Effects Of Stereotypes Research Articles

The effect of gender stereotypes on artificial intelligence recommendations

This study explores the effects of gender stereotypes on evaluating artificial intelligence (AI) recommendations. We predict that gender stereotypes will affect human-AI interactions, resulting in somewhat different persuasive effects of AI recommendations for utilitarian vs. hedonic products. We found that participants in the male AI agent condition gave higher competence scores than in the female AI agent condition. Contrariwise, perceived warmth was higher in the female AI agent condition than in the male condition. More importantly, a significant interaction effect between AI gender and product type was found, suggesting that participants showed more positive attitudes toward the AI recommendations when the male AI recommended a utilitarian (vs. hedonic) product. Conversely, a hedonic product was evaluated more positively when advised by the female (vs. male) AI agent.

Gender stereotyping in student perceptions of teaching excellence: applying the shifting standards theory

ABSTRACT Existing characterisations of student conceptions of teaching excellence (TE) implicitly position it as an objective construct. This study investigated gendered differences in student-submitted nominations (n = 418) for an excellence award in a mid-sized university in England. Biernat’s shifting standards theory, which proposes that evaluative standards can shift due to stereotyping effects, was used to interpret the findings. Chi-square tests revealed significant effects of gender on the distribution and thematic content of nominations. Results suggested that students were more likely to nominate teachers of the same gender, but also that male students were disproportionately less likely to nominate a female teacher. Student conceptions of TE generally conformed to gender biases, particularly for male students. These findings indicate that students’ perceptions of high quality teaching are inextricable from sociocultural influence. Future research can continue to engage with the shifting standards theory to investigate the influence of gender and student perceptions of high quality teaching.

POSITIVE EFFECTS OF FEMALE STEREOTYPES FUNCTIONING (ILLUSTRATED BY THE CASE OF THE UKRAINIAN MILITARY NON-INSTITUTIONAL DISCOURSE)

The abstract reveals effects of female stereotypes functioning. Studying the gender stereotype’s psychological and social functions, we have noted the following positive effects of female stereotypes functioning in the Armed Forces of Ukraine: 1) destruction of gender typology, overcoming polarization between femininity and masculinity as polar opposite genders; 2) changing the vector of gender priorities from the predominance of belonging to certain gender to the predominance of belonging to the corporate military culture; that makes it crucial to perceive and evaluate a woman, first of all, as a representative of military professional activity; 3) creation of psychological prerequisites for the prevalence of a positive emotional state in the military collective and formation of communication principles characterized by empathy.

POSITIVE EFFECTS OF FEMALE STEREOTYPES FUNCTIONING (ILLUSTRATED BY THE CASE OF THE UKRAINIAN MILITARY NON-INSTITUTIONAL DISCOURSE)

The abstract reveals effects of female stereotypes functioning. Studying the gender stereotype’s psychological and social functions, we have noted the following positive effects of female stereotypes functioning in the Armed Forces of Ukraine: 1) destruction of gender typology, overcoming polarization between femininity and masculinity as polar opposite genders; 2) changing the vector of gender priorities from the predominance of belonging to certain gender to the predominance of belonging to the corporate military culture; that makes it crucial to perceive and evaluate a woman, first of all, as a representative of military professional activity; 3) creation of psychological prerequisites for the prevalence of a positive emotional state in the military collective and formation of communication principles characterized by empathy.

"You Kick Like A Girl!" The Effects of Gender Stereotypes on Motor Skill Learning in Young Adolescents.

This study investigated the effect of gender stereotypes on (a)a soccer learning task based on accuracy (i.e.,shooting on different size targets) among young adolescents and (b)the strategy used to score as many points as possible. After performing 10 baseline trials, 45 young adolescents were randomly divided into three groups: positive stereotype, negative stereotype, and control. Then, they performed five blocks of 10 trials and two retention tests, 1 and 3 days after the stereotype manipulation to assess the relatively permanent consequences of stereotype effects. Results showed that when the negative stereotype was induced, participants performed worse during the acquisition phase and the first retention test. The positive stereotype only had a positive effect on performance during the second retention test. These findings provide the first evidence of the effect of gender stereotypes on motor learning tasks requiring accuracy among young adolescents.

