Reduction Of Stereotypes Research Articles

Sharing place and space to promote wellbeing for old and young people in a neighbourhood

Abstract The increasing number of older people in many countries is often seen as a burden. Alternatively, these numbers can be seen as a longevity dividend, providing a resource for our communities. We sought to find a way to use the resource by working with schools in a range of socio- economic neighbourhoods & explore the benefit for all stakeholders & the sustainability of such an approach. The issues we addressed are of relevance in most of Europe, despite the variations in the school systems. Intergen is the name of the model developed over 20 years in England. 3 schools in a neighbourhood work in partnership.An older person is appointed by the school to recruit older people in the neighbourhood with the skills and knowledge the schools require to enhance the learning opportunities of their pupils.Coordinators in each school meet once a term to review progress, problems & organise a social gathering for volunteers. All stakeholders' views of the value of the programme were collected. Key questions to be answered are: Can older people be a resource for pupils to improve performance & wellbeing in both the younger & older populations?Is the model sustainable and affordable?How can it be mainstreamed? Results 26 schools, primary and secondary in 7 municipalities engaged in the project after 10 years development phase with 10 schools in one municipality. Schools in London and Greater Manchester areas. 15 schools remained in the programme paying for the service for 5 years. A review of the impact of the programme showed all head teachers thought it innovative, & made a difference in their pupils' wellbeing. Older people were seen as a positive resource by both teachers & pupils. Older people felt valued & part of community. Reduction of negative stereotypes occurred. Interactions went beyond the operational tasks set for the older people. Only a public health approach can promote sustainability of the model & its benefits for communities. Key messages A tried and tested model sharing place and space to promote wellbeing in neighbourhoods for old and young citizens. The important role of Public Health in promoting innovative practice in silo ridden health and social care systems building the evidence base and building bridges.

Searching for a Silver Lining: Mediated Intergroup Contact and Mental Health Perceptions

This study investigated viewer responses to characters from Silver Linings Playbook, a movie about characters dealing with mental illness, from the perspective of mediated intergroup contact hypothesis. Researchers tested if identification with fictional characters with mental illness reduced viewers’ negative stereotypes about mental illness and increased their willingness to support people with the same illnesses as the characters. Additionally, empathy was tested as a mediator between identification and stereotype reduction. One hundred forty-five participants were randomly assigned to 1 of 3 character conditions. The hypotheses associated with identification and stereotypes and intentions were partially supported. For two characters, empathy mediated the relationship between identification and negative stereotypes. Implications for mediated portrayals of health issues and behaviors are discussed.

Femvertising as a media strategy to increase self-esteem of adolescents: An experiment in India

The new trend of pro-woman, counterstereotype advertisements termed ‘femvertising’ is gaining popularity and social acceptance. Social cognitive theory postulates that children learn from social experiences including those from media by identifying with other individuals, observing such models, processing their behaviour and later imitating such behaviour most often in a way considered gender-appropriate by society. We conducted an experiment in India, a collectivist society with a strong patriarchal culture, to test the effects of advertisements on the self-esteem of adolescent boys and girls and to examine the impact of media strategies applied in the classroom and aimed at stereotype reduction. In the study, adolescent boys and girls were randomly treated with stereotypical, neutral or femvertising ads. A three-way mixed ANOVA identified a significant effect of treatment and time in the femvertising group. The study demonstrates the efficacy of femvertising ads depicting women empowerment and counterstereotype imagery as classroom aids, as part of media strategies to minimize the effects of gender bias at homes and communities, and to enhance gender sensitization.

Gender-Trait and Ethnic Biases in Russian Regions: Ethnic Integration, Regional Economies, and Women in Local Politics

AbstractUnder what conditions are voters likely to invoke gender-trait stereotypes and ethnic biases when they evaluate the performance of local political leaders? We test arguments from role congruity and social identity theories and employ intersectional analysis to explore voter reliance on gender-trait stereotypes and ethnic biases across four diverse Russian regions. We find that the structure of the regional economy matters for the reduction of gender-trait stereotypes, while spatial and labor market integration matters for the dissipation of ethnic favoritism in leader evaluation. Our findings have important implications for policy makers aiming to reduce political biases in diverse contexts. On the one hand, we encourage scholars to pay careful attention to stereotypes of underrepresented social groups and evaluate how they can translate into understanding the traits associated with good leadership. On the other hand, we demonstrate that the roots of social biases stem from complex structural phenomena, such as limited labor opportunities for women and minorities, and thus require transformative political and economic changes.

