PSYCHOLOGY 163
Prejudice and Stereotyping
Spring, 2014
Instructor:
Office: 3
Phone:
Paul Zarnoth
Psychology Center
631-4417 (office)
798-1179 (home - for emergencies)
E-mail:
pzarnoth@stmarys-ca.edu
Class Time: MWF 8:00-9:05
Office Hours: Monday 10:30 B 11:30
Wed 9:15 B 10:15
Thur 10:00 B 12:00
(Or simply stop by my office to see if I am available.)
Course Description:
Throughout recorded history, humans have formed groups. Perhaps not coincidentally,
people have also developed a tendency to perceive one another as members of social
categories. Although group membership has distinct benefits, there are also negative
consequences that result when we perceive some people as ingroup members and others as
outgroup members. Primary among these negative consequences is the inclination people
have to form negative beliefs about and to hold negative attitudes toward those whom they
consider to be outgroup members.
Prejudice and Stereotyping is a research-based, applied course. We will discuss several
theories of prejudice, stereotyping, and discrimination, as well as the empirical support for
these theories. In addition, we will explore how stigmatized individuals cope with and are
impacted by prejudice in American society. Finally, methods to reduce prejudice will be
considered and the inevitability of prejudice will be addressed.
Text:
Nelson, T. D. (2006). The Psychology of Prejudice (2nd Edition). Boston: Pearson.
Articles and Other Materials:
McIntosh, P. (2003). White privilege: Unpacking the invisible backpack. In S. Plous
(Ed.), Understanding Prejudice and Discrimination (pp. 191-195). New York:
McGraw-Hill.
Tougas, F., Brown, R., Beaton, A. M., & Joly, S. (1995). Neosexism: Plus ca change,
plus c=est pariel. Personality and Social Psychology Bulletin, 21(8), 842-849.
Kawakami, K., Dovidio, J. F., Moll, J., Hermsen, S., & Russin, A. (2000). Just say no (to
stereotyping): Effects of training in the negation of stereotypic associations on
stereotype activation. Journal of Personality and Social Psychology, 78(5),
871-888.
Cohen, C. C. (1981). Person categories and social perception: Testing some boundaries of
the processing effects of prior knowledge. Journal of Personality and Social
Psychology, 40(3), 441-452.
Johnson, A. G. (2006). Privilege, power, and difference (2nd edition). Boston:
McGraw-Hill. (Chapters 5 & 8)
Gilbert, D. T., & Hixon, J. G. (1991). The trouble of thinking: Activation and
application
of stereotypic beliefs. Journal of Personality and Social
Psychology, 60(4), 509-517.
Guthrie, R. V. (2004). Even the rat was white: A historical view of psychology (2nd edition).
Boston: Pearson. (Chapters 3 & 4)
Glick, P., Fiske, S. T., Mladinic, A., Saiz, J. L., Abrams, D., Masser, B., et al. (2000).
Beyond prejudice as simple antipathy: Hostile and benevolent sexism
across cultures. Journal of Personality and Social Psychology, 79(5), 763-775.
Crandall, C. S., D=Anello, S., Sakalli, N., Lazarus, E., Nejtardt, G. W., & Feather, N. T.
(2001). An attribution-value model of prejudice: Anti-fat attitudes in six
nations. Personality and Social Psychology Bulletin, 27(1), 30-37.
Guimond, S., Dambrun, M. (2002). When prosperity breeds intergroup hostility: The
effects of relative deprivation and relative gratification on prejudice.
Personality and Social Psychology Bulletin, 28(7), 900-912.
Harber, K. D., Stafford, R. & Kennedy, K. A. (2010). The positive feedback bias as a
response to self-image threat. British Journal of Social Psychology, 49, 207-218.
Danso, H. A., & Esses, V. M. (2001). Black experimenters and the intellectual
performance of white participants: The tables are turned. Journal of Experimental
Social Psychology, 37, 158-165.
Ritter, B. A., & Yoder, J. D. (2004). Gender differences in leader emergence persist even
for dominant women: An updated confirmation of role congruity
theory. Psychology of Women Quarterly, 28, 187-193.
Blaine, B., & Williams, Z. (2004). Belief in the controllability of weight and attributions
to prejudice among heavyset women. Sex Roles, 51, 79-84.
