Chapter 10: From Prejudice to Discrimination
Chapter 10
From Prejudice to Discrimination
Classroom Activities
1. Valerie Whittlesey (2001) offers an activity that explores gender differences in the perceptions of sexism (Activity 73, Perceptions of Sexism). The eight scenarios cover a variety of situations and several involve the workplace. Men and women compare answers and discuss the results.
Reference: Whittlesey, V. (2001). Diversity activities for psychology. Boston: Allyn and Bacon, pp. 251-254.
2. On p. 370 of the text, we quote David Schneider’s observations about acceptable and unacceptable discrimination. Have students discuss questions such as these: Are there acceptable forms of discrimination in addition to those listed in the text? What characteristics differentiate acceptable and unacceptable discrimination? Who decides which forms of discrimination are acceptable and unacceptable? If they respond “social norms” to the last question, have them identify the sources of those norms. A similar discussion can address the groups that Crandall et al. (2002) found were acceptable to be prejudiced against (see Table 10.1 on p. 371 of the text).
3. Have students discuss instances of regressive prejudice (pp. 378-382 of text). What releasers affected the behavior? How did the people expressing the prejudice react to their own behavior (pp. 401-402 of text)?
4. On pp. 383-385 of the text, we describe research showing that people tend to comply with a supervisor’s order to discrimination in hiring (see also Box 10.5). Ask students to discuss whether “just following orders” or complying with perceived organizational norms is an acceptable justification for discrimination. Be sure they consider the power of those norms (including how failing to comply with those might hinder their own career). Students can also discuss whether businesses are justified in hiring people based on their customers’ opinion of, for example, who they prefer to have wait on them in a restaurant.
Assignments
1. Ask students to research the institutionalized persecution of Jews around the globe, citing examples at various time periods in history. Is there evidence of this persecution today? How is this discrimination similar or different from the types of discrimination described in the text? The following reference provides a good starting place.
Reference: Beck, E. T., Goldberg, J. L. & Knefelkamp, L. L. (2003). Integrating Jewish issues into the teaching of psychology. In P. Bronstein & K. Quina (Eds). Teaching gender and multicultural awareness: Resources for the psychology classroom (pp. 235-252). Washington, DC: American Psychological Association.
2. Kelly Keough and Julio Garcia (2000) invite students to read an article by the U.S. Civil Rights Commission and explore in depth three of the discriminatory policies and procedures discussed in that article. Students write about who, if anyone, is discriminated against by that example, whether it was the creator’s intended purpose, and whether the policy or procedure could achieve that purpose without being discriminatory.
Reference: Keough, K.A. & Garcia, J. (2000). Discriminatory policies. In K. A. Keough & J. Garcia (Eds.). Social psychology of gender, race and ethnicity: Readings and projects (pp. 268-271). New York: McGraw-Hill.
The article is reprinted on pp. 242-249 of their book.
3. An activity that explores the persistence of racial discrimination in the United States is available at . Students view a short film addressing racial discrimination at work, in housing, and in consumer affairs. A second video addresses racial discrimination in the U.S. health care system. A number of discussion questions are included on the Website as well as questions that address racial profiling.
Readings for Debate/Discussion
1. Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York: Crown.
In Chapter 5, “The equality of innocence in Washington, D.C.” (pp. 175-205), Kozol discusses how institutional and cultural discrimination have produced two vastly different school systems for the wealthy versus the poor. Students can discuss how these differences affect the children’s chances for academic success and/or their career opportunities. The section on the value of having nonwhite school administrators is considered, which dovetails with the organizational research discussed in the chapter (pp. 385-393).
2. Barnett, R. C. & Rivers, C. (2004, September 3). Men are from earth, and so are women. It’s faulty research that sets them apart. The Chronicle Review, 51, p. B11.
There are many articles addressing Lawrence Summer’s suggestion that biological factors account for the relatively low numbers of women in mathematics and science. This article addresses myths about gender differences which can be linked to issues discussed in the chapter, such as the stereotype fit hypothesis (pp. 394-397) and intergroup respect (pp. 397-398). It would also be interesting to hear the students’ perceptions about why Summers’ comment received such widespread attention. What weight does it carry when a high profile person makes such statements? Stanley Fish provides an interesting perspective on this issue, contrasting the right to free speech with the responsibilities of occupying the highly visible role of Harvard President [see Fish, S. (2005, May 13). Chickens: The Ward Churchill and Larry Summers story, The Chronicle Review, 51, B9]. This is relevant to the text discussion of perceived social support (p. 377-378), and disinhibitors of the motivation to control prejudice (pp. 380-381).
