Abstract
The present research examines the conditions under which educating non-stigmatized individuals about the experiences of members of stigmatized groups leads to paternalistic or more respectful views of the target. We propose that when these efforts ask members of non-stigmatized groups to focus only on the difficulties experienced by stigmatized targets, they will lead to more paternalistic views of targets because they portray targets as being in need of help. In contrast, we propose that when these efforts take a broader focus on stigmatized targets and include their resilience in the face of their difficulties, they will lead to more respectful views of targets. Four studies supported these predictions. Across studies, White participants who focused only on a Black target’s difficulties subsequently perceived the target as more helpless and less competent than controls. Participants who focused on the target’s resilience in the face of difficulties perceived him as more competent.
Highlights
The present research examines the conditions under which educating non-stigmatized individuals about the experiences of members of stigmatized groups leads to paternalistic or more respectful views of the target
Some have argued (Adams et al, 2007; Goodman, 2001; Katz, 2003) that one way to improve intergroup relations is to educate non-stigmatized individuals about the experiences of stigmatized groups. Do these efforts necessarily lead to less prejudice and discrimination? Without denying their value overall, we argue that when such efforts focus only on the difficulties that stigmatized individuals experience, they may backfire by leading to more negative perceptions of stigmatized groups
Whereas attribution theory predicts that learning about stigma should be ineffective at improving non-stigmatized group members’ perceptions of stigmatized groups, we suggest that doing so may even undermine perceptions to the extent that it creates a sense of paternalism (Fiske et al, 2002)
Summary
The present research examines the conditions under which educating non-stigmatized individuals about the experiences of members of stigmatized groups leads to paternalistic or more respectful views of the target. Some have argued (Adams et al, 2007; Goodman, 2001; Katz, 2003) that one way to improve intergroup relations is to educate non-stigmatized individuals about the experiences of stigmatized groups Do these efforts necessarily lead to less prejudice and discrimination? Without denying their value overall, we argue that when such efforts focus only on the difficulties that stigmatized individuals experience, they may backfire by leading to more negative perceptions of stigmatized groups To illustrate why this might be the case, consider as an example a White, middle-class teacher who is attempting to understand the experiences of a struggling student; the student’s grades are lower than they could be, but she knows that this student comes from a working-class, lowincome family and that there are negative stereotypes characterizing his group as intellectually inferior. Following from these possibilities, in the present research we propose two different ways of thinking about societal stigmatization and suggest that these two approaches will have different consequences for perceptions of stigmatized groups
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