Scarberry, N. C., Ratcliff, C. D., Lord, C. G., Lanicek, D. L., & Desforges, D. M. (1997).
Effects of individuating information on the generalization part of
Allport=s contact hypothesis. Personality and Social Psychology Bulletin, 23,
1291-1299.
Gordijn, E. H., Hindriks, I., Koomen, W., Dijksterhuis, A., & Van Knippenberg, A. (2004).
Consequences of stereotype suppression and internal suppression motivation: A
self-regulation approach. Personality and Social Psychology Bulletin, 30(2),
212-224.
Learning Outcomes:
1.
Students will demonstrate an understanding of psychological theories of prejudice,
stereotyping and discrimination.
2.
Students will examine categories of social diversity (including race, ethnicity,
gender, sexual orientation, age, ability and appearance) and will analyze specific
forms of prejudice, stereotyping and discrimination associated with each of them.
3.
Students will demonstrate an understanding of how social categorization and
structures of power affect people who are members of stigmatized groups.
4.
Students will demonstrate an understanding of how prejudice, stereotyping and
discrimination affect society in the United States. To a lesser extent, students will
also explore the impact of prejudice and stereotyping across cultures.
5.
Students will read, discuss and analyze professional research articles from the field
of social psychology. Students will demonstrate an understanding of how social
psychologists collect evidence. In addition, students will interpret the results
presented in professional research articles with an awareness of the strengths and
weaknesses of the research methodology.
6.
Students will critically evaluate intervention strategies developed to reduce
prejudice and discrimination.
Requirements:
Points toward your final grade will be earned through a variety of sources.
They include the following:
Exams: Four exams will be given. They will be worth 60, 65, 70, and 80 points. They
will consist of multiple choice, matching, short answer, and essay questions. These exams
will test both your knowledge of the field, and your ability to synthesize and evaluate the
research and theory covered in class and in the readings.
Mini-Quizzes: There will be a very brief quiz each day that an article (or any other
reading other than from the textbook) is to be read. Most will be worth 3 points (50 points
total). Hopefully, this will encourage everyone to come to class prepared, thereby helping
the class to have a better discussion.
Thought Paper: Each student will be assigned to write a thought paper in response to one
of the six research articles assigned between the first exam and the third exam. The
thought paper should be typewritten, double-spaced, and approximately three pages in
length. It will be worth 20 points and will be due at the beginning of the class for which
the article is assigned. Students who write about a particular article will also be expected
to take a leadership role in the discussion of that paper.
The purpose of this requirement is to encourage you to think creatively about the articles
prior to our discussions about them in class. You will be expected to do more than simply
summarize the paper. You might choose to propose an experiment that would build upon
the research described in the article. Or, if you choose, you may develop applications for
addressing real-world problems.
In all cases, the paper will be graded based upon these criteria:
A)
Use clear grammar and writing style (4 points).
B)
Demonstrate thorough understanding of the article (5 points).
C)
Synthesize the content with class notes, the text and / or other articles.
Carefully cite your sources including page numbers (5 points).
D)
Provide an original contribution to the field (6 points).
Final Paper: Students will work in pairs to write a final paper on a specific topic related to
prejudice, stereotyping or discrimination. The paper should be typewritten,
double-spaced, and seven to eight pages in length. It will be worth 45 points and will be
due at the beginning of the first day of student presentations. Your topic must be
approved by the instructor before you begin, and the topic must differ from those chosen by
other students in the class. I will be expecting topics that are specific and
narrowly-focused. You should also keep the following grading criteria in mind when
selecting a topic:
A)
Use of clear grammar and writing style (7 points).
B)
Use of appropriate resources (7 points). You will be expected to use a
minimum of three professional research articles that were not assigned in
class. You may also cite assigned articles and the textbook where
appropriate. A reference page is mandatory.
C)
D)
E)
Incorporation of theories discussed in class (11 points). Both breadth and
depth will be taken into consideration.
Incorporation of research discussed in class (11 points). Both the breadth
of research and the depth of analysis will be taken into consideration.
Development of a sustained argument with a clear thesis and conclusion (9
points).
Presentation: The final days of the semester will be reserved for student presentations.
Pairs of students who write on a particular topic will develop a presentation for the class on
the same topic. The presentations will be short (10 minutes plus 3 minutes for questions),
so you will need to be organized and concise. You will receive a grade with a maximum
of 20 points.