Effects of Stereotype and Social Distance toward Foreign Students on Multicultural Acceptance of Social Welfare Students

Effects of Stereotype and Social Distance toward Foreign Students on Multicultural Acceptance of Social Welfare Students

How economic inequality shapes social class stereotyping

Two pre-registered experiments (Total N = 822) explored the effect of economic inequality on social class stereotyping and the social mechanisms driving this relationship. In both experiments, participants were randomly assigned to a fictitious society with high or low levels of inequality and rated a wealthy and a poor individual on Vertical (i.e., assertiveness and competence) and Horizontal stereotype dimensions (i.e., friendliness and morality). We found that higher (versus lower) inequality caused both social classes to be perceived as more incompetent, immoral, and unfriendly, and the poor to be perceived as more unassertive. Moreover, we found that high (versus low) inequality caused stereotypes of the wealthy and poor to be more different on unique dimensions (i.e., in relation to the poor, the wealthy were stereotyped as more assertive, but also more unfriendly and immoral). Importantly, inequality affected the stereotype dimensions through distinct mechanisms. We found evidence of class-based categorization mediating the effect of inequality and social class stereotypes on the Vertical dimension, and evidence of negative intergroup relations (i.e., increased competition and reduced trust) explaining stereotypes on the Horizontal dimension. Further, we found that social class stereotypes influenced support for redistributive wealth policies. Our work contributes to the literature by identifying the mechanisms through which inequality affects perceptions of the social classes.

The effect of gender stereotypes on young girls' intuitive number sense.

Despite the global importance of science, engineering, and math-related fields, women are consistently underrepresented in these areas. One source of this disparity is likely the prevalence of gender stereotypes that constrain girls’ and women’s math performance and interest. The current research explores the developmental roots of these effects by examining the impact of stereotypes on young girls’ intuitive number sense, a universal skill that predicts later math ability. Across four studies, 762 children ages 3–6 were presented with a task measuring their Approximate Number System accuracy. Instructions given before the task varied by condition. In the two control conditions, the task was described to children either as a game or a test of eyesight ability. In the experimental condition, the task was described as a test of math ability and that researchers were interested in whether boys or girls were better at math and counting. Separately, we measured children’s explicit beliefs about math and gender. Results conducted on the combined dataset indicated that while only a small number of girls in the sample had stereotypes associating math with boys, these girls performed significantly worse on a test of Approximate Number System accuracy when it was framed as a math test rather than a game or an eyesight test. These results provide novel evidence that for young girls who do endorse stereotypes about math and gender, contextual activation of these stereotypes may impair their intuitive number sense, potentially affecting their acquisition of formal mathematics concepts and developing interest in math-related fields.

Racial Stereotypes and Asian American Youth Paradox.

Asian Americans are simultaneously stereotyped as a perpetual foreigner and a model minority. This cross-sectional study of 308 Filipino American youth (mean age 18 years; 47% emerging adult; 72% U.S.-born; 57% female) and 340 Korean American youth (mean age 18 years; 39% emerging adult; 59% U.S.-born; 49% female) is the first to investigate both the direct and interactive effects of these seemingly opposite stereotypes on internalizing and externalizing outcomes, and how these relations differ by ethnicity, age group (adolescence vs. emerging adulthood), and nativity (foreign-born vs. U.S.-born). The results confirm that the perpetual foreigner stereotype predicts more internalizing problems, whereas aspects of the model minority stereotype (i.e., achievement orientation and unrestricted mobility) had different effects by ethnicity. Those who deeply internalize the model minority stereotype were found to be particularly vulnerable. Furthermore, the interactive effects of these stereotypes were more prominent during emerging adulthood than in adolescence, regardless of ethnicity. These nuanced and complex mechanisms need to be thoroughly understood in order to develop appropriate and effective public health or school interventions that can support Asian American young people in dealing with the harmful effects of racial stereotypes.

Age, stereotypes, and nutritional supplements use among middle age and older women

ABSTRACT As aging women take relatively high counts of medications and nutritional supplements, each addition to their supplements roster increases the likelihood of experiencing adverse health outcomes. Given these public health implications, we isolate the effects of chronological age and old age stereotypes in driving up the number of nutritional supplements taken by middle age and older women in the United States. We use multiple models that converge on the finding that middle age women, but not older women, who highly endorse negative old age stereotypes take more supplements than their age peers who fail to highly endorse negative old age stereotypes.