Short Answer/Essay
1. Name two socially approved and two socially disapproved prejudices.
2. Distinguish among blatant, subtle, and covert discrimination and give an example of each.
3. Briefly describe two ways that subtle prejudice can be conveyed in everyday speech.
4. Distinguish between interpersonal and organizational discrimination and give an example of each.
5. Explain how personal stereotypes influence whether or not an individual discriminates against an outgroup member.
6. What is attitude-behavior correspondence? What factors increase or decrease this correspondence?
7. What is regressive prejudice? Name two factors that can produce it.
8. Name two factors that reduce people’s motivation to comply with the social norms against prejudice.
9. What are moral credentials? Do they increase or decrease prejudicial behavior? Why or why not?
10. Explain how people respond when they believe they should not be prejudiced but have acted in a prejudiced manner.
11. Describe the research evidence for discrimination in hiring. Which social groups are most and least affected by discriminatory practices?
12. What is an employment audit? How it is used to indicate the form discrimination can take?
13. Explain the relationship between gender-associated stereotypic beliefs and evaluations of women’s and men’s work performance.
14. Name two workplace characteristics that can adversely affect minority group members’ job performance.
15. Think about a woman and a man with equivalent job performance ratings who are both eligible for promotion. According to research, what is likely to happen? Would these chances be different if they worked in a traditionally male-dominated job versus a traditionally female-dominated job?
16. Name two organizational factors that affect Black managers’ promotion rates, relative to their White peers.
17. What is the stereotype fit hypothesis, and how does it account for women’s representation in management and executive positions in organizations?
18. Why might intergroup respect outweigh stereotypes in discriminatory decision making?
19. Use the shifting standards model to explain why an employer might choose to award a lower salary increase to a Black worker than to a White worker with the same performance rating.
20. Briefly describe how business-related factors might be used by employers to justify discriminatory behavior.
21. Name and describe two motives for hate crimes.
22. Describe the typical hate crime perpetrator.
23. Explain why the Amish are singled out for hate crimes.
24. Name two factors that inhibit hate crime participation.
25. Briefly describe the psychological reactions of hate crime victims, compared to that of other crime victims.
26. What is secondary victimization and what effect does it have on social group members?
Multiple Choice
1. __________ consists of behaving differently toward people based solely or primarily on their membership in a social group.
a. Stereotyping
b. Prejudice
c. Discrimination
d. Scapegoating
Answer: c, p. 370
2. Prejudice against ________ is socially approved in American society.
a. racists
b. mentally retarded people
c. Catholics
d. ugly people
Answer: a, p. 371
3. ___________ consists of unequal and harmful treatment that is intentional, visible, and easily documented.
a. Blatant prejudice
b. Subtle prejudice
c. Blatant discrimination
d. Subtle discrimination
Answer: c, p. 372
4. Which of the following is not an example of blatant prejudice?
a. threatening Muslims outside their mosque
b. refusing service to a Jewish person
c. denying housing to a lesbian
d. using baby talk when speaking to an older person
Answer: d, p. 372
5. __________ discrimination is often not noticed because the behaviors are seen as normal or natural.
a. Covert
b. Organizational
c. Blatant
d. Subtle
Answer: d, p. 372
6. Subtle discrimination is
a. easier to document than blatant discrimination.
b. usually intentional.
c. often overlooked because it seems normal or customary.
d. usually harmless.