A)
Presentation style (8 points). Presenters should present their material in an
engaging, easily-understood style.
B)
Theory and research (8 points). The breadth and depth of both the theory
and the research that you present will be assessed.
C)
Take-away message (4 points). Each presentation should have one or
more main points presented in a way that the class will remember.
Although it is not inappropriate to state an opinion in your presentation, the
take-away messages should not be opinions. Rather they should be based
on theory and research.
Participation: Get points for something that you were going to do anyway. Because your
active participation is of direct benefit to you and your classmates, I will award up to 40
participation points throughout the semester. In order to earn these points, you must be
fully prepared to engage in discussion every day. This means that you must have
completed the assigned reading before coming to class. I am also particularly happy to
see students respond to comments made by one another. In addition, I expect you to
contribute to a positive and supportive class atmosphere in which everyone is encouraged
to speak openly. Due the sensitive nature of some of the course content, everyone will be
expected to contribute to a climate of mutual respect.
Reading Assignments and Class Attendance: Reading assignments should be
completed prior to attending class. An effort will be made to focus on the difficult aspects
of the material. I will also bring in outside information to elaborate that provided by the
text. This will take the form of detailed information on specific and interesting topics
related to those in the text. The benefits of this approach for you will depend, to a large
extent, on your own familiarity with the assigned readings. It is my intent that your
regular attendance, attention, and participation in class will contribute to your
understanding of the concepts, processes, and principles you will be expected to know for
exams. Class attendance is a requirement to the degree that you are responsible for all
announcements, handouts, and material covered during lecture time. You can be tested on
any material covered in class, regardless of whether or not it was discussed in the text.
Likewise, some of the material you are tested on at exam times may never be mentioned
during lectures.
Grading: There are 450 points possible in this class.
Final grades will be earned according to
the following scale:
A
AB+
B
BC+
C
CD+
D
DF
= 91% of total (409.5 - 450.0 points)
= 88% of total (396.0 - 409.0 points)
= 85% of total (382.5 - 395.5 points)
= 81% of total (364.5 - 382.0 points)
= 78% of total (351.0 - 364.0 points)
= 75% of total (337.5 - 350.5 points)
= 71% of total (319.5 - 337.0 points)
= 68% of total (306.0 - 319.0 points)
= 65% of total (292.5 - 305.5 points)
= 61% of total (274.5 - 292.0 points)
= 58% of total (261.0 - 274.0 points)
= below 58% (below 261.0 points)
Policy for Late Projects / Absence from Exams: Projects are due at the beginning
of the class listed on the project description. Projects handed in after that time will automatically
lose points. If you know you have a conflict with the due date for a project or for an exam, you
may reschedule them only if (1) you have a legitimate excuse (according to my definition), and (2)
you inform me of it at least one week before the date. Only a documented medical excuse or
similar emergency will be accepted after the one-week deadline has expired. If such an
emergency occurs, you will be expected to speak with me before the exam period unless the nature
of the emergency makes contacting me impossible or extraordinarily difficult.
Academic Integrity: SMC has an academic honor code.
The pledge reads as follows: As
a student member of an academic community based in mutual trust and responsibility, I pledge:
to do my own work at all times, without giving or receiving inappropriate aid: to avoid behaviors
that unfairly impede the academic progress of other members of my community; and to take
reasonable and responsible action in order to uphold my community=s academic integrity.@ This
course operates under the premises of the academic honor code, including the expectation that you
will work to uphold high standards of integrity. This involves all aspects of the course: including
data collection, written assignments and exams.
Disabilities: Reasonable and appropriate accommodations, that take into account the
context of the course and its essential elements, for individuals with qualifying disabilities, are
extended through the office of Student Disability Services. Students with disabilities are
encouraged to contact the Student Disability Services Coordinator at (925) 631-4164 to set up a
confidential appointment to discuss accommodation guidelines and available services. Additional
information regarding the services available may be found at the following address on the Saint
May=s website:
http://www.stmarys-ca.edu/academics/academic-advising-and-achievement/student-disability-ser
vices.html
Free Writing Advising at the Center for Writing Across the Curriculum:
Students are welcome to drop in or make appointments for one-on-one sessions with CWAC
Writing Advisers. Students may request weekly or biweekly sessions with the same peer student
Adviser. The Center, in Dante 202, is open 5-8 p.m. Sunday and 2-8 p.m. Monday through
Thursday. The phone number is 925-631-4684. Advisers guide their peers toward expressing
ideas clearly and revising their own papers with an eye toward audience and purpose. Writers
should bring their assignments, texts, and related material. Writers visit the Center to brainstorm
ideas, revise drafts, or work on specific aspects of writing, such as grammar, citation, thesis
development, organization, critical reading, or research methods.
