Effects of age and interpersonal contact on stereotyping of the elderly

The purpose of this study was to examine the relationship between the age of an individual, the type of contact an individual has with the elderly, the amount of knowledge an individual has about the elderly, and the extent that the individual stereotypes the elderly. In accordance with the Social Identity Theory and the Contact Hypothesis, stereotyping was predicted to be higher among individuals who did not identify with nor have contact with the elderly. Fifty young (18-25 years of age) and fifty elderly (64-79 years of age) participants completed surveys measuring their level of contact with the elderly, knowledge about aging (knowledge score), and tendency to stereotype the elderly (stereotype score). Results of this study indicated that regardless of age, participant knowledge of aging and application of aging stereotypes were affected by the quality of contact experienced. Although the young participants achieved significantly higher knowledge scores than the elderly participants, there was no significant age difference in stereotype scores for the young and elderly groups. However, as predicted, the young and elderly participants who experienced high levels of contact with the elderly achieved higher knowledge scores and lower stereotype scores. These scores were compared to the respective scores of the young and elderly participants experiencing low levels of contact with the elderly. Moreover, the elderly participants experiencing low levels of contact with the elderly achieved lower knowledge scores than any of the other groups. Elderly participants experiencing low levels of contact with other competent elderly individuals may be more susceptible to the negative effects of aging stereotypes and at risk for not identifying with their own social group.     

Effects of age stereotyping in a simulated interview

The effects of age stereotyping on subjects' ratings of interviewee potential were investigated using a simulated auditory interview. Male and female participants (N = 156) listened to a 12-min interview of a supervisory candidate applying for a temporary position in industry and then rated the interviewee's qualifications for the supervisory position. Participants gave higher overall interview ratings to a younger interviewee even though he had the same qualifications as an older interviewee. Ratings given to the older interviewee, however, were not significantly different from those given to an interviewee whose age was not designated. The findings are discussed in terms of the influence of both positive and negative age stereotypes on ratings of applicant potential.     

Compassionate stereotyping of elderly patients by physicians: revising the social contact hypothesis

Departing from previous research on age stereotypes, this study examined degree of contact with elderly patients as a factor affecting age stereotyping by physicians. Included are measures of behavioral intentions as well as more traditional attitudinal measures. A total of 63 rheumatologists completed a brief questionnaire on which they rated a 53- or an 83-year-old target patient on a number of dimensions including psychological adjustment and need for support and information. Patients' age and physicians' degree of contact with elderly patients had few direct effects on physicians' ratings; their interaction, however, yielded a strong and consistent finding: The elderly patient was rated as less adjusted, autonomous, and instrumental and in greater need of support and information by high-contact physicians. These findings suggest that although negative age stereotypes are less prevalent than has previously been indicated, rheumatologists, particularly those who treat elderly patients, may draw on compassionate stereotypes in their care of elderly patients.     

Sex and age differences in the sex-role stereotyping of third- and fifth-grade children

A four-part 85-item orally administered children's Sex-Role Expectations and Awareness Scale was developed. The four parts included measures of children's perceptions of (1) sex-associated behavior, (2) teacher expectations, (3) adult sex-role expectations, and (4) children's knowledge of the women's rights movement. The internally reliable scale was administered to 506 middle-class third- and fifth-grade children (259 females and 247 males) from eight schools in six states. Major results included the statistically significant findings that (1) although the absolute level of stereotyping was modest, males stereotyped significantly more often than females with regard to both male and female behavior traits and perceived teacher and adult sex-role expectation. (2) Third-grade students stereotyped more male behavior traits than fifth-grade students. (3) Females more often than males perceived teachers to expect traditional sex-role behavior from females. (4) Fifth-grade students knew more about the women's movement, but the absolute level of knowledge was quite low, with a comprehension rate around a third of the total number of items.     

Effect of teachers' stereotyping on students' stereotyping of mathematics as a male domain

This multilevel analysis used data from a representative sample from Grades 6, 7, and 8 in public schools in Switzerland. The data included information on (a) 6,602 students (3,307 girls, 3,295 boys) nested within 338 classes and (b) 321 mathematics teachers of these classes. The teachers and the students tended to stereotype mathematics as a male domain, and the teachers' stereotypes significantly affected the students' stereotypes after the author controlled for achievement, interest, and self-confidence in mathematics and for school grade and schooling track.     

Effects of visual and verbal interaction on unintentional interpersonal coordination

Previous research has demonstrated that people's movements can become unintentionally coordinated during interpersonal interaction. The current study sought to uncover the degree to which visual and verbal (conversation) interaction constrains and organizes the rhythmic limb movements of coactors. Two experiments were conducted in which pairs of participants completed an interpersonal puzzle task while swinging handheld pendulums with instructions that minimized intentional coordination but facilitated either visual or verbal interaction. Cross-spectral analysis revealed a higher degree of coordination for conditions in which the pairs were visually coupled. In contrast, verbal interaction alone was not found to provide a sufficient medium for unintentional coordination to occur, nor did it enhance the unintentional coordination that emerged during visual interaction. The results raise questions concerning differences between visual and verbal informational linkages during interaction and how these differences may affect interpersonal movement production and its coordination.     

