In-group Stereotypes Research Articles

Race Essentialism and Social Contextual Differences in Children's Racial Stereotyping.

The authors explored the differential emergence and correlates of racial stereotyping in 136 children ages 4-11years across two broad social contexts: Hawai'i and Massachusetts. Children completed measures assessing race salience, race essentialism, and in-group and out-group stereotyping. Results indicated that the type of racial stereotypes emerging with age was context dependent. In both contexts in-group stereotyping increased with age. In contrast, there was only an age-related increase in out-group stereotyping in Massachusetts. Older children in Massachusetts reported more essentialist thinking (i.e., believing that race cannot change) than their counterparts in Hawai'i, which explained their higher out-group stereotyping. These results provide insight into the factors that may shape contextual differences in racial stereotyping.

Perceived social structural relations and group stereotypes: A test of the Stereotype Content Model in Malaysia

Using data from two studies, the current research tests the Stereotype Content Model (SCM) within a Malaysian context using Chinese and ethnic Malay participants. The aim of the research is to examine the theoretical underpinnings of the SCM in a new context by investigating the role of aspects of the perceived social structure that have not been considered previously. In line with the SCM it is found that the two dimensions of warmth and competence underlie in-group and out-group stereotypes in Malaysia. In addition, the in-group was evaluated more positively than the out-group on both dimensions. Furthermore, perceived economic social status rather than cultural or power status was related to out-group competence (Study 1), and to out-group warmth (Studies 1 and 2). Higher perceived economic competition was weakly and not consistently associated with less out-group warmth, and political competition was not related to warmth.

Queer Eye for the Straight Guy: Sexual Orientation and Stereotype Lift Effects on Performance in the Fashion Domain

Stereotype lift is defined as a boost in performance caused by an awareness of a positive ingroup stereotype. This study investigated if gay men experience stereotype lift in the fashion domain. To date, no studies have examined stereotype lift in regards to stereotypes about sexual orientation or in regards to a non-academic task. To address this gap in the literature, gay and straight men completed a test of fashion knowledge under conditions where the relevant gay stereotype was either salient or not by reminding participants of their sexual orientation before or after completing the test. A sample of 66 undergraduate male students (31 heterosexual and 35 homosexual) showed that gay men did outperform straight men on the fashion test, but only when the relevant stereotype was made salient, F(1, 62) = 5.23, p = .03. Implications of stereotype lift in gay men and on non-academic tasks are discussed.

The Double-Edged Sword of Negative In-Group Stereotyping

The present work examined the negative consequences that result when stigmatized individuals endorse negative in-group stereotypes after failure. Study 1 found that women given the opportunity to blame their math failure on the stereotype “women are bad at math” showed higher stereotype endorsement, exerted less effort on a subsequent math test, and displayed less identification with the math domain. Study 2 found that observers' felt more negative emotions toward a woman who blamed her poor performance on the math stereotype. Furthermore, this effect was fully mediated by changes in perceptions of the woman's confidence. Together, these findings suggest that people who use negative stereotypes to excuse their failures incur both personal and interpersonal costs.

Young Children's Sensitivity to Speaker Gender When Learning From Others

This research explores whether young children are sensitive to speaker gender when learning novel information from others. Four- and 6-year-olds (N = 144) chose between conflicting statements from a male versus a female speaker (Studies 1 and 3) or decided which speaker (male or female) they would ask (Study 2) when learning about the functions of novel objects. Some objects were in gender-typing colors (light pink or navy blue), and some were in a gender-ambiguous color (yellow). The results indicated that children did use speaker gender to guide their learning, by either consistently choosing to agree with the speakers of their own gender or making choices that are associated with gender stereotypes about color. The findings are discussed in relation to how in-group preference and stereotype attributions might influence children's learning from others.

