Cultural Snapshots: A Method to Capture Social Contexts in Development of Prejudice and Stereotyping

Pauker, Kristin; Brey, Elizabeth; Lamer, Sarah Ariel; Weisbuch, Max

doi:10.1016/bs.acdb.2018.11.002

Cited by 3 publications

(2 citation statements)

References 122 publications

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“…Following established methodology (Pauker et al, 2019; Weisbuch & Ambady, 2009; Weisbuch et al, 2009, 2016, 2017), we selected (a) a broad sample of popular shows on different TV networks with the highest viewership totals in the U.S., (b) clips from episodes that actually aired during the time period of interest, (c) characters within each show that were matched on appearance frequency, race, and age, and (d) multiple snapshots of each character. Clips were sampled in accordance with a priori rules (see below), and steps b–d were performed by hypothesis-blind experimenters.…”

Section: Methodsmentioning

confidence: 99%

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The transmission of gender stereotypes through televised patterns of nonverbal bias.

Lamer¹,

Dvorak²,

Biddle³

et al. 2022

Journal of Personality and Social Psychology

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i at Ma ¯noa One tacit assumption in social psychology is that people learn gender stereotypes from their environments. Yet, little research has examined how such learning might occur: What are the features of social environments that shape people's gender stereotypes? We propose that nonverbal patterns communicate intersubjective gender norms (i.e., what behaviors people value in women and girls vs. men and boys). Furthermore, we propose that children develop intersubjective gender norms in part because they are commonly and consistently exposed to these nonverbal patterns. Across three studies, we tested the hypotheses that (a) children are frequently exposed to a nonverbal pattern of gender-role bias in which people respond more positively to gender-stereotypical than counterstereotypical girls and boys and (b) emotionally perceptive girls extract meaning from this pattern about what behaviors others value in girls (traditionally feminine behavior) and boys (traditionally masculine behavior). Study 1 indicated that characters across 12 popular U.S. children's TV programs exhibited a small, but consistent nonverbal bias favoring gender-stereotypical TV characters. In Study 2, girls (N = 68; 6-10 years) felt more pressure to be feminine after viewing TV clips that included traditional nonverbal bias than after viewing clips that reversed this bias. As predicted, these results held only to the extent that children could accurately decode nonverbal emotion (i.e., were emotionally perceptive). Study 3 replicated these results (N = 91; 6-11 years).

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Section: Methodsmentioning

confidence: 99%

“…We followed the cultural snapshots methodology to sample and characterize televised nonverbal bias (Pauker et al, 2019; Weisbuch et al, 2017). Cultural snapshots are brief recordings of public human behavior.…”

Section: Intersubjective Norms and Nonverbal Behaviormentioning

confidence: 99%

The transmission of gender stereotypes through televised patterns of nonverbal bias.

Lamer¹,

Dvorak²,

Biddle³

et al. 2022

Journal of Personality and Social Psychology

Self Cite

View full text Add to dashboard Cite

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Men over women: The social transmission of gender stereotypes through spatial elevation

Lamer

Weisbuch

2019

Journal of Experimental Social Psychology

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Children and adolescents rectify unequal allocations of leadership duties in the classroom

Killen,

Burkholder,

Brey

et al. 2024

Child Development

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Little is known about how children and adolescents evaluate unequal teacher allocations of leadership duties based on ethnicity‐race and gender in the classroom. U.S. boys and girls, White (40.7%), Multiracial (18.5%), Black/African American (16.0%), Latine (14.2%), Asian (5.5%), Pacific Islander (0.4%), and other (4.7%) ethnic‐racial backgrounds, 8–14 years, N = 275, evaluated teacher allocations of high‐status leadership positions favoring specific ethnic‐racial or gender groups during 2018–2021. Adolescents, more than children, negatively evaluated unequal teacher allocations of leadership duties that resulted in group‐based inequalities, expected peers who shared the identity of a group disadvantaged by the teacher's allocation to view it more negatively than others, and rectified inequalities. Understanding perceptions of teacher‐based bias provides an opportunity for interventions designed to create fair and just classrooms that motivate all students to achieve.

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Cultural Snapshots: A Method to Capture Social Contexts in Development of Prejudice and Stereotyping

Cited by 3 publications

References 122 publications

The transmission of gender stereotypes through televised patterns of nonverbal bias.

The transmission of gender stereotypes through televised patterns of nonverbal bias.

Men over women: The social transmission of gender stereotypes through spatial elevation

Children and adolescents rectify unequal allocations of leadership duties in the classroom

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