The dynamic of stereotypes and prejudices in the multicultural enviroment

Monica, Filpisan; Tomuletiu, Adriana-Elena; Moraru, Adela; Stoica, Mihaela; Gorea, Brandusa; Solovastru, Alina

doi:10.1016/j.sbspro.2011.04.282

Cited by 4 publications

(4 citation statements)

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“…This appreciation of diversity fosters a positive attitude towards other groups, even though the two groups have differences. This process makes prejudice against other groups not develop within the group (Brewer et al, 2012;Filpisan et al, 2011;Hierro & Gallego, 2018;Nakaya, 2018;Shwed et al, 2018;Stefaniak & Bilewicz, 2016;Tadmor et al, 2012;Thoyib et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Contribution of Social Identity, Stereotypes and Prejudice on Intention of Social Conflict

Suyono

Nirwanasari²

2022

An-Nafs

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The intention to accurately predict the performance of social conflict behavior is influenced by stereotypes, social identity, and prejudice. Based on the dynamics of the relationship, this research aims to find the relationship between stereotypes, social identity, and prejudice with the intention of doing social conflict. Based on the analysis result, intentions are useful for preventing social conflict. This study used purposive sampling with the participants of 150 students in the 10th grade of State Senior High School (SMAN) 1 Belitang in East Oku Regency, South Sumatra Province. The research data were collected using a social conflict intention scale with a total of 21 items with the item determinant (rit) ranging from 0.274-0.777, a stereotypes scale with a total of 24 items ranging from 0.291 to 0.841, a social identity scale with a total of 21 items ranging from 0.290 to 0.897, and a prejudice scale with a total of 21 items ranging from 0.400. -0.796. The results of data analysis using multiple linear regression showed that the correlation coefficient of R is 0.269 with the p = 0.000 (p <0.05), which showed a significant positive relationship between stereotypes, social identity, and prejudice with the intention of social conflict. Based on the research results, the intention of a social conflict occurs because of stereotypes in which people give negative attributes or traits to other parties, social identity that causes bias to judge other groups, and prejudice that causes hostility to members of other groups. These findings can be used for conflict prevention by minimizing the intention of social conflict by changing stereotypes into positive judgment, knowing that social identity does not affect the objective judgment of other groups, and reducing prejudice so that a peaceful situation can be realized.

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Section: Discussionmentioning

confidence: 99%

Contribution of Social Identity, Stereotypes and Prejudice on Intention of Social Conflict

Suyono

Nirwanasari²

2022

An-Nafs

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“…The dynamics relationship between group determine the changes in the construction of one's identity and way of life of an individuals who are living in a multicultural society and how they open and close with each other from social and cultural ethnic perspectives [13]. When individuals have an interaction, they cannot ignore in-group members, which is what is specific, distinctive and unique to the culture of their own ethnic group, but also a similar feature to outside groups [13].…”

Section: Interethnic Groups Relationmentioning

confidence: 99%

“…When individuals have an interaction, they cannot ignore in-group members, which is what is specific, distinctive and unique to the culture of their own ethnic group, but also a similar feature to outside groups [13].…”

Section: Interethnic Groups Relationmentioning

confidence: 99%

Cross Ethnic Friendship among Multi-ethnic Students and Teacher’s Role in Supporting Cultural Diversity in School

Ahmad

Aziz

Sulaiman

et al. 2018

MATEC Web of Conferences

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Abstract. This article presents an in-depth discussion about cross ethnic friendship among students and teacher's role in supporting the cultural diversity that exists in school. The school which consist of students from various ethnic groups provide space and opportunities for students to interact socially with peers either from the same or other ethnic groups. On the other hand, the school that consists of only one ethnic group limits the opportunity for students to interact with friends from different ethnic groups. Students who have attended the schools that are not diverse in terms of ethnicity were reported having more friends from the same ethnic group. A positive relationship between individuals from different ethnic groups led to the reduction in prejudice, enhance the sense of common identity and closeness among individuals. Teachers as agents of unity should play an important role in assisting students to acquire the necessary social skills that enables them to interact effectively with students from different ethnic, cultural and languages which consequently create a harmony cross ethnic friendships among multi-ethnic students in school.