The religious conversion and race of a prisoner: Mock parole board members' decisions, perceptions, and emotions

Parole board members (PBMs) decide whether to release inmates on parole. Decisions may be affected by in‐group bias or stereotypes regarding religion and race. Two experiments investigated whether religious conversions/secular lifestyle changes and race affect mock PBMs' release decisions, emotions, and perceptions. Mock PBMs read a case file of an inmate who was eligible for parole and decided whether to grant parole. Study 1 manipulated whether the inmate had converted to Christianity or Islam, had a secular lifestyle change, or had no lifestyle change. Study 2 also varied race (African American or Caucasian). Race was not a significant factor, possibly because the manipulation was not strong enough to influence participants or because participants did not want to appear racist. Conversions to Islam and Christianity impacted the parole decision, and effects were mediated by believability of the conversion. Secular lifestyle changes affected release decisions and were mediated by perceptions of the inmate and beliefs about his likelihood of recidivism. Such inmates were the most likely to be released and were perceived most positively; their conversions were the most believable. Inmates who made no changes were perceived least positively, indicating that any lifestyle change is better than none. Importantly, no bias towards either religion (Islam, Christianity) was found. Furthermore, conversion type affected how scared PBMs were of the inmate, but this fear did not impact release decisions.

Claiming the Validity of Negative In-group Stereotypes When Foreseeing a Challenge: A Self-handicapping Account

This research proposes a self-handicapping process in which people proactively endorse negative in-group stereotypes when there is the prospect of failure in a task. In Experiment 1, we found that women were more likely to endorse the math-gender stereotype stigmatizing their gender group when they anticipated a difficult versus easy math task. In Experiment 2, the same pattern was observed among men stigmatized with relatively poor verbal skills. In Experiment 3, we found that such a self-handicapping tendency was most prominent among individuals with high trait self-esteem, who are presumably more motivated to maintain self-esteem versus those with low trait self-esteem. All together, these results suggest that endorsing negative in-group stereotypes can be used as an anticipatory coping mechanism, occurring even before receiving failure feedback in the presence of a high risk of failure.

Dealing with powerlessness: The strategic use of ingroup stereotypes

Several studies have shown the impact of legitimacy on dealing with group power disadvantage. In the present paper we focus on the impact of internal legitimacy (i.e., the ingroup's appraisal of the fairness of its own powerless position) on the ingroup stereotype as a way of contesting the power disadvantage. Results show that especially in the internal legitimate conditions (i.e., when the ingroup seems to accept the low status position), participants reacted by way of overemphasizing the positive stereotypic dimension (warmth, Study 1), or contradicting the negative ingroup stereotype (perceiving the ingroup as less incompetent, Study 1 and 2). The last strategy was used especially by those highly identified with the ingroup, and when the legitimate/illegitimate argument is supported by a small ingroup sample (i.e., low social constraint, Study 2). Such responses can be understood as a social creativity strategy to contest the ingroup's disadvantaged and powerless position.

Self-Stereotyping: The Central Role of an Ingroup Threatening Identity

ABSTRACT Self-stereotyping is a process by which people belonging to a stigmatized social group tend to describe themselves more with stereotypical traits as compared with traits irrelevant to the ingroup stereotype. The present work analyzes why especially members of low-status groups are more inclined to self-stereotype compared to members of high-status groups. We tested the hypothesis that belonging to a low-, rather than a high-status group, makes low-status members feel more threatened and motivates them to protect their self-perception by increasing their similarity with the ingroup. Specifically, we investigated the effects of an experimental manipulation that was conceived to either threaten or protect the natural group membership of participants from either a low- or a high-status group on the level of self-stereotyping. The findings supported the idea that only low-status group members protected themselves when their group identity was threatened through increased self-stereotyping.

ОБРАЗ РОДНОЙ СТРАНЫ И НАРОДА В ЭТНОСТЕРЕОТИПНЫХ ПРЕДСТАВЛЕНИЯХ РОССИЙСКИХ И НЕМЕЦКИХ СТУДЕНТОВ

The article presents results of associative experiments carried out in 2008 in Germany and in 2011 in Russia. It focuses on the most frequent associations of Russian and German students. The comparative analysis revealed that the in-group stereotypes of Russians are more positive than those of Germans.

