption worldviews are also universal
- People at this ‘stage’ will tend to obscure, trivialize and/or romanticize cultural differences
3 Stages of Ethno-relativism
“Cultures can only be understood relative to one another, and that particular behavior can only be understood within a cultural context" (Milton)
Milton’s ‘stages’ of Ethno-relativism suggest that a person/culture can be
aware/accepting of other cultural practices & beliefs but that such an awareness/acceptance can be characterized in different ways.
Stage 1: ACCEPTANCE
- characterized by both an awareness of cultural differences and a curiosity to know more.
- judgments about cultural differences are withheld/not present.
3 Stages of Ethnorelativism (con’t)
Stage 2: ADAPTATION
- characterized by a sense that ‘alternate’ perspectives are out there and that
a. they have some value
b. they are potentially a tool for one to use in their life
3 Stages of Ethnorelativism (con’t)
Stage 3: INTEGRATION
- characterized by an ability to evaluate/interpret a context (situation) from different perspectives
-‘alternate’ behaviors/beliefs are accepted and put into practice.
Positive: reveals a multi-cultural perspective and an openness to learn about
alternate, previously unconsidered approaches.
Negative: opens the potential for a person to feel that they are not really a part of any ‘one’ culture.
Ethnocentrism Manifestations/Examples:
Economic & Territorial Imperialism:
Extending a country's/culture’s power and influence through diplomacy or military force has occurred throughout history by those cultural groups with the
power to do so.
- Among others, the following have engaged in imperialistic strategies:
Romans, British, Portuguese, Spanish, Japanese
- Current: U.S. policies directed at change of government
Other Reflections/Sources of Ethnocentric attitude you might find interesting to investigate
- Confucian "Mandate of Heaven" (China)
- The concept & application of ‘American Exceptionalism’
- Native American Boarding schools (The ‘noble’ savage)
- Shia vs. Sunni (Middle East)
- Eastern Ukraine vs. Western Ukraine
- Fighting against ‘mixed’ marriages or inter-racial/cultural dating
- Conservative vs. Liberal political perspectives
CONSIDERATION:
Think about the groups you are a member of (nationality/micro-cultures).
What ‘other’ groups are perceived in an ethnocentric manner?
In what specific situations might the “The way we do thing is better/proper!” sentiment reveal itself?
Mercator Map, 1569 Arno Peters Map, 1973
The world from space? 1763, a copy of a map drawn in 1418? (Chinese explorer, Zheng He)
Sources: http://wwww.alternatehistory.com / http://mentalfloss.com/
Consideration: Can the manner in which a cultural group ‘maps’ the world reveal an ethnocentric perspective?
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