Assistance from SMC Librarians:
Reference/Information assistance is available at the Reference Desk, by phone (925) 631-4624,
text message or IM. Check the Library=s AAsk Us@ link for details:
http://library.stmarys-ca.edu/ask-us/ Extended assistance by appointment is also available.
Contact the subject librarian for your major or any of the Reference librarians for an appointment.
Tentative Outline
Dates and topics on this outline are subject to change. Dates for projects to be turned in will be announced in class.
Part 1: Introduction, Theories, Methods, and Stereotypes
Date
Topic
Reading Assignment
Feb. 10
Feb. 12
Feb. 14
Feb. 17
Feb. 19
Feb. 21
Feb. 24
Feb. 26
Introduction to the Course
Terminology of the Course
Ch 1 (pp. 1 - 12), McIntosh article
Theories of Prejudice
Ch 1 (pp. 12 - 24), Tougas et al. article
Measuring Prejudice, Stereotypes and Discrimination Ch 3 (pp. 71 - 79)
The Experimental Method
Kawakami et al. article
Social Categorization
Ch 2 (pp. 26 - 38), Johnson (chapter 8)
The Resiliency of Stereotypes
Ch 2 (pp. 38 - 46), Cohen article
Exam 1
Part 2: Stereotypes (continued), Modern Prejudice, and Personality
Feb. 28
Mar. 3
Mar. 5
Mar. 7
Mar. 10
Mar. 12
Mar. 14
Mar. 17
Mar. 19
Activation and Application of Stereotypes - Day 1
Activation and Application of Stereotypes - Day 2
Modern-Symbolic Prejudice
Aversive and Benevolent Prejudice
Emotions and Prejudice
Authoritarianism and Ideologies
Values-Based Prejudice
Review and Discussion
Exam 2
Ch 3 (pp. 66 - 71)
Gilbert & Hixon article
Ch 5 (pp. 112 - 118)
Ch 5 (pp. 118 - 132), Glick et al. article
Ch 3 (pp. 57 - 66)
Ch 4 (pp. 87 - 99)
Ch 4 (pp. 103 - 108), Crandall et al. article
Guthrie (pp. 55-65)
Part 3: Social Context, Discrimination, and Consequences
Date
Topic
Reading Assignment
Mar. 21
Mar. 24
Mar. 26
Mar. 28
Mar. 31
Apr. 2
Apr. 4
Apr. 7
Apr. 9
Social Identity Theory
Relative Deprivation Theory
Interpersonal Discrimination
Discrimination in Organizations
Awareness of Discrimination
Stereotype Threat
Other Consequences of Stigma
Review and Discussion
Exam 3
Ch 2 (pp. 46 - 55)
Guimond & Dambrun article
Harber et al. article
Johnson (chapter 5)
Ch 6 (pp. 154 - 162)
Ch 6 (pp. 134 - 148), Danso & Esses article
Guthrie (Chapter 4)
Part 4: Forms of Prejudice, Reducing Prejudice and Special Topics
Apr. 11
Apr. 14-21
Apr. 23
Apr. 25
Apr. 28
Apr. 30
May 2
May 5
May 7
May 9
May 12
May 14
May 16
Sexual Prejudice
Break
Gender-Based Prejudice
Ability-Based Prejudice
Appearance and Prejudice
Combating Prejudice with Intergroup Contact
Workplace Interventions
Addressing One=s Own Prejudice
What Does It Mean to Be Non-Prejudiced?
Project Presentations
Project Presentations
Project Presentations
Review and Discussion
Ch 8 (pp. 199 - 216)
Ch 8 (pp. 224 - 231), Ritter & Yoder article
Ch 7 (pp. 165 - 180)
Ch 10 (pp. 265 - 271), Blaine & Williams
Ch. 9 (240 - 250), Scarberry et al.
Gorijn et al. article
Ch. 9 (pp. 252 - 262)