Raising Awareness of Stereotyping Through Collaborative Digital Storytelling: Design for Change with and for Children

The purpose of our research is to use design as a mean to support children becoming more aware of stereotypes in their own artefacts. We have been facing this challenge leveraging on Digital StoryTelling (DST) as a powerful instrument to detect children's beliefs and values including those connecting to gender. In addition, considering the role of social interactions in creating and reproducing gender stereotypes in children we have been focusing on the collaborative creation of digital stories to investigate stereotypes as a cultural product. The goal of the paper is to give an account of our process of digging into this topic and our design pathway in developing and assess a DST prototype directed to raise children's awareness. Our work main contribution is to spread insight on our approach and support the HCI community to replicate it to challenge the negative effect of stereotypes, and to provide new knowledge on how gender stereotype awareness could be raised among children through the collaborative creation of DST. As a final research contribution we provide a set of design recommendations to address the design of a collaborative DST tool for raising stereotype awareness.

The Effects of Stereotyping on Students’ Classroom Participation: A Case of Khyber Khyber Pakhtunkhwa, Pakistan

Stereotyping is presumed idea about things and people that may not be true or either partly true was explored in the current research in the context of school and teaching and learning. Moreover, its effects were explored on students in relation with their classroom participation using phenomenological qualitative case study. Three students, victims of stereotyping were identified in three different schools in Khyber Pakhtunkhwa, Pakistan. Students were identified with the help of teachers.These students were interviewed using semi structured interviews as to understand the causes and effects of stereotyping on students’ academic achievements and classroom participation. Students’ have been pseudo named so as to hide their identity. During the data analysis the themes that surfaced revealed that stereotyping has deep social and psychological effects on students which in turn have even deeper effects on their classroom participation and personality development.The causes and different reasons of stereotyping include faulty parenting and teachers’ and students lack of awareness about the effects of stereotyping.

Muslim Stand-Up Comedy in the US and the UK: Incongruity, Everydayness, and Performativity

The objectives of this article are two-fold: to provide a review of the major figures and trends in Muslim American comedy and discuss certain techniques and approaches that have been used by stand-up comedians to counter predominant and discriminatory perceptions of the “Other”. To reiterate film critic Jack Shaheen’s argument in Reel Bad Arabs: How Hollywood Vilifies a People, the Western public is fed constructions of Islam as a “problem”; the terms “Arab” and “Muslim” are interchangeably used; Muslim men are depicted as “terrorists”; and Muslim women are depicted as “veiled and oppressed”. Much has been written on the generation and effect of stereotypes promoted by popular culture. However, stereotyped groups also use popular culture to speak for themselves. Popular culture also functions to resist, counter, push back against, and subvert stereotypes. In other words, the “Other” can speak for him or herself through popular culture as a means of contesting stereotypes that define Muslims and Arabs in terms of cultural and religious understandings that narrowly categorize individuals through attributes such as religiosity and femininity. This potential is being realized by second-generation Muslims familiar with the platforms created and provided by other marginalized groups in Anglo-American popular culture, and their work has come into its own especially in the aftermath of 9/11, a time that saw both the intensification of stereotypes and heightening of Muslim American consciousness. I concentrate on these specific stand-up comedians in the US and the UK, despite the fact that there are others in the diaspora who discuss Islamophobia, because these American and British comedians address all of the three most common stereotypes of Muslims: “Arab = Muslim”, the “terrorist”, and the “veiled and oppressed woman”.

Do positive stereotypes have a negative impact?

