PSY
571: Social Psychology
Stereotyping
and Prejudice Seminar
Spring
2002 / Fridays 9:05-12:05 / Room 250 Moore
Instructor: Dr. Theresa Vescio
Office: 438
Moore Building
Phone: 863-1714
email: tkv1@psu.edu
please
put “571” in the subject line
Course
Structure and Objectives
The
course will be in discussion format. Discussion will generally focus on 3 to 5
empirical and/or theoretical articles, which serve as exemplars of the type of
thinking and research that has been done in the area. Assigned readings should
provide a sound theoretical background for each topic, as well as introducing
relevant research. Readings focus primarily on contemporary contributions to the
field of stereotyping and prejudice. Beyond surveying relevant research and
theorizing, the primary goal of this course to encourage critical and
integrative thought.
Course
Requirements
Weekly Thought Papers and/or Comments
Each
week you will be asked to turn in a 2 to 3 page thought paper. The goal of the
thought paper is to simultaneously encourage critical thinking about the
readings prior to class and enhance discussion quality during class. There are
no formal rules regarding thought paper structure or content. The assignment is
intended to provide a context within which you can raise points of interest
and/or questions. Your paper may focus on theoretical, empirical,
methodological, integrative or practical issues. Examples of the kinds of
questions you might address include (but are not limited to) the following: (a)
How does this argument (or these data) relate to other theories? (b) Is the
theoretical rationale sound? (c) Does the study demonstrate what it claims to
demonstrate? (d) Are there alternative explanations for the findings? (e) Are
there problems with the design, statistics, procedures, etc? (f) What might
other theories of social psychology (or other disciplines) have to say about the
finding or approach? (g) Are the results consequential? (h) What further
directions should be taken in this line of research? And importantly, what
implications do these findings or set of theories have for my interests and area
of specialization?
The
only firm request is that, as a rule, you make a substantive thought or comment
about each reading.
The
thought papers are due by 1:00 p.m. the day before class Thought papers should
be forwarded electronically to all class members. Your thought papers should be
copied as text into the body of you email. Please do not forward your papers as
attachments, as it may be difficult for people to access text in the absence of
compatible software. Also please make sure to include, “571” in the subject
header.
Discussion Facilitation
Each
student will also be asked to facilitate course discussions. Discussion
facilitation will help develop skills in leading conversations (particularly for
seminars and workshops). Rotating discussion facilitators should also keep the
style of weekly discussions fresh, by capitalizing on the variety of styles
represented by the students' interests and personalities.
As
a discussion facilitator, your role will be to help keep the conversation going
and on track. Again, there are no formal "rules" about how you should
facilitate discussion. If you feel creative, great. If you feel anxious and find
that a more scripted initial presentation of interesting ideas and issues is
helpful that will also work. In general, however, facilitators should read all
thought papers prior to class and outline (or cluster) points of interest: by
issue, by depth, or whatever seems to fit the particular topic. If you wish, you
may begin the class discussion by "setting the stage," (i.e.,
abstracting the main points, sketching the design). Or you may guide discussion
by providing all discussants with an outline summarizing each students thoughts.
As the conversation develops, encourage people who wrote pertinent comments to
contribute to the class.
Please
DO NOT summarize and reiterate the arguments and/or findings of readings.
Everyone will have just finished reading each of the articles. Additionally, the
leader should prepare a handout of basic themes, issues and thoughts that the
leader feels would be helpful for facilitating class discussion.
Term Paper
The
term paper should be an in-depth pursuit of the students' own interests, with
respect to a subset of the stereotyping and prejudice literature. As a detester
of busy work, I strongly encourage you to pursue a project that is useful to
you. For example, you may want to review literature relevant to your area of
specialization, write up data for a thesis, or propose a study that you intend
to pursue. All students are, however, required to write a literature review
(though the amount of detail may vary depending on the students’ ultimate
goal) and either present or propose research. Papers should be 10 to 15 pages in
length. And all students are strongly encouraged to discuss their topics with
the instructor early in the term. Papers are due by noon on Monday, April 29
(the first day of finals week).
