Putting stereotype content in context: image theory and interethnic stereotypes

Two studies apply intergroup image theory to better understand divergent interethnic images and to highlight the important role of intergroup context and perceived intergroup relations in shaping the content of social stereotypes. Image theory hypothesizes that specific interethnic stereotypes arise from specific patterns of perceived intergroup competition, relative power, and relative cultural status. Results from surveying Black, White, and Native Americans' appraisals of intergroup relations and reported outgroup stereotypes in various intergroup contexts suggest that the content of outgroup stereotypes varies systematically as a function of the perceived state of intergroup relations and the intergroup context in which these groups are situated. The data reported from both studies establish the importance of examining social stereotypes from a functional perspective in the context of intergroup relations.     

The mother within the mother

This paper describes the subjective experience of internalization, focusing on the daughter's inner world as the encounters becoming and being a mother. Three case vignettes at three phases of a woman's mothering cycle are used to demonstrate modes of registration and expression of her own internalized mother as these in turn involve her offspring. Some issues in analyzing the new mother are raised by the material, as well as implied questions about how "mothering" behaviors emerge at later junctures.     

The influence of sex-role stereotypes on prose recall

The influence of sex-role stereotypes on memory was investigated. High-school students read a short story about a protagonist named either Linda or David. Results indicated that when the sex of the protagonist was the same as their own, the students answered significantly more questions about the story correctly than in the cross-sex conditions. A qualitative analysis of the kinds of errors and inferences made revealed that female subjects tended to rely on sex-role stereotypes when answering factual questions about a male protagonist, and male subjects tended to rely on sex-role stereotypes when answering inference questions about a female protagonist. These results provide partial support for the notion that individuals are more predisposed to view members of the opposite sex stereotypically and are more likely to alter their memories in accordance with these stereotypes than they are when answering questions about members of their same sex.     

The effect of negative performance stereotypes on learning

Stereotype threat (ST) research has focused exclusively on how negative group stereotypes reduce performance. The present work examines if pejorative stereotypes about women in math inhibit their ability to learn the mathematical rules and operations necessary to solve math problems. In Experiment 1, women experiencing ST had difficulty encoding math-related information into memory and, therefore, learned fewer mathematical rules and showed poorer math performance than did controls. In Experiment 2, women experiencing ST while learning modular arithmetic (MA) performed more poorly than did controls on easy MA problems; this effect was due to reduced learning of the mathematical operations underlying MA. In Experiment 3, ST reduced women's, but not men's, ability to learn abstract mathematical rules and to transfer these rules to a second, isomorphic task. This work provides the first evidence that negative stereotypes about women in math reduce their level of mathematical learning and demonstrates that reduced learning due to stereotype threat can lead to poorer performance in negatively stereotyped domains.     

Sexual stereotypes of occupations

This study examined the nature of sex stereotypes of occupations as they exist among college students today. The method of eliciting sexual stereotypes of occupations was distinctive in that three types of rating criteria were used, each emphasizing a different aspect of perception, on the basis of which the ratings of occupations as masculine, feminine, or neutral were subsequently made. The results indicate that sexual stereotypes of occupations are clearly defined and held in agreement by both college men and college women. The study yielded information about the mean rating of each of 129 occupations in terms of its masculinity, femininity, and neutrality.     

The basis of shooter biases: beyond cultural stereotypes

White police officers and undergraduate students mistakenly shoot unarmed Black suspects more than White suspects on computerized shoot/don't shoot tasks. This bias is typically attributed to cultural stereotypes of Black men. Yet, previous research has not examined whether such biases emerge even in the absence of cultural stereotypes. The current research investigates whether individual differences in chronic beliefs about interpersonal threat interact with target group membership to elicit shooter biases, even when group membership is unrelated to race or cultural stereotypes about danger. Across two studies, participants with strong beliefs about interpersonal threats were more likely to mistakenly shoot outgroup members than ingroup members; this was observed for unfamiliar, arbitrarily formed groups using a minimal group paradigm (Study 1) and racial groups not culturally stereotyped as dangerous (Asians; Study 2). Implications for the roles of both group membership and cultural stereotypes in shaping decisions to shoot are discussed.     

User modeling via stereotypes

This paper addresses the problems that must be considered if computers are going to treat their users as individuals with distinct personalities, goals, and so forth. It first outlines the issues, and then proposes stereotypes as a useful mechanism for building models of individual users on the basis of a small amount of information about them. In order to build user models quickly, a large amount of uncertain knowledge must be incorporated into the models. The issue of how to resolve the conflicts; hot will arise along such inferences is discussed. A system, Grundy, is described that builds models of its users, with the aid of stereotypes, and then exploits those models to guide it in its task, suggesting novels that people may find interesting. If stereotypes are to be useful to Grundy, they must accurately characterize the users of the system. Some techniques to modify stereotypes on the basis of experience are discussed. An analysis of Grundy's performance shows that its user models are effective in guiding its performance.     