Reducing Tourist Stereotyping: Effectiveness of Communication Messages

This research investigates the effectiveness of messaging strategies to reduce negative tourist stereotyping by residents given the detrimental effects of stereotyping on host–tourist relations. Study 1 examines the effects of two strategies: “prevalence of stereotyping message” (PSM) and “prevalence of counter-stereotyping message” (PCSM), compared to a control group via a between-subjects experimental design. Study 2 investigates whether eliciting a common identity between residents and tourists could further improve these strategies via a 2 (stereotype reduction: PSM vs. PCSM) × 2 (identity: tourists as residents vs. residents as tourists) between-subjects experimental design. Study 3 examines the boundary conditions of these strategies with a group of nonlocal, subgroup residents. The findings show that tourist stereotypes are malleable, and stereotype reduction efforts through communication messages could reduce biases against tourists by residents. This research contributes by connecting concepts on stereotype reduction, social norms, and social identity with tourism stereotype research.

Estrategias para combatir el edadismo: ¿formación específica sobre envejecimiento o contacto intergeneracional?

Desde el Modelo PEACE se sugiere que realizar intervenciones combinadas (educación sobre el envejecimiento y contacto intergeneracional) es la mejor estrategia para combatir el edadismo. Este estudio pretende observar el impacto del aprendizaje experiencial al comprobar empíricamente si el contacto intergeneracional tiene efectos sobre los estereotipos negativos hacia la vejez de un grupo de estudiantes que había recibido previamente formación teórica sobre el envejecimiento en un programa de voluntariado universitario. Se realizó un diseño pre-post sin grupo control con 18 participantes del programa. Los estereotipos negativos hacia la vejez se evaluaron mediante la escala CENVE, comparando los datos de los participantes en dos momentos temporales (tras recibir la formación teórica y tras realizar la práctica de contacto intergeneracional). Se observó una reducción estadísticamente significativa de los estereotipos relacionados con aspectos motivacionales y sociales del envejecimiento tras realizar la práctica de contacto intergeneracional, aspecto en el que no mostraron cambios tras haber recibido la formación teórica del Programa, respecto al pre-test. Este hallazgo evidencia el potencial de los programas combinados para eliminar estereotipos edadistas en contextos educativos.

The Relationships of Dispositional Mindfulness with Sexual Prejudice and Internalized Sexual Stigma Among Heterosexual and Gay/Bisexual Men

A recently growing literature explored the effect of mindfulness on the reduction of stereotypes and prejudice. However, studies exploring the relationship between dispositional mindfulness and prejudice are very limited and contradictory. The current work focused on the associations of dispositional mindfulness with internalized sexual stigma and sexual prejudice in gay/bisexual men and heterosexual men, respectively. Participants were 180 Italian men, both heterosexual (N = 91, 50.6%) and gay/bisexual (N = 89, 49.4%), ranging between 18 and 40 years old (M = 28.23, SD = 5.59) that completed a questionnaire which contained demographic information and measures of mindfulness, need for cognitive closure, and adherence to traditional and stereotypical gender roles. In order to test the predictive power of mindfulness’ dimensions on internalized sexual stigma and on sexual prejudice over and above the other predictors, we used dominance analysis. Analyses revealed that only the FFMQ-Nonjudging of inner experience explained a proportion of variance of internalized sexual stigma significantly larger than zero, whereas the variance of the score on the sexual prejudice was mostly accounted for by right-wing political orientation and FFMQ-Observing. Having a mindful nonjudging attitude toward one’s inner experience would associate to less internalized sexual stigma in gay and bisexual men, whereas having a mindful observing disposition would help heterosexual men to have less sexual prejudice against gay men. Limitations and future directions are discussed.