Grading
|
Weekly Thought Papers Discussion Facilitation Weekly Discussion Participation Term Paper |
30% 10% 30% 30% |
Academic Dishonesty
The
University's definition of academic integrity and dishonest is as follows:
Academic integrity is the pursuit of scholarly activity free from fraud and
deception and is an educational objective of this institution. Academic
dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating
of information or citations, facilitating acts of academic dishonesty by others,
having unauthorized possession of examinations, submitting work of another
person or work previously used without informing the instructor, or tampering
with the academic work of other students. In this class academic dishonesty will not be tolerated and
will be dealt with according to University Policies ( See policy at http://www.psu.edu/ufs/policies/
). It could result in failing the course.
Additional Information
The Pennsylvania State University encourages qualified persons with disabilities to participate in its programs and activities. If you anticipate needing any type of accommodation in this course or have questions about physical access, please tell the instructor as soon as possible.
Readings
Readings
are in the file cabinet located in the Psychology Department’s faculty mail
room (423 Moore). Please SIGN out the readings and return promptly.
READING
LIST
January
11 Introductions
and Course Requirements
January 18 Impression Formation
Brewer,
M. (1988). A dual process model of impression formation. Advances in Social
Cognition, 1, 1-36.
Fiske,
S., Lin, M., & Neuberg, S. (1999). The continuum model:Ten years later. In
S. Chaiken and Y. Trope (Eds.), Dual-process theories in social psychology
(pp. 231 – 254). New York: Guilford.
Pendry,
L. F., & Macrae, C. N. (1994). Stereotypes and Mental Life: the case of the
motivated but thwarted tactician. Journal of Experimental Social Psychology,
30, 303-325.
January
25 Origins
of Stereotypes
Hoffman,
C., & Hurst, N. (1990). Gender stereotypes: Perception or rationalization? Journal
of Personality and Social Psychology, 58, 197-208.
Eagly,
A., & Steffen, V. (1984). Gender stereotypes stem from the distribution of
women and men into social roles. Journal of Personality and Social
Psychology, 46(4), 735-754.
Schaller,
M., & Maass, A. (1989). Illusory correlation and social categorization:
Toward an integration of motivational and cognitive factors in stereotype
formation. Journal of Personality & Social Psychology, 56, 709-721.
Thompson,
M. S., Judd, C. M., & Park, B. (2000). The consequences of communicating
social stereotypes. Journal of Experimental Social Psychology, 36,
567-599.
Gaertner,
S., & Dovidio, J. (1986). The aversive form of racism. In J. Dovidio &
S. Gaertner (Eds.), Prejudice, discrimination, and racism (pp. 61-89).
New York: Academic Press.
McConahay,
J., Hardee, B., & Batts, V. (1981). Has racism declined in America? It
depends on who is asking and what is asked. Journal of Conflict Resolution,
25, 563-579.
Kinder,
D., Sears, D. (1981). Prejudice and politics: Symbolic racism versus racial
threats to the good life. Journal of Personality & Social Psychology, 40,
414-431.
Bobo,
L. (1983) Whites' opposition to busing: Symbolic racism or realistic group
conflict? Journal of Personality & Social Psychology, 45, 1196-1210.
Sniderman,
P., and Tetlock, P. (1986). Symbolic racism: Problems of motive attribution in
political analysis. Journal of Social Issues, 42, 129-150.
Devine,
P. G. (1989). Stereotypes and prejudice: Their automatic and controlled
components. Journal of Personality and Social Psychology, 56, 5-18.
Locke,
V., MacLoed, C., & Walker, I. (1994). Automatic and controlled activation of
stereotypes: Individual differences associated with prejudice. British
Journal of Social Psychology, 33, 29-46.