Answer: c, p. 372
7. __________ discrimination is unequal and harmful treatment that is hidden, purposeful, and often maliciously motivated.
a. Covert
b. Organizational
c. Blatant
d. Subtle
Answer: a, p. 373
8. Charles Montgomery Burns has hired two women to work at the Springfield Nuclear Power Plant but has assigned them to low level jobs with little opportunity for advancement. His actions most likely reflect _________ discrimination.
a. cultural
b. covert
c. blatant
d. subtle
Answer: b, p. 373
9. Sukja tells her friends that gay men’s behavior is out of step with what men should be like. Which linguistic device describes her action?
a. abnormalization
b. vanishing
c. patronizing speech
d. hostile humor
Answer: a, p. 374
10. Homer often tells jokes about “dumb blondes,” and when blonde women object he responds by suggesting they can’t take a joke. Homer is using which form of subtle discrimination?
a. abnormalization
b. vanishing
c. patronizing speech
d. hostile humor
Answer: d, p. 374
11. Which of the following statements is an example of the linguistic device vanishing?
a. Nathaniel Alexander received the patent for the folding chair in 1911.
b. Peanut butter was developed in Tuskeegee, Alabama.
c. Madame CJ Walker revolutionized the hair care industry for African Americans.
d. Sally Ride was the first American woman to orbit the earth.
Answer: b, p. 374
12. Which of the following is an example of interpersonal discrimination?
a. seating a White person before a Black person who arrived first
b. passing a law that forbids employers from offering benefits to same sex domestic partners
c. putting lower quality products in stores located in low income neighborhoods
d. choosing art that depicts only White people for a museum
Answer: a, p. 375
13. Research on personal stereotypes shows that
a. personal stereotypes overlap with, but are distinct from, social stereotypes.
b. people are more likely to discriminate against individuals who deviate from their personal stereotypes.
c. prejudiced people are more likely to hold personal stereotypes than are non-prejudiced people.
d. all of the above are true.
Answer: a, p. 375
14. Which of the following describes the results of research on the relationship between prejudice and discrimination?
a. People who discriminate usually do not hold prejudicial attitudes toward the targets of that discrimination.
b. The relationship between prejudice and discrimination is stronger than most attitude-behavior relationships.
c. The prejudice-discrimination relationship is weaker when people can control their responses to social groups.
d. People are more likely to discriminate against individuals who do not fit their personal stereotypes.
Answer: c, pp. 376-377
15. Of the following situations, the relationship between prejudice and discrimination is strongest when prejudice is assessed by measures on which people __________ their responses, and discrimination is assessed by measures on which people ________ their responses.
a. are able to control; are able to control
b. are unable to control; are able to control
c. are unable to control; are unable to control
d. either a or c
Answer: d, pp. 376-377
16. The extent to which people believe others agree with their attitudes and opinions is called
a. attitude correspondence.
b. perceived social support.
c. social desirability.
d. attitude reciprocity.
Answer: b, p. 377
17. People are more likely to discriminate when they are ___________ on prejudice and believe ___________.
a. high; others hold similar views
b. low; others hold similar views
c. high; their perspective is unique
d. low; their perspective is unique
Answer: a, pp. 377-378
18. __________ is the expression of prejudice by people who are otherwise low in prejudice.
a. Cognitive overload
b. Regressive prejudice
c. Motivation to control prejudice
d. Covert prejudice
Answer: b, p. 378
19. Which of the following has not been shown to result in regressive racism (prejudice)?
a. loss of control over behavior
b. cognitive demands
c. implied approval by an authority figure
d. increased motivation to comply with social norms
Answer: d, pp. 378-381
20. Which of the following factors increases people’s motivation to comply with social norms?
a. the desire to avoid social punishment for norm violation
b. being anonymous
c. being in a situation that evokes strong emotion
d. the opportunity to challenge another’s authority
Answer: a, p. 380
21. Linda is generally motivated to follow the social norm to avoid prejudice. However, under some conditions, she does discriminate against minority group members. In which of the following situations is she least likely to do so?
a. when she can be easily identified
b. when she is angry
c. when she is under the influence of alcohol
d. when she has overheard others making a derogatory comment about minorities
Answer: a, p. 380
22. Which of the following factors can decrease people’s motivation to comply with norms that prohibit prejudiced behavior?
a. strong emotions
b. authority figures’ approval of prejudiced behavior
c. observing others engage in prejudiced behavior
d. all of the above
Answer: d, pp. 380-381
23. Once people believe they have demonstrated their lack of prejudice, they sometimes then behave in a prejudiced manner. They behave in this way because they believe they have established their _________.
a. external motivation to avoid prejudice
b. regressive racism
c. compliance with authority figures
d. moral credentials as unprejudiced people
Answer: d, p. 382
24. Sibadili is not a prejudiced person, but finds herself making derogatory comments about Americans. Research on reactions to having acted in a prejudiced manner suggests that Sibadili will
a. feel guilty.
b. decide she is a regressive racist.
c. rationalize her action.
d. be more likely to derogate Americans in the future.