Effects of the activation of affective information on stereotyping: when sadness increases stereotype use

Two studies explored the impact of mere activation of affective information on the use of stereotypes in social judgment. These studies provided consistent results showing that the activation of information related to sadness increases reliance on stereotypes, whereas the activation of information related to happiness decreases it. These results were obtained in the absence of affective state changes among the participants and with the use of two different priming procedures (Study 1: scrambled sentences, Study 2: subliminal priming) and two different judgment tasks (Study 1: impression formation, Study 2: guilt judgment). Complementing the informational view of affective states, it is suggested that affective information of which people are not conscious activates behavioral tendencies of approach or of avoidance associated with the related emotion.     

Just the thought of it!: Effects of anticipating computer-mediated communication on gender stereotyping

A study investigated how anticipated communication mode affects the use of stereotypes in forming impressions and making task assignments. Participants rated male or female targets with whom they envisioned working on a business project using computer-mediated or face-to-face modes of communication. Results indicated that both men and women were characterized more stereotypically when participants anticipated working with them electronically than when they anticipated working with them face-to-face. Furthermore, task assignments were more often gender stereotype consistent when the communication mode was computer-mediated than when it was face-to-face. These findings suggest that the mere anticipation of computer-mediated communication, without the actual the experience of it, is enough to promote stereotypes and biased decision-making.     

Effect of subgroup ratio on stereotyping

Male and female subjects observed a discussion by a group with one of three sex ratios (9M-IF, SM-SF, 1M-9F) and in which the male contributions were expressed in a more or less stereotype consistent manner. The results indicated that male speakers were stereotyped less than females and that male compared with female speakers were stereotyped increasingly less as the number of like speakers in the group increased.     

Sex-role stereotyping,a function of age and education,as measured by a perceptual-projective device

The sex-role attitudes of 89 married male factory workers were measured using the Hall Sex Role Stereotyping Test. The test involves the presentation of pictures showing ambiguous figures performing tasks which are commonly assigned to one sex or the other. After a limited exposure time, subjects are asked to describe the task and to tell the sex of the person performing it. The hypothesis that men with college training stereotype less than those without was borne out for this sample. The second hypothesis, that older men stereotype more than younger, was not borne out. In fact, the mean nonstereotyping scores for older men within each level of education were higher than for younger, although the difference was not significant.     

Effects of sex role stereotyping among European American students on domestic violence culpability attributions

Effects of European American students' sex role stereotyping and domestic violence participants' race and relationship intimacy were examined for culpability attributions. In addition to a man's responsibility rating and a sentencing measure, five factors were identified from the dependent measures; these were Sympathy with Man, Incident as Abusive, Generalness of Incident, Seriousness of Incident, and Man as Abuser. Results indicated that sex role stereotyping was influential in culpability attributions, as those with traditional orientations showed a favorable bias toward the man, particularly a married man. Traditionalists provided a shorter sentence for the man and thought the incident less abusive when the woman was African American, in comparison to egalitarians. Both egalitarians and traditionalists expressed more sympathy toward the man when the woman was African American and married. Although we had anticipated higher culpability ratings for women involved in interracial relationships, we found that the European American man was thought less responsible when the woman was African American, but no differences emerged when the woman was European American. It is suggested future research examine the specific content of various stereotypic subtypes of actors involved in domestic violence and how these stereotypic subtypes bias culpability attributions.Appreciation is extended to an anonymous reviewer for helpful comments on an earlier version of this article.Portions of this research were presented at the 1994 biennial meeting of the American Psychology-Law Society, Santa Fe, NM.     

Sex-role stereotyping and patterns of self-disclosure

Students enrolled in psychology courses completed a Bem Sex-Role Inventory and a self-disclosure scale. A three way ANOVA (sex by sex role by target of disclosure) was used to determine if androgynous subjects differed from stereotyped by not conforming to standard sex differences in: (a) pattern of targets disclosed to; (b) amount of intimate disclosure. Results indicated: (a) androgynous females reported a peers first profile, typical of males; (b) androgynous males reported more disclosure than stereotyped males, especially on intimate topics; (c) androgynous females reported more nonintimate discussions with their fathers; and (d) androgynous males reported the highest level of intimate disclosures to father. Sex role is a better predictor of reported self-disclosure than is sex.The order of the authors' names was randomly determined: Both contributed equally. Correspondence should be sent to either author at the following address: Department of Psychology, State University of New York, College at Cortland, Cortland, New York 13045.