Imagining stereotypes away: the moderation of implicit stereotypes through mental imagery.

Research on implicit stereotypes has raised important questions about an individual's ability to moderate and control stereotypic responses. With few strategies shown to be effective in moderating implicit effects, the present research investigates a new strategy based on focused mental imagery. Across 5 experiments, participants who engaged in counterstereotypic mental imagery produced substantially weaker implicit stereotypes compared with participants who engaged in neutral, stereotypic, or no mental imagery. This reduction was demonstrated with a variety of measures, eliminating explanations based on response suppression or shifts in response criterion. Instead, the results suggest that implicit stereotypes are malleable, and that controlled processes, such as mental imagery, may influence the stereotyping process at its early as well as later stages.     

Children's stereotypes of overweight children

The aim of the present study was to assess the content, favourability and generality of perceptions held about overweight children. The research also addressed whether anti‐fat biases change with age and whether they result from a strong association between overweight and bad behaviour, a weak association between overweight and good behaviour or both. Seventy‐three 5‐ to 10‐year‐olds were read aloud a number of short stories containing characters demonstrating high and low athletic, academic, artistic and social abilities. They were then shown eight different pairs of cards; each pair comprised a drawing of an average‐weight and an overweight version of the same child. Participants were then asked to point to the pictures that looked most like the good and bad characters in the stories. The results demonstrated that 5‐ to 8‐year‐olds were significantly less likely to choose an overweight picture to represent the characters with high athletic, academic, artistic and social ability. In contrast, 9‐ to 10‐year‐olds were significantly less likely to choose an overweight figure to represent the characters with high athletic ability, did not differentiate on the basis of weight for the academic and artistic stories, and were significantly more likely to choose an overweight picture as having high social ability.     

When stereotypes get in the way: stereotypes obstruct stereotype-inconsistent trait inferences

There is a growing body of evidence indicating that people spontaneously make trait inferences while observing the behavior of others. The present article reports a series of 5 experiments that examined the influence of stereotypes on the spontaneous inference of traits. Results consistently showed weaker spontaneous trait inferences for stereotype-inconsistent behavioral information than for stereotype-consistent and stereotype-neutral information. Taken together, the current results suggest that specific spontaneous trait inferences become obstructed by inhibitory processes when behavior is inconsistent with an already activated stereotype. These findings are discussed in relation to stereotype maintenance processes and recent models of attribution in social judgment.     

Cognitive representation of personal stereotypes

A production task analogue of the traditional multiple choice trait checklist method was used to investigate stereotypes. Subjects were asked to supply rather than to select the most characteristic attributes of specified social groups. In a departure from tradition, stability of the content of stereotypes was analysed for personal stereotypes held by individuals rather than for social stereotypes shared by a cultural group. In contrast to the widely held belief that social stereotypes are fixed and unchanging, personal stereotypes were found to be only moderately stable over time. Only about two-fifths of the most characteristic attributes were duplicated in sessions separated by one week, and only about one-fifth of the most Characteristic attributes were duplicated in sessions separated by one-month or two-month intervals. Findings also supported the notion that general attributes, most characteristic attributes, and least characteristic attributes of a social category are not totally redundant and are represented quasi-independently in memory. Only about half of the most characteristic responses had also occurred on free response protocols and over half of the least characteristic responses tended not to be polar opposites of the most characteristic responses. It was the case, however, that with a production analogue of the multiple-choice trait checklist, trait-adjectives were the most frequent class of person information and accounted for between 50 and 60 per cent of the responses. However, eleven other classes of person information also occurred. Empirical results were applied toward a reexamination of the concepts of stereotype (data structure for the most characteristic attributes of a social group) and stereotyping (rigid procedures for processing data structures) and to a conceptual analysis of how stereotypes and social categories are structurally related.     

The etiology of children's stereotypes about sex differences in emotionality

Contemporary preschool-aged children have pronounced sex-role stereotypes about emotionality. They feel that anger is a male characteristic, while fear, sadness, and happiness are female characteristics. Four studies investigated several possible sources of these stereotypes, including parental stereotypes, parental reinforcement practices, television programming, and actual sex-differences in emotionality. The results suggest that each of these sources may potentially contribute to children's stereotypes about emotionality.