Interability Contact and the Reduction of Interability Prejudice: Communication Accommodation, Intergroup Anxiety, and Relational Solidarity

Guided by intergroup contact and communication accommodation theories, this study tested the effects of U.S. participants’ ( N = 286) communication with their most frequent contact who had a visible physical disability and its effects on attitudes toward and stereotypes of people with disabilities as a whole. As predicted, mediation analysis showed the type of interability contact (i.e., nonfamily = 1 and family = 2), and participants’ perceptions of their own communication accommodation during interability interactions with the contact had significant indirect effects on the improvement of attitudes toward and reduction of stereotypes about people with disabilities through relational solidarity and intergroup anxiety as sequential mediators. In addition, communication accommodation had significant positive direct effects on intergroup attitudes. These findings provide insights into the important role played by interability contact, especially in the family context and communication accommodation in developing positive relationships in order to reduce anxiety, prejudices, and biases toward people with disabilities.

From helper to partner: Processes of contact in voluntarism with refugees in Chinese youths

Contact facilitates a reduction in prejudice and negative stereotypes between the social groups. The effect of such contact is optimized when there is equal status between groups, which in volunteerism is manifested through as mutually equitable partnership. This qualitative study examines the processes of contact through an intervention youth group that connects Chinese and refugee/asylum seeker youths in Hong Kong. Interviews were conducted with 5 participants (60% females; mean age = 24) in 2016. Results indicated the youth group facilitated contact within its members, where the more they engage, in frequency and intentionality, the more they find a sense of belonging with each other. Moreover, Chinese participants demonstrated a shift in seeing refugee participants as collaborators and friends instead of service-recipient. The findings shed light on the processes of contact within volunteerism and offers potential contribution of collaborative environment in similar integration intervention.

Attitudes towards Multicultural London English: implications for attitude theory and language planning

ABSTRACTThe study presented here is the first empirical investigation of attitudes towards Multicultural London English (MLE), the multiethnolect spoken in England’s main metropolis. An online questionnaire was used to gather data from 800 participants, including MLE speakers as well as non-MLE speakers from a wide variety of different backgrounds. The results indicate that the traditional dichotomy of status and solidarity as distinct evaluative dimensions does not manifest in attitudes towards MLE. We discuss the implications this would have for attitude theory, provided that this finding holds true for other multiethnolects.The results also indicate that overall, attitudes towards MLE are affected by (1) individuals’ own variety of English, (2) their mother tongue(s), (3) their level of education, and (4) the frequency of their contact with MLE speakers. We interpret the effect of these variables to be due to (1) ingroup loyalty, (2) familiarity with social stereotypes, (3) enhanced reasoning skills, and (4) the reduction of stereotypes through intergroup contact. We discuss the implications these findings – should they generalise to the London population at large – would have for the development of effective language planning measures to promote social equality for multiethnolect speakers.

Sixth Kraepelin Symposium-Understanding and Treating Cognitive Impairment and Depression in Schizophrenia and Affective Disorders.

The Sixth Kraepelin Symposium was held at the Department of Psychiatry and Psychotherapy, University Hospital, LMU Munich in October 2018, covering reports from 12 working groups (Keith H. Nuechterlein, Ph.D., University of California, Los Angeles; Kim T. Mueser, Ph.D., Center for Psychiatric Rehabilitation, Boston University, U.S.A.; Dominic Dwyer, Ph.D, Hospital LMU, Munich; David Fowler, Ph.D. University of Sussex, Brighton, U.K.; Martin Hautzinger, Ph.D., University of Tübingen; Nikolaos Koutsouleris, M.D., Hospital LMU, Munich; Stephan Leucht, M.D., Technical University Munich, Munich; David Miklowitz, Ph.D., UCLA School of Medicine, Los Angeles. U.S.A.; Cornelius Schüle, M.D., Hospital LMU, Munich; Florian Seemüller. M.D., kbo-Lech-Mangfall Clinics for Psychiatry and Psychotherapy, Garmisch Partenkirchen; Carla Torrent, Ph.D., Institute of Neuroscience, University of Barcelona, Barcelona, Spain.) from the United States and Europe on understanding and treating cognitive impairment and depression in schizophrenia and affective disorders. Current psychological interventions to improve outcome in schizophrenia and affective disorder such as cognitive remediation, illness management, psychoeducational and cognitive therapy were focused on, as were evidence-based psychological and pharmacological treatment options, guidelines for treating cognitive deficits and depression in schizophrenia, Cochrane-meta-analysis of acute therapies, relapse prevention as well as supported withdrawal from medication. Prevention of cognitive dysfunction and symptom exacerbation was approached in terms of machine learning methods to revisit Kraepelin's illness distinctions, application of new strategies in order to increase the rate of social recovery in patients with first-episode psychosis as well as in terms of state of the art psychosocial interventions for bipolar disorder in adolescents. Finally, the dissemination of information to consumers and the contribution to the reduction of stereotypes in psychiatry was also part of the symposiums aims.