Lepore,
L., & Brown, R. (1997). Category and stereotype activation: Is prejudice
inevitable? Journal of Personality and Social Psychology, 72, 275-287.
Vescio,
T. K. (2002). The attributional underpinnings of stereotypes and prejudice. Manuscript
submitted for publication.
Macrae,
C. N., Bodenhausen, G. V., Milne, A. B., & Jetten. J. (1994) Out of mind
back in sight: Stereotypes on the rebound. Journal of Personality and Social
Psychology, 67, 808-817.
Monteith,
M. J., Spicer, C. V., & Tooman, G. D. (1998). Consequences of stereotype
suppression: Stereotypes on AND not on the rebound. Journal of Experimental
Social Psychology, 34, 355-377.
Wyer,
N. A., Sherman, J. W., & Stroessner, S. J. (2000). The role of motivation
and ability in controlling the consequences of suppression. Personality and
Social Psychology Bulletin, 26, 13-25.
Monteith,
M. J., Sherman, J. W., & Devine, P. G. (1998). Suppression as a stereotype
control strategy. Personality and Social Psychology Review, 2, 63-82.
Stangor,
C., Lynch, L., Duan, C., & Blas, B. (1992). Categorization of individuals on
the basis of multiple social categories. Journal of Personality and Social
Psychology, 62, 207-218.
Macrae,
C. N., bodenhausen, G. V., & Milne, A. B. (1995). The dissection of
selection in person perception: Inhibitory processes in social stereotyping. Journal
of Personality and Social Psychology, 69, 397-407.
Stroessner,
S. J. (1996). Social categorization by race and sex: Effects of perceived
non-normalcy on response times. Social Cognition, 14, 247-276.
Sinclair,
L., & Kunda, Z. (1999). Reactions to a Black Professional: Motivated
inhibition and activation of conflicting stereotypes. Journal of Personality
and Social Psychology, 77, 885-904.
Crisp,
R., Hewstone, M., & Rubin, M. (2001). Does multiple categorization reduce
bias? Personality and Social Psychology Bulletin, 27, 76-89.
Fiske,
S. T. (1993). Controlling other people: The impact of power on stereotyping. American
Psychologist, 48, 621-628.
Overbeck,
J. R., & Park, B. (2001). When power does not corrupt: Superior
individuation processes among powerful perceivers. Journal of Personality and
Social Psychology, 81, 549-565.
Jost,
J. T., & Banaji, M. R. (1994). The role of stereotyping in system
justification and the production of false consciousness. British Journal of
Social Psychology, 33, 1-27.
Sidanius,
J. Levin, S, Federico, C. M., & Pratto, F. (2001). Legitimizing ideologies:
The social dominance approach. In J. T. Jost and B. Major (Eds. ), The
psychology of legitimacy: Emerging perspectives on ideology, justice, and
intergroup relations (pp. 307-331). New York, NY, US: Cambridge University
Press.
March 22 Outgroup Extremitization
Linville,
P., & Jones, E. E. (1980). Polarized appraisals of outgroup members. Journal
of Personality and Social Psychology, 38, 689-703.
Jussim,
L., Coleman, L. M., & Lerch, L. (1987). The nature of stereotypes: A
comparison and integration of theories. Journal of Personality and Social
Psychology, 52, 536-546.
Vescio,
T. K., & Biernat, M. (1999). When stereotyped based expectancies impair
performance. European Journal of Social Psychology, 29, 961-969.
Katz,
I., & Hass, R. G. (1988). Racial ambivalence and American value conflict:
Correlational and priming studies of dual cognitive structures. Journal of
Personality and Social Psychology, 55, 893-905.
Biernat,
M., & Manis, M. (1994). Shifting standards and stereotype-based judgments. Journal
of Personality and Social Psychology, 66, 5-20.
Biernat, M.,
& Vescio, T. K. (In Press). Values and Prejudice: Historical
Conceptualizations and Current Issues. To appear in C. S. Crandall & M.