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“…Suponemos que considerar la investigación como un medio para el abordaje crítico de la realidad o un requisito curricular, es el producto de representaciones que se materializan en el entorno y son asumidas de manera inconsciente por sus actores, favoreciendo posturas dogmáticas y endogámicas en la evaluación del saber (Filpisan et al, 2011;Perry, Murphy, & Dovidio, 2015), dejando de lado el carácter dinámico y socio discursivo de las ideas. Ejemplo de ello lo encontramos en las críticas a la teoría de Lacan que realizan Sokal y Bricmont, (1999); también en la hegemonía medieval de la visión geocéntrica impulsada desde el poderío de la iglesia.…”

Section: Introductionunclassified

Ignorancia inconsciente en las representaciones de la investigación durante el proceso de titulación universitaria

2018

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Resumen. El objetivo del estudio fue analizar las representaciones sociales de la investigación que tienen los estudiantes universitarios matriculados en el proceso de titulación en la Universidad Técnica de Machala con la finalidad de detectar los sentidos errados que testimonien el desconocimiento aprendido. La metódica de investigación fue cualitativa. Se trabajó con 140 estudiantes matriculados en el proceso de titulación de la precitada universidad, de los cuales el 40% eran del sexo femenino y el 60% masculino. La distribución por unidades académicas fue la siguiente: 36% pertenece a ciencias empresariales, 50% a ciencias sociales, 8% ingeniería civil, 4% ciencias agropecuarias y el 2% a ciencias químicas y de la salud. La selección fue a través de un muestreo opinático intencional. Se aplicó un cuestionario sobre representaciones de la investigación, mediante formulario digital. Como estrategia de validez se empleó la triangulación de investigadores y la devolución de los hallazgos a los informantes. Se identificó que la ignorancia inconsciente está enraizada en la normatividad metodológica como condicionante ontológico y gnoseológico de la investigación, develándose como síntomas los siguientes: asepsia ideológica de la investigación, Reduccionismo del saber y negación de lo múltiple, transferencia acrítica del método, el experto como actor de la investigación. Se concluyó la conformación de la ignorancia inconsciente nace de la adopción y legitimación acrítica del método, que sostiene que investigar es una consecuencia del método y de la presencia de sus actores, hecho que contradice la noción constructiva, ideológica e interaccional de la investigación. La rigidez de estos conceptos, hace que el objeto de estudio sea forzado a entrar en el canon metódico como garantía de cientificidad. Palabras clave: Enseñanza de la investigación; agnotología; ignorancia inconsciente; representaciones sociales; estudiantes universitarios.[en] Unconscious ignorance in the representation of research Abstract. The aim of this study was to analyze the social representations of research held by university students enrolled in the certification process at Universidad Técnica de Machala to detect the misconceptions that prove the learned ignorance. The research design was qualitative. We worked with 140 students. Forty percent of the students were female, and sixty percent of them were male. Students belonged to different Colleges; Business Administration (36%), Social Sciences (50%), Civil Engineering (8%), Agricultural Sciences (4%), and Chemistry and Health Sciences (2%). We selected the participants through an intentional opinion sampling. Data was collected by having the students complete an online questionnaire about the representations of research. The validity of the data was guaranteed by triangulation of researchers and the return of the findings to the informants. The results

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The dynamic of stereotypes and prejudices in the multicultural enviroment

Cited by 4 publications

References 1 publication

Contribution of Social Identity, Stereotypes and Prejudice on Intention of Social Conflict

Contribution of Social Identity, Stereotypes and Prejudice on Intention of Social Conflict

Cross Ethnic Friendship among Multi-ethnic Students and Teacher’s Role in Supporting Cultural Diversity in School

Ignorancia inconsciente en las representaciones de la investigación durante el proceso de titulación universitaria

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