Investigating the Negation of Media Stereotypes

Abstract. We investigated the negation of media stereotypes. Negation refers to an internal attempt to negate stereotypic content (“No! This is not true!”). The process of negation is important because a critical assessment of stereotypic content can be beneficial for stereotype and prejudice reduction. This fact is a crucial reason why readers’ disagreement regarding simplified stereotypic depictions is of central interest for mass communication research and media literacy campaigns. Importantly, factors that can increase negation are of special interest. Although the ability and motivation to process stereotypic content can be theoretically identified as potential influencing factors, media-stereotype research has not yet tested the influence of these factors on negation. In Experiment 1 ( N = 347), we manipulated the motivation to negate by presenting awareness material. We informed some of the participants that the news media often do not represent the world as it is, but sometimes do so in a stereotypic way. Analyses revealed that participants who received the awareness material before reading negated to a higher extent. In Experiment 2 ( N = 223), we investigated the impact of ability by manipulating the time participants had to negate stereotypic content. The ability to negate was assumed to be higher the more time the participants had to process stereotypic information. As hypothesized, negation was higher when there was more time available. Interestingly, the increase in effect size was dampened the more time was available, which indicated a curvilinear relationship. Implications for media-literacy campaigns are discussed.

Connecting the young and the young at heart: an intergenerational music program

ABSTRACTDue to its universal appeal, music can bridge intergenerational gaps and improve overall quality of life. Many intergenerational programs have thus increasingly incorporated music into their design; however, the Hamilton Intergenerational Music Program (HIMP) is unique in that it focuses on general music participation as opposed to singing-only programming. Three elementary schools and long-term care homes were contacted and matched based on proximity to one another. Program facilitators ran four successive weeks of intergenerational music sessions. Activities included training the children how to interact with elderly participants, facilitating conversation with icebreakers, and performing music together. Qualitative feedback was gathered after each visit and comprised of observations from program facilitators and participants. Several benefits were observed following program visits such as the reduction of age-related stereotypes, improved participant morale, enhanced cognitive function, and development of meaningful relationships. While leaving the sessions, children recall positive interactions with the seniors, lament that their time together ended too quickly, and express excitement for the next session. The older adults articulate similar sentiments and ask children to return soon. With the countless lessons learned from the current program, much can be drawn to inform future expansion and implementation to other communities.

Una estrategia eficaz para fomentar la cooperación

Some meta-analysis studies that show the efficacy of Cooperative Learning in comparison with competitive or individual learning are analyzed. Efficacy is based on the following data: achievement, high levels of reasoning, time required to accomplish the task, transference of learning, intrinsic motivation, cognitive and social development, personal interactions, friendship, reduction of stereotypes and prejudices, mental health, self-esteem, social competencies, internalization of values and the quality of the learning environment. All the available data suggest that it is a strategy that can respond to the challenges that come with globalization.