<p id="p00005">Positive stereotypes are defined as positive traits describing social groups. Previous research on stereotypes has mainly focused on negative stereotypes while overlooking positive stereotypes, especially their negative effects. Here, we will discuss positive and negative effects of positive stereotypes from racial, gender and aging stereotypes and conditions for their emergence and further future research. <p id="p00005">The positive effects of positive stereotypes are mainly evinced through the stereotype boost. For example, activation of positive racial stereotypes, positive gender stereotypes and positive aging stereotypes has a positive effect on targets’ minds and behaviors. The negative effects of positive stereotypes on targets’ behaviors and cognition are caused by the choking under pressure effect and compensation effect of social cognition, respectively. For example, targets with positive racial stereotypes have negative attitudes and evaluations towards the stereotyper. Targets are prone to underperform in stereotyped domains in positive gender stereotypes situation. As for positive aging stereotypes, the mental and psychical health of targets can be adversely affected. Generally, positive stereotypes still induce negative effect similar to negative stereotypes in certain conditions, although having the positive side. <p id="p00005">The effects (positive or negative) of positive stereotypes depend on the following four moderators: (1) Activation of positive stereotypes. Compared with the subtle activation of positive stereotypes, blatantly activating positive stereotypes easily cause the “choking under pressure” of targets and their sense of being depersonalized, finally resulting in a negative impact. (2) Accuracy of expressing positive stereotypes. Compared with accurately expressing positive stereotypes, the one who states positive stereotypes in an extreme way tends to generate the feeling of untruth, resulting in conflicted response of targets. (3) Individuals who state positive stereotypes. Compared with an ingroup member, positive stereotypes stated by an outgroup member easily cause the prejudice by targets, which then result in targets’ negative attitudes and evaluations towards the stereotyper. (4) Culture context of positive stereotypes. Compared with collectivistic culture, positive stereotypes in individualistic culture are prone to have a sense of being depersonalized and be thread. <p id="p00005">Further research on positive stereotypes can be discussed from the following aspects: (1) Exploration of effects of positive stereotypes in collectivistic culture. For example, China is the representative country of collectivistic cultures which emphasize “fundamental connectedness of human beings to each other”, and positive stereotypes as positive beliefs about members of social groups based on the category membership. Therefore, the Chinese feel less depersonalized when the stereotyper describe them in ways related positive stereotypes. (2) Exploration of positive stereotypes from research fields and targets, such as fields of sexual orientation and academic discipline. Academic discipline stereotypes deem that science students are superior to arts students in science, and arts students are superior to science students in arts. As a result, male science students may underperform on the science test and female arts students may underperform on the arts test when priming their major and gender identities simultaneously, due to the feeling of untruth present when activating two positive stereotypes. In addition, researchers can explore positive stereotypes of children as there are no stereotype awareness of children under 7 ages. That is one of the prerequisites for positive stereotypes having influence on targets. (3) Exploration of interventions of negative effects reduced by positive stereotypes. By far there is no research on the interventions of negative effects of positive stereotypes. However, it is not hard to assume that would be difficult to reduce the negative effects of positive stereotypes because of the complimentary nature of positive stereotypes. (4) Exploration of positive effects of negative stereotypes. Based on our knowledge, only two studies have found that negative stereotypes have positive consequences. Once more empirical evidence to support the findings can be confirmed, this would play a significant role in the domain of stereotype research, especially for the interventions of negative effects of stereotypes.

Considering the Effects of Computer Scientist Stereotypes on Mental Health

As enrollment in computer science (CS) programs increases and technical jobs become more available, the mental health of computer scientists and engineers requires wider discussion. Mental health constitutes of emotional, social, and psychological well-being, affecting how a person thinks, feels, and acts. Addressing issues surrounding mental health is critical in ensuring one's happiness, productivity, and, ultimately, safety.

The effect of gender stereotypes on cross-modal spatial attention

Using a spatial-cueing paradigm in which trait words were set as visual cues and gender words were set as auditory targets, we examined whether cross-modal spatial attention was influenced by gender stereotypes. Results of an experiment conducted with 24 participants indicate that they tended to focus on targets in the valid-cue condition (i.e., the cues located at the same position as targets), regardless of the modality of cues and targets, which is consistent with the cross-modal attention effect found in previous studies. Participants tended to focus on targets that were stereotype-consistent with cues only when the cues were valid, which shows that stereotype-consistent information facilitated visual–auditory cross-modal spatial attention. These results suggest that cognitive schema, such as gender stereotypes, have an effect on cross-modal spatial attention.

Competence-bonus Effects for Female Leaders: Gender Roles, Affective Trust and Leader Effectiveness

Understanding how social perceptions of gender roles influence leader effectiveness is very important because female leaders are still far underrepresented in most organizations. Despite abundant research on the backlash against female leaders displaying masculine leadership roles, little is known about how female leaders could overcome negative effects of gender stereotypes to enhance leader effectiveness. Drawing on a legitimacy perspective and expectancy violation theory, this research investigates how leaders’ sex and competence moderate the indirect relationship between leaders’ gender roles and leader effectiveness through subordinates’ affective trust. Through a two-wave study of 489 subordinates, we have found that leaders’ high competence positively moderates the indirect effect of both leaders’ gender roles (masculinity and femininity) on leader effectiveness through subordinates’ affective trust; whereas this moderating effect only holds for female leaders, not for male leaders. Demonstrating a bonus effect of leaders’ competence for female leaders, our research contributes to the existing gender and leadership literature by addressing the approaches for female leaders to leverage gender role perceptions to overcome gender bias and achieve leader effectiveness.