Ingroup Experts and Peers as Social Vaccines Who Inoculate the Self-Concept: The Stereotype Inoculation Model

Individuals’ choice to pursue one academic or professional path over another may feel like a free choice but is often constrained by subtle cues in achievement environments that signal who naturally belongs there and who does not. People gravitate toward achievement domains that feel like a comfortable fit because they are in sync with ingroup stereotypes and away from other domains that feel like an uncomfortable fit because they deviate too far from ingroup stereotypes. Even individuals who are high performers may lack confidence in their ability and withdraw from certain achievement domains—performance and self-efficacy do not always go hand in hand. What factors might release these constraints and enhance individuals’ freedom to pursue academic and professional paths despite stereotypes to the contrary? The present article addresses this question using a new theoretical lens—the stereotype inoculation model—that reveals how ingroup members (experts and peers in high-achievement settings) function as “social vaccines” who increase social belonging and inoculate fellow group members’ self-concept against stereotypes. The model integrates insights from several literatures in social psychology and organizational behavior to articulate predictions accompanied by supporting evidence about when ingroup experts and peers serve as social vaccines and the underlying psychological mechanisms. The article concludes by identifying directions for future research, possible interventions, and policy implications of the model.

Rater wealth predicts perceptions of outgroup competence

National income has a pervasive influence on the perception of ingroup stereotypes, with high status and wealthy targets perceived as more competent. In two studies we investigated the degree to which economic wealth of raters related to perceptions of outgroup competence. Raters’ economic wealth predicted trait ratings when (1) raters in 48 other cultures rated Americans’ competence and (2) Mexican Americans rated Anglo Americans’ competence. Rater wealth also predicted ratings of interpersonal warmth on the culture level. In conclusion, raters’ economic wealth, either nationally or individually, is significantly associated with perception of outgroup members, supporting the notion that ingroup conditions or stereotypes function as frames of reference in evaluating outgroup traits.

Collective self and individual choice: The effects of inter‐group comparative context on environmental values and behaviour

Self-categorization theory suggests that inter-group comparisons inform individual behaviour by affecting perceived in-group stereotypes that are internalized by group members. The present paper provides evidence for this chain of effects in the domain of environmental behaviour. In two studies, inter-group comparative context was manipulated. Study 1 found that the perceived in-group stereotype, self-stereotype (as represented by the reported value centrality), and behavioural intentions shifted away from a comparison out-group (irrespective of whether this was an upward or downward comparison). Study 1 also revealed that the effect of comparative context on individual environmental intentions was mediated by the perceived in-group stereotype and by changes in personal values. Study 2 extrapolated the observed effect on actual behavioural choices. The findings demonstrate the utility of a self-categorization approach to individual behaviour change.

Protecting self-esteem from stigma: A test of different strategies for coping with the stigma of mental illness

To date, there has been little research into effective strategies for preventing the detrimental effects of stigma on the well-being of people with mental illness. The present research set out to identify adaptive strategies for dealing with the stigma of mental illness. On the basis of the responses of 355 people with mental illness (PWMI) a standardized questionnaire assessing 10 identity management strategies was developed. Participants also reported their personal experiences with stigma, depression and self-esteem. Hierarchical regression analyses showed that after controlling for depression and stigmatizing experiences, the strategies of community involvement, humour and positive ingroup stereotyping were related to higher self-esteem. Secrecy, selective disclosure and attempts at overcompensation or disproving stereotypes were related to lower self-esteem. The following strategies were unrelated to self-esteem: comparing the present social position of PWMI with that in the past, normalization of the illness within a medical model, information seeking and selective withdrawal. PWMI should be encouraged to seek support within their community and to develop a positive image of their ingroup.

Who we were and who we will be: The temporal context of women's in‐group stereotype content

Research has elaborated considerably on the dimensions of out-group stereotype content and on the origins and functions of different content combinations. Less attention has been given to the origins and functions of in-group stereotype content. We argue that in-group stereotypes are likely to serve different social identity functions, and thus attract different content, dependent on individual differences in in-group identification and on the temporal perspective of the perceiver. Two studies (Ns = 43 and 93) found that women's in-group stereotype content varied as a function of gender group identification and temporal perspective. When the past was primed, highly identified women generated stereotypes that emphasized the warmth (but not competence) of their group. When the future was primed, highly identified women generated stereotypes that emphasized the competence (as well as warmth) of their group. These results are discussed in terms of the use of stereotypes for social creativity versus social change.