Teaching Veterans Studies: Bridging the Gap Between U.S. Civilians and Veterans through the College Classroom

This paper discusses the development and instruction of an undergraduate class focused on increasing understanding of military veterans in American society. Since the institution of the all-volunteer force in 1974, the number of U.S. citizens with military service has been steadily decreasing. This reduction in military experience has led to a lack of understanding between American civilians and veterans. The literature suggests that many reintegration challenges faced by veterans (employment, health, education) are exacerbated by this knowledge gap. The intent of the course was to educate undergraduate students, mostly civilian, on what it is like to be a veteran in America, with the hopes that increasing awareness would aid veterans in their transition. Given that goal, the course also contained a significant service-learning component. Service-learning, when well-executed, has been found to impact learners in ways other forms of teaching may not. Relevant to the outcomes of this course, the pedagogy has been found to improve cultural competence (Einfield and Collins, 2008) and lead to stereotype reduction (Conner, 2010). In addition to improving learning outcomes, service-learning also provides a tangible benefit to the community. In this paper, I will discuss considerations for designing college classes focused on military veterans and service-learning projects that involve veterans.

The Effectiveness of the Young–Old Link and Growth Intergenerational Program in Reducing Age Stereotypes

Purpose: This study evaluated an intergenerational interaction program set in a nonfamilial context to combat age-related stereotypes and to facilitate positive interactions between the young and elderly in Hong Kong. Method: A quasi-experimental design was adopted. A total of 312 participants were recruited: 73 older and 78 young participants in the intervention group and 77 older and 84 young participants in the comparison group. Standardized measurements of intergenerational attitude, sense of comfort with cross-age groups, and intergenerational interaction were used during pre- and posttest. Results: The intervention group showed positive change in intergenerational attitude and sense of comfort. There were also positive changes in most aspects of intergenerational interaction in the intervention group. Discussion: This research provides preliminary evidence of the effectiveness of the intervention model and offers many implications for service directions. The findings enrich cumulative knowledge about factors contributing to the reduction of age-related stereotypes.

When Does Service-Learning Work? Contact Theory and Service-Learning Courses in Higher Education

Service-learning experiences have the potential to improve participants' attitudes and values toward those whom they serve, but if the experience is poorly designed or poorly implemented, runs the risk of reinforcing stereotypes and deficit perspectives of the intended beneficiaries of service. This study examines the extent to which Contact Theory predicts the efficacy of service-learning courses in promoting positive attitude change among participants. Contact Theory stipulates the conditions under which attitude change toward an out-group becomes possible. Comparing pre-test and post-test scores for 220 students enrolled in service-learning courses in two different institutions, we find that courses that reflect more tenets of Contact Theory are more effective than those less aligned with Contact Theory in reducing students' overall colorblindness and improving their awareness of blatant racial issues. Many who practice service-learning have the goal of affecting participants' attitudes and values, and research suggests that service-learning has the potential to impact learners in ways other forms of teaching may not (Delve, Mintz, & Stewart, 1990; Holsapple, 2012). Service-learning has been found to be associated with a host of positive outcomes, including greater sensitivity and empathy (Bernacki & Jaeger, 2008; Wilson, 2001); increased commitments to social justice (Eppler, Ironsmith, Dingle, & Erickson, 2011; Fenzel & Dean, 2011; Simons, Blank, Fehr, Barnes, Georganas, & Manapuram, 2012); improved cultural competence or multicultural skills (Einfeld & Collins, 2008; Meaney, Bohler, Kopf, Hernandez, & Scott, 2008); and stereotype reduction (Conner, 2010a; Meaney et al., 2008; Wright, Calabrese, & Henry, 2009). However, previous research also cautions that when poorly implemented, service-learning may result in unanticipated outcomes, such as increased prejudice and bias on the part of learners toward the very groups intended to benefit from their service (Erickson & O'Connor, 2000; Erickson & Santmire, 2001; Hollis, 2004; Jones, 2002; Kendall, 1990; Sperling, 2007). Those attempting to implement service-learning in their classrooms may actually do more harm than good if they engage students in service-learning experiences that afford casual contact; that is, contact between groups that is short-term, superficial, and lacking deep mutual engagement (Erickson & O'Connor, 2000; Erickson & Santmi-er, 2001; Houshmand, Spanierman, Beer, Poteat, & Lawson, 2014). According to Allport (1984), Such evidence as we have clearly indicates that such contact does not dispel prejudice; seems more likely to increase it (p. 263). Changing attitudes and beliefs involves substantial reflection on one's values as well as the acquisition of new knowledge and skills (Holsapple, 2012). Lasting attitude changes are very difficult to achieve, and even if the service experience is carefully designed and well implemented, change may not occur for participants. Although numerous studies have examined the effects of service-learning experiences on participants and uncovered some of the design features that seem to promote desired outcomes, such as the amount of time participants are engaged in service and the number of structured opportunities for reflection, the field of service-learning could benefit from more rigorous, large-scale studies that investigate the conditions under which desirable attitude change among participants does transpire. This study responds to that need. Literature Review How Participation in Service-Learning Affects College Students Two recent literature reviews have affirmed the host of positive outcomes associated with service-learning experiences. In their meta-analysis of 62 studies in which service-l earning participants were compared to control students, Celio, Durlak, and Dymnicki (2011) found significant gains for service-learning participants in five areas: attitudes toward self; attitudes toward learning; academic performance; civic engagement; and social skills. …

