Category Dynamics and the Modification of Outgroup Stereotypes

Rothbart, Myron

doi:10.1002/9780470693421.ch3

Cited by 12 publications

(11 citation statements)

References 49 publications

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“…Changing stereotypes is difficult (Rothbart, 2001), even among children (Bigler, 1999;Steele, 2003). Thus, it is unsurprising that a brief experience-not intentionally designed to change stereotypes but rather designed to result in higher technology motivation-did not seem to shift their stereotypes.…”

Section: Technology-gender Stereotypesmentioning

confidence: 89%

Programming experience promotes higher STEM motivation among first-grade girls

Master

Cheryan

Moscatelli³

et al. 2017

Journal of Experimental Child Psychology

286

140

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The gender gap in science, technology, engineering, and math (STEM) engagement is large and persistent. This gap is significantly larger in technological fields such as computer science and engineering than in math and science. Gender gaps begin early; young girls report less interest and self-efficacy in technology compared with boys in elementary school. In the current study (N=96), we assessed 6-year-old children's stereotypes about STEM fields and tested an intervention to develop girls' STEM motivation despite these stereotypes. First-grade children held stereotypes that boys were better than girls at robotics and programming but did not hold these stereotypes about math and science. Girls with stronger stereotypes about robotics and programming reported lower interest and self-efficacy in these domains. We experimentally tested whether positive experience with programming robots would lead to greater interest and self-efficacy among girls despite these stereotypes. Children were randomly assigned either to a treatment group that was given experience in programming a robot using a smartphone or to control groups (no activity or other activity). Girls given programming experience reported higher technology interest and self-efficacy compared with girls without this experience and did not exhibit a significant gender gap relative to boys' interest and self-efficacy. These findings show that children's views mirror current American cultural messages about who excels at computer science and engineering and show the benefit of providing young girls with chances to experience technological activities.

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Section: Technology-gender Stereotypesmentioning

confidence: 89%

Programming experience promotes higher STEM motivation among first-grade girls

Master

Cheryan

Moscatelli³

et al. 2017

Journal of Experimental Child Psychology

286

140

View full text Add to dashboard Cite

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“…People modify their representation of a group to reflect whatever information is available about individual group members (Hewstone, 1996;Rothbart, 2001;Rothbart & John, 1985). Hamburger (1994) proposed that exposure to one disconfirming group member affects group dispersion, but not group stereotypicality, whereas exposure to several disconfirming group members affects both dispersion and stereotypicality (see also Wilder, 1984, p. 191).…”

Section: The Differential Sensitivity To Generalization Of Group Measmentioning

confidence: 97%

Increased group dispersion after exposure to one deviant group member: Testing Hamburger’s model of member-to-group generalization

Паолини¹,

Hewstone²,

Rubin³

et al. 2004

Journal of Experimental Social Psychology

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Past research on member-to-group generalization has failed to distinguish the effect of member descriptive deviance from the effect of member evaluative deviance. In addition, researchers have used group judgments that confound stereotypicality with prejudice. Three experiments resolved these methodological problems and provided the first systematic test of HamburgerÕs (1994) model of stereotype change. In Experiment 1 (N ¼ 60), consistent with HamburgerÕs predictions, exposure to one deviant group member increased perceived group dispersion, but did not affect judgments of group stereotypicality and prejudice. Experiment 2 (N ¼ 120) replicated these results in an interpersonal setting, but not in an intergroup setting. Experiment 3 (N ¼ 125) replicated the results of Experiment 1 when a memberÕs profile conveyed information about eight stereotype-relevant dimensions, but not when it conveyed information about only four stereotype-relevant dimensions. We discuss the results in the light of past evidence and future strategies for stereotype change.

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“…The mechanisms of the proposed spill‐over effect strongly resemble an idea that is known in social psychology as the contact hypothesis . In this literature, it is examined how certain interactions can positively adjust stereotypes and prejudices, breaking down social categorizations of in‐ and out‐group (Brewer & Gaertner, ; Rothbart, ). In the original formulation, it was argued that this process is stimulated when: (1) integration has the support of authority, fostering social norms that favor intergroup acceptance, (2) the situation has high acquaintance potential, promoting intimate contact among members of both groups, (3) the contact situation promotes equal status interactions among members of the social groups, and (4) the situation creates conditions of cooperative interdependence among members of both groups (Allport, ).…”

Section: Theorymentioning

confidence: 99%

Generalized Trust Through Civic Engagement? Evidence from Five National Panel Studies

Ingen

Bekkers

2013

Political Psychology

107

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According to a popular version of social capital theory, civic engagement should produce generalized trust among citizens. We put this theory to the test by examining the causal connection between civic engagement and generalized trust using multiple methods and multiple (prospective) panel datasets. We found participants to be more trusting. This was mostly likely caused by selection effects: the causal effects of civic engagement on trust were very small or nonsignificant. In the cases where small causal effects were found, they turned out not to last. We found no differences across types of organizations and only minor variations across countries.

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Category Dynamics and the Modification of Outgroup Stereotypes

Cited by 12 publications

References 49 publications

Programming experience promotes higher STEM motivation among first-grade girls

Programming experience promotes higher STEM motivation among first-grade girls

Increased group dispersion after exposure to one deviant group member: Testing Hamburger’s model of member-to-group generalization

Generalized Trust Through Civic Engagement? Evidence from Five National Panel Studies

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