Answer: a, p. 383
25. Which of the following statements is true about how people respond when they are confronted about their prejudicial behavior?
a. People are more likely to dismiss an accusation of prejudice that comes from a member of their own group.
b. People tend to find it amusing when they are accused of sexism.
c. People feel more guilt if they recognize prejudice in themselves, compared to when others point out their prejudicial behavior.
d. People are more likely to express guilt about being sexist than about being racist.
Answer: b, p. 383
26. Nicole sees herself as non-prejudiced and feels guilty because she told a racist joke. In which of the following behaviors is Nicole most likely to engage in the future?
a. avoiding Black people
b. telling sexist jokes
c. speaking out against affirmative action
d. donating money to the NAACP
Answer: d, pp. 383-385
27. __________ discrimination occurs when the practices, rules, and policies of bodies such as corporations and governments have discriminatory outcomes.
a. Cultural
b. Institutional
c. Covert
d. Organizational
Answer: d, p. 385
28. In the __________ technique, members of two social groups are matched on appearance, education, and job skills and sent to apply for jobs.
a. employment audit
b. resume matching
c. performance evaluation
d. job search monitoring
Answer: a, pp. 385-386
29. Compared to equally qualified White applicants for a job, Black applicants can expect
a. a better chance of being interviewed.
b. an offer with a higher salary.
c. to be steered toward a lower level job.
d. to be labeled as having a “corporate image.”
Answer: c, p. 386
30. In the job search process, being White
a. carries few advantages these days.
b. increases the chances for an interview, even for less qualified applicants.
c. increases the chances for an interview, but not for the job offer.
d. decrease the chances of getting a good salary offer.
Answer: b, p. 387
31. In the modern job search process,
a. there is more gender discrimination than racial discrimination.
b. White men are still more likely to be seen as suitable for traditionally male occupations.
c. employers are aware of the potential for discrimination and usually successfully overcome it.
d. there has been an increase in gender-based discrimination but a decrease in race-based discrimination.
Answer: b, pp. 387-388
32. Research on performance evaluations shows that
a. men receive higher evaluations than women do in female sex-stereotyped jobs.
b. women evaluators are more likely to produce gender-biased performance ratings than are men evaluators.
c. when the job is gender-neutral, men’s and women’s performance is evaluated similarly.
d. women are evaluated most favorably when their job involves male-stereotypic tasks.
Answer: c, p. 388
33. Research on narrative performance ratings of African American naval officers and female applicants for jobs in a male-dominated academic field showed evidence of ________ discrimination.
a. blatant
b. subtle
c. impersonal
d. sanctioned
Answer: b, p. 389
34. Which of the following statements is supported by research on performance evaluations?
a. There is little evidence of racial bias in performance evaluation of higher level jobs.
b. Blacks in the military received unearned positive performance evaluations.
c. The actual performance of high level White workers is often below that of Black workers at the same level.
d. Blacks are less likely to succeed on the job because they are given fewer opportunities.
Answer: d, p. 390
35. Which of the following is not a reason why Black workers’ job performance is at a lower level than White workers’ in some jobs?
a. lost opportunities
b. chilly climate
c. high proportion of Blacks in the work unit
d. coworker prejudice
Answer: c, p. 390
36. Research on promotions shows that women are
a. less likely to be promoted than men with similar qualifications.
b. more likely to be seen as “promotion material” by their supervisors than men with similar qualifications.
c. likely to be promoted faster than men, but only if they are more qualified.
d. more likely to be promoted than men, but only in female-dominated professions.
Answer: a, pp. 390-391
37. Compared with White managers, Black managers are more likely to be
a. advised to disassociate themselves from diversity-related issues.
b. trusted to do the job properly.
c. encouraged to promote other minorities.
d. mistaken for a lower-level employee.
Answer: d, p. 391
38. Research on promotion shows that
a. qualified Black managers are promoted more quickly than qualified White managers.
b. Black managers who are promoted are more likely to supervise White workers rather than Black workers, thus increasing their chances for future promotions.
c. the salary discrepancy between Black and White workers increases as level of authority increases.
d. all of the above are true.