Schaller (Eds.), Prejudice: Historical Issues and Current Research.
Kunda,
Z., & Oleson, K.C. (1997). When exceptions prove the rule: How extremity of
deviance deterimines the impact of deviant examples on stereotypes, Journal
of Personality and Social Psychology, 72, 965-979.
Kunda,
Z., & Thagard, P. (1996). Forming impressions from stereotypes, traits, and
behaviors: A parallel-constraint-satisfaction theory. Psychological Review,
103, 284-308.
Brewer,
M. B. (1991). The social self: On being the same and different at the same time.
Personality and Social Psychology Bulletin, 17, 475-482.
Biernat, M.,
Vescio, T. K., & Green, M. (1996). Selective self-stereotyping. Journal
of Personality and Social Psychology, 71, 1194-1209.
Simon,
B., Glaessner-Bayerl, B., & Stratenwerth, I. (1991). Stereotyping and
self-stereotyping in a natural intergroup context: the case of heterosexual and
homosexual men. Social Pscyhology Quarterly, 54, 252-266.
Swim,
J. K., & Hyers, L. L. (1999). Excuse me—What did you say?! Women’s
public and private responses to sexist remarks. Journal of Experimental
Social Psychology, 35, 68-88.
Pinel,
E. C. (1999). Stigma Consciousness: The psychological legacy of social
stereotypes. Journal of Personality and Social Psychology, 76, 114-128.
Schmader,
T. Major, B., Ecclesston, C. P., & McCoy, S. K. (2001). Devaluing domains in
response to threatening intergroup comparisons: Perceived legitimacy and the
status of value asymmetry. Journal of Personality and Social Psychology, 80,
782-796.
Kray,
L. J., Thompson, L., & Galinsky, A. (2001). Battle of the sexes: Gender
stereotype confirmation and reactance in negotiations. Journal of Personality
and Social Psychology, 80, 942-958.
Pettigrew,
T. F., & Tropp, L. R. (2000). Does intergroup contact reduce prejudice:
Recent meta-analytic findings. In S. Oskamp (Ed.), Reducing prejudice and
discrimination. ‘The Claremont symposium on applied social psychology’
(pp. 93-114). Mahwah, NJ, US: Lawrence Erlbaum Associates.
Garcia-Marques,
L., & Mackie, D. M. (1999). The impact of stereotype congruent information
on perceived group variability and stereotype change, Journal of Personality
and Social Psychology, 77, 979-990.
Kawakami,
K., Dovidio, J. F., Moll, J., Hermsen, S., & Russin, A. (2000). Just say no
(to stereotyping): Effects of the negation of stereotypic associations on
stereotype activation. Journal of Personality and Social Psychology, 78,
871-888.
Fiske,
S. T. (2000). Interdependence and the reduction of prejudice. In S. Oskamp
(Ed.), Reducing prejudice and discrimination. ‘The Claremont symposium on
applied social psychology’ (pp. 115-135). Mahwah, NJ, US: Lawrence Erlbaum
Associates.
Batson,
C. D., Polycarpou, M. P., Harmon-Jones, E., Imhoff, H. J., Mitchener, E. C.,
Bednar, L. L., Klein, T. R., & Highberger, L. (1997). Empathy and Attitudes:
Can feeling for a member of a stigmatized group improve feelings toward the
group? Journal of Personality and Social Psychology, 72, 105-118.
Monteith,
M. J., & Walters, G. L. (1998). Egalitarianism, moral oblication, and
prejudiced related personal standards. Personality and Social Psychology
Bulletin, 24, 186-199.
Wolsko,
C., Park, B., Judd, C. M., & Wittenbrink, B. (2000). Framing interethnic
ideology: Effects of multicultural and color blind perspectives on judgments of
group and individuals. Journal of Personality and Social Psychology, 78,
635-654.