The Audience-Tuning Effect of Negative Stereotypes in Communication

Shared reality theory states that people allow others to influence their own judgments and behaviors when a shared reality is achieved (Hardin and Higgins, 1996; Echterhoff et al., 2009a). Based on this theory, this research has explored how audience attitude affects the communicator’s memory of negative stereotype-related information in interpersonal communication. Two experiments have been conducted, using the negative stereotypes of Chinese “rich second-generation” as the research materials. The results show that the audience-tuning effect of negative stereotypes does in fact occur in interpersonal communication. The participants have tuned their descriptions of both stereotype-related and neutral information to suit their audience’s attitude toward the target. The audience-tuning affects the participants’ recall valence of stereotype-related information while not affecting the recall valence of neutral information. The relational motivation moderates the effect of audience-tuning on the communicator’s memory of stereotype-related information. Only participants who communicated with a desired audience displayed an audience-congruent memory bias of stereotype-related information. The results of this research reveal the bidirectional nature of stereotype-sharedness in interpersonal communication. In actual interpersonal communication, the audience could express a positive attitude toward the target who suffers from negative stereotypes, and the communicator would then convey and recall the stereotype-related information in a more positive manner based on the audience-tunning effect, which could ultimately help to decrease negative stereotypes in communication.

Do age stereotype-based interventions affect health-related outcomes in older adults? A systematic review and future directions.

Developing interventions that target population-specific motivational barriers to promote health behaviours is crucial, especially for older adults who are confronted with negative age stereotypes. This systematic review evaluates randomized and non-randomized field studies that tested the effects of age stereotype-based interventions on health outcomes in adults aged 50 years and over. MEDLINE, SPORTDiscus, Scopus, Web of Science Core Collection and PsychINFO were searched to identify articles published up until May 2019. Data were extracted from all articles independently and assessed for risk-of-bias using Cochrane Collaboration tools. Ten articles met the inclusion criteria. Health-related outcome measures were identified across three domains: physical, psychological/psychosocial well-being, and quality of life/subjective health, with age stereotypes reported as an additional outcome. Intervention structure varied substantially between studies regarding content, duration, frequency, and length of follow-up. Most studies showed that age stereotype-based interventions significantly improved physical function or physical activity as well as self-perceptions of ageing. However, more rigorous studies are needed. Indeed, given the detrimental health effects of age stereotypes, the potential for impact of interventions designed to challenge them is important. Future research should explore the implications of intervening on different stereotype mechanisms, whether intervention effects are comparable across health domains, and whether age stereotype-based interventions are more effective than non-age-specific interventions. PROSPERO Registration CRD42018094006.

The Impact of Naturalistic Age Stereotype Activation.

Almost self-fulfilling, commonly held negative stereotypes about old age and memory can impair older adults’ episodic memory performance, due to age-based stereotype threat or self-stereotyping effects. Research studies demonstrating detrimental impacts of age stereotypes on memory performance are generally conducted in research laboratories or medical settings, which often underestimate memory abilities of older adults. To better understand the “real world” impact of negative age and memory stereotypes on episodic memory, the present research tested story recall performance of late middle-aged and older adults (N = 51) following a naturalistic age stereotype manipulation, wherein every day, newspaper-style materials (comics and puzzles) were either embedded with negative age and memory stereotype stimuli (stereotype group) or neutral stimuli (control group). Furthermore, all participants were tested in favorable, familiar environments. Potential moderators of the stereotype effects, e.g., metamemory beliefs, were assessed at baseline. Current memory evaluation and subjective age, as well as perceived stereotype threat and task-related anxiety, were assessed following the stereotype manipulation as potential mechanisms of the expected stereotype effects. Results suggested a contrast effect, as the stereotype group demonstrated superior story recall performance compared to the control group. Marginally significant moderation effects by age and perceived stereotype threat indicated that stereotype rejection was present for late middle-aged adults but not older adults, indicative of stereotype lift, and for individuals who reported low and average, but not high, levels of perceived stereotype threat. Additionally, a trend suggested more positive memory evaluation for those in the stereotype group who reported awareness of the stereotype stimuli than those who did not notice the stimuli. These results are consistent with other research demonstrating benefits to memory performance in adulthood based on motivational and contextual factors, such as using relevant memory materials and testing in favorable conditions. Moreover, the results of this study contribute to our understanding of individuals’ responses to different types of stereotype stimuli, and the differential impact of stereotype manipulations that are subtle versus blatant. Individuals were motivated to counteract negative stereotype effects when conditions were supportive, stereotype presentations were naturalistic, and personal beliefs were positive.