Delegitimisation of Disliked Political Organisations Through Biased Language and Acronyming

The study investigated the use of biased language and acronyming in political organisations in South Africa and Zimbabwe. The study surveyed the discourses of political parties that were posted on the internet. Thematic content analysis was used to analyse the discourses of the political parties. The results indicated that political organisations used biased language to delegitimise the opposition. The ingroup and outgroup stereotypes were evident in the discourses. Acronyms of opposition political parties were used pejoratively. The findings of this study suggest that political parties in developing democracies have a tendency of using biased language and acronyming to disparage the opposition. Biased language and acronyming of the outgroup in African politics could result in hate speech directed at individuals and political violence.

Mental Health Support Groups, Stigma, and Self-Esteem: Positive and Negative Implications of Group Identification

Research into the relationship between stigmatization and well-being suggests that identification with a stigmatized group can buffer individuals from the adverse effects of stigma. In part, this is because social identification is hypothesized to provide a basis for social support which increases resistance to stigma and rejection of negative in-group stereotypes. The present research tests this model among individuals with mental health problems. As hypothesized, group identification predicted increased social support, stereotype rejection, and stigma resistance. These self-protective mechanisms were in turn found to predict higher levels of self-esteem. However, the general effect of these associations was to suppress a negative relationship between social identification and self-esteem. This confirms that the positive impact of identification lies in its capacity to provide access to stress-buffering mechanisms but also indicates that the impact of identification with a severely stigmatized group is not necessarily positive. Implications for theory and practice are discussed.

The Implicit Relational Assessment Procedure: Exploring the Impact of Private Versus Public Contexts and the Response Latency Criterion on Pro-White and Anti-Black Stereotyping Among White Irish Individuals

The current research comprised two experiments that employed the Implicit Relational Assessment Procedure (IRAP) as a measure of implicit racial attitudes. White Irish participants were exposed to blocks of trials that involved responding in a manner consistent with either a pro-white stereotype or a pro-black stereotype. In Experiment 1, participants completed the IRAP in either a public or private assessment situation. It was hypothesized that implicit pro-white stereotyping would decrease in the public context relative to the private context. The results, however, were not in accordance with this prediction. A second experiment was conducted to determine if requiring participants to respond in a public context but within a shorter timeframe would impact significantly upon implicit stereotyping. The results showed that a reduction in response latency significantly increased ingroup stereotyping. The findings appear to be consistent with the relational elaboration and coherence model.

Cultural Stereotypes and the Self: A Closer Examination of Implicit Self-Stereotyping

Recent research and theory on implicit self-stereotyping suggests that individuals nonconsciously incorporate stereotypes about their social groups into the self-concept; however, evidence as to whether this holds true for negative stereotypes remains limited. Using a subliminal priming measure, the current research found that women (Experiment 1) and White Americans (Experiment 2) implicitly associated the self with in-group stereotypic traits but not out-group stereotypic traits. Of importance, both groups implicitly self-stereotyped on negative in-group traits to a similar extent as they did on positive in-group traits. Moreover, exploratory analysis showed that the degree to which White Americans associated positive, but not negative, in-group stereotypes with the self was related to higher self-esteem. Implications of implicit self-stereotyping on self-esteem and stereotype-consistent behavior are discussed.

Stereotype threat and inflexible perseverance in problem solving

The present research examines whether women burdened by stereotype threat, a threat of confirming negative ingroup stereotypes (Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797–811), are less able to abandon old strategies and employ newer, more efficient ones when conditions change. In two studies, stereotype threat was found to increase inflexible perseverance: women made to believe they were taking a diagnostic math/spatial ability test, compared to those not threatened by stereotypes, were more likely to use previously successful but presently inefficient or incorrect strategies. In Study 1, participants under stereotype threat also suppressed relevant stereotypes to the greatest degree, and their inflexible perseverance was predicted by the degree to which they suppressed these stereotypes. Implications for test performance and potential decision-making effects of stereotype threat are discussed.