People with dementia as peer workers, challenges, and benefits: a thematic analysis and nominal groups study.

There are national initiatives to involve service users in service delivery. However, programs employing people with dementia as peer support workers (PSWs) in memory services are in their infancy. This study is the first to explore the challenges and benefits to staff and peers involved in such a program. Focus groups, structured based on nominal groups (NG) methodology were run with PSWs and clinical staff from two memory services. In total, there were 12 participants, with three focus groups: PSWs alone (n = 3); staff members alone (n = 6); and PSWs and staff members combined (n = 6). Data were analyzed through thematic analysis of recorded session content and the ranking of themes inherent in an NG approach. Perceived benefits of the PSW program were similar for staff and PSWs and included personal benefits for PSWS and stereotype reduction for staff. More challenges were reported by staff than PSWs, but both groups agreed that role definition and dealing with the cognitive deterioration inherent in dementia were key issues. The PSW program does have benefits for involved staff and PSWs. However, the challenges identified highlight the need for careful and consensual setup and consideration of power dynamics, with agreed roles and clear guidelines to deal with cognitive deterioration.

Poles Apart: The Processing and Consequences of Mixed Media Stereotypes of Older Workers

This study uses the Stereotype Content Model to examine how mixed-media stereotypes about older workers affect the implicit activation and application of competence and warmth stereotypes among employees. By means of a 2 × 2 experiment, we show that a newspaper article portraying older workers in a stereotypical manner (i.e., high rather than low in warmth, low rather than high in competence) inhibits and evokes negative employability perceptions, resulting in a net negative effect on intentions to hire an older worker. Findings indicate that mixed-media portrayals have stronger effects on implicit stereotype activation compared to stereotype application. We propose a tailored media-based stereotype reduction strategy, whereby the negative component of older workers' stereotypes is replaced by stereotype-disconfirming information.

Reducing age stereotypes in software development: The effects of awareness- and cooperation-based diversity interventions

Negative age stereotypes about older employees are present across industries and they are particularly strong in technology-related jobs. They can hinder cooperation and team processes, which are of utmost importance in software development. This paper proposes and compares two interventions to reduce age stereotypes in software development. An awareness-based intervention was conducted on-the job, as a quasi-experiment with 56 participants. A cooperation-based workshop was conducted as a field experiment with 74 employees. Both types of interventions reduced bias in performance and innovation expectations favoring middle-aged over older employees. The reduction in biases held by developers was particularly strong. Only the cooperation-based intervention reduced bias toward both older and younger employees. This intervention led to a long-term (six months) reduction in bias, regarding developer performance expectations. The study extends the diversity training literature in establishing causal, long-term effects for age stereotype reduction in the field. Furthermore, it contributes to the literature by indicating that contact hypothesis can not only be applied to reduce age stereotypes toward older but also toward younger employees. The design enables practitioners to create on-the-job diversity interventions that employees are willing to attend, and, thus, to reach a majority of employees without interventions being mandatory.