Do Now
STAND AROUND THE ROOM FOR NEW
HOME SEATS.
1. Update agenda:
 Study/Review Web Quest and CNs: Bias and Prejudice
 Complete Connections Questions
2. Update TOC:
 4/13-14 CNs: Bias and Prejudice
#11
 4/13-14 Reading: The In-Group
#12
 4/13-14 Reading: Conformity and Identity #13
TAKE OUT
YOUR WEB
QUEST TO BE
CHECKED.
3. Match Vocabulary Support Terms to their meanings.
 Migrate around the room.
 Find the meaning for each term listed on your Vocab Support
Review sheet.
 Write the vocab support word to align to its best meaning.
 Will be stapled to your WQ.
Vocab Support Check
 Think about this image.
 Which fruit stands out?
 Could it blend in?
 Can the single fruit change
to look like and to be like the
rest of the fruit?
 Should it in any case, need
to blend in or need to
change?
Guided CNs:
Groups and Prejudice
 Objective:
 Explain the link between the formation of groups to the
development of prejudice.
Recall what BIAS
is…
a tendency or slanted direction
to believe that some people,
ideas, etc., are better than
others
a feeling of like or dislike for
someone or something
especially when it is not
reasonable or logical
In-group Bias

In-group bias is part of developing
positive self-concept.
 Defines who we are in a positive
way…answers, “Who am I?”

Ex: “Which are better, the
children in your school or the
children at [another school
nearby]?”

Ex: Whites and Blacks report
relations are generally good in
their own neighborhood, but
good relations for the country as a
whole are less often reported.
Prejudice & Discrimination
• An attitude
toward a person
or social
group/identity.
• Often based on
a stereotype.
• Ex: Lesbian
relationships
are
inappropriate.
• A behavior or
action toward
a person
Usuallynegative
negative
Usually
and
• Ex: Banning a
lesbian couple
from going to
prom together.
Explanations of Prejudice:
1) Authoritarian
Personality
 People with this personality tend to view the world in a
manner of hierarchy and may hope to see their group
dominate above others.
 More submissive to higher authority
 Think less of lower authority level individuals
 Ex. Principal and Janitor
 Categories are highly rigid and not easily changed
 Preference for convention and a fear of new ideas
Explanation of Prejudice:
2) Group Competition
 Realistic Conflict Theory: prejudice arises when
groups compete for scarce resources
 Example of resources: land, jobs, mates
Realistic Conflict Theory
When have experienced, observed or learned about group
competition?

Research: Robbers Cave
 Two groups of boys are bussed into Robbers Cave State Park
 They camp and bond within their own groups
 The groups are then set up to compete against each other
 They bad mouth each other, burn their camp flags, ransack and


Example: Waves of immigrants
 In the late 1800s and early to mid 1900s-over 400,000 Japanese




steal
They report highly positive attitudes about their own group and
highly negative attitudes about the other group
immigrants came to the U.S.
They were skilled agricultural workers.
Not always welcomed in California. (Competition)
Mid 1900s worsened and camps were established (Fear)
Solution: Superordinate Goals
 Desired goal that can only be achieved by cooperating with another
group
Social Identity
How we fit in w/ society.
 Social Identity: personal identity, which includes abilities
and attitudes, combined with our roles in society to create a
sense of who we are
 Examples of roles: Hopeful Student; Caring Teacher;
Affectionate son or daughter; Flute Player; Soccer
Player; ADD YOUR OWN
Explanation of Prejudice:
3) Social Identity Theory
 We Categorize: It’s useful to put people, and ourselves, into
categories. The labels we use say more about the person.
 Examples: Catholic, Muslim; Guys, Girls; Mexican, Filipino
 We Identify: We connect ourselves with certain in-groups and
build self esteem and pride based on our groups
 Ex.: Identify a group you’re proud to be a part of.
 We Compare: When similarities and differences arise among
groups, we are biased to favor our own groups compared to outgroups which leads to in-group bias
 We feel superior to others
THINK about this riddle:
A father and son have a car accident and are both
badly hurt. They are both taken to separate
hospitals. When the boy is taken in for an
operation, the surgeon (doctor) says 'I can not do
the surgery because this is my son'.
How is this possible?
Hand up:
1=I KNOW THE SOLUTION
2=I THINK I KNOW THE SOLUTION
3=HOW CAN THIS BE!?
Explanation of Prejudice:
4) Stereotypes
 Generalized assumptions that may lead to prejudice based
on previous experience or observations.
 Can be positive or negative




Old people are kind and sweet
Old people are grumpy and hate life
Women are nurturing and caring
Women are terrible at mechanics
 Guide people in using little thought processes to make
categories that help to organize experiences and situations
#likeagirl
Selective Exposure
Hypothesis
 People prefer information that supports their
preexisting opinions.
 We select resources that confirm our own ideas and
avoid or downplay information that challenges or
argues against our ideas.
 Helps to prevent cognitive dissonance.
 We need to work and being open-minded and at
considering multiple points of view, which goes against
our nature as humans.
Reducing Negative Prejudice
 Developing a sense of empathy
 Put yourself in someone else’s place and gain a better
understanding of that person
 Address and Restructure Social Norms
 Advocate for laws require and promote fair and equal treatment
 Rally for public support and raise awareness for anti-prejudice
that exists
 Make People Aware
 Beliefs are inconsistent at times and need to be realigned
 Break barriers between social groups and get to know each
other
Look Over Your CNs
 Recall the Objective:
 Explain the link between the formation of groups to the
development of prejudice.
 Place a star next to each concept that connects
groups to attitudes, bias, or prejudice.
 Finalize CNs
 Highlight Key Terms
 Create HLQ to help you review.
 Develop a thorough summary
statement that captures each main concept.
Real Situations with Identity
and Groups
The “In” Group
Conformity and Identity
 Meet Eve Shalen
 Meet Brandon Carson
 Read her story
 Read his story
 Follow directions
 Follow directions
Needs to be complete before class on Wednesday.