Answer: c, p. 392
39. A Black worker is more likely to advance if he or she
a. supervises other Black workers.
b. is tracked into a job with a high level of authority.
c. declines offers for mentorship and advice.
d. has a non-White mentor.
Answer: b, p. 393
40. The ___________ hypothesis proposes that the characteristics associated with effective managers are similar to the cultural stereotypes of men and different from the cultural stereotypes of women.
a. stereotype fit
b. management suitability
c. gender discrimination
d. successful manager
Answer: a, p. 394
41. According to the stereotype fit hypothesis, women are less likely to be hired as managers because
a. those who are hired often fail in that job.
b. people believe managers have traits associated with men rather than women.
c. women have a bias against hiring other women.
d. people have no clear stereotype of a “successful manager.”
Answer: b, p. 394
42. Stereotype fit can influence
a. how potential employers evaluate job applicants.
b. performance evaluations of employees.
c. potential employers’ views of the characteristics needed to do a job well.
d. all of the above.
Answer: d, pp. 394-395
43. Employers’ beliefs about stereotype fit
a. affect women’s chances of being hired but not her chances for promotion.
b. do not influence their evaluations of candidates who are equally qualified on objective measures.
c. affect their perceptions of women and men managers but not their perceptions of managers from different ethnic groups.
d. influence perceptions of workers in both high level and low level jobs.
Answer: d, pp. 394-396
44. Which is the following is true about lower-level workers?
a. There is little a low-level Black worker can do to convince an employer he is capable of doing the job.
b. Employers equate “good worker” with “Hispanic.”
c. Blacks with a ghetto address are less likely to be hired than Blacks with an address in a working-class neighborhood.
d. Candidates who speak non-standard English are perceived as capable, but only for lower-level jobs.
Answer: c, p. 396
45. The degree to which a potential employer respects a job applicant’s social group
a. carries more weight in hiring decisions than the potential employer’s stereotypes of the applicant’s social group.
b. carries less weight in hiring decisions than the potential employer’s stereotypes of the applicant’s social group.
c. carries equal weight in hiring decisions as the potential employer’s stereotypes of the applicant’s social group.
d. is irrelevant to hiring decisions.
Answer: a, p. 397
46. According to the shifting standards model, if a man and a woman perform at the same objective level, the woman would still get a higher performance evaluation because
a. objective workplace evaluations are vulnerable to bias.
b. the evaluator expected less from the woman.
c. the evaluator likes women better than men.
d. of all of the above.
Answer: b, p. 398
47. Employer X rates a Black manger and a White manager both as “very good” on a performance measure. According to the shifting standards model
a. the Black and White manager are equally likely to be promoted.
b. the Black manager is more likely to be promoted even though his performance was less than expected on an objective common scale.
c. the White manager is more likely to be promoted because his performance exceeded expectations on an objective common scale.
d. promotion decisions will be based on a criterion other than performance evaluation.
Answer: c, pp. 398-400
48. Jamal, a Black student majoring in psychology, has a mixed record. On the one hand, his psychology GPA is strong; on the other hand, his GPA in general education courses is weak. According to research on contemporary prejudice, how is his application for graduate school likely to be viewed, compared to Joe’s, a White psychology major with similar credentials?
a. Jamal’s application is likely to be viewed more positively than Joe’s, regardless of who evaluates it.
b. Joe’s application is likely to be viewed more positively than Jamal’s, regardless of who evaluates it.
c. Joe’s application is more likely to be viewed positively than Jamal’s, but only by individuals high in prejudice.
d. Jamal’s application is more likely to be viewed positively than Joe’s, but only by individuals high in prejudice.
Answer: c, p. 400
49. Under what condition is a minority worker least likely to be denied employment?
a. when the employer values teamwork and the majority of his employees are White
b. when company norms support discrimination
c. when the customer base is primarily minority group members
d. when the employer believes hiring minorities lowers morale and productivity
Answer: c, p. 401
50. Hate crimes are so defined because the motivation for the crime is
a. personal animosity.
b. personal gain.
c. revenge.
d. prejudice.
Answer: d, pp. 402-404
51. The majority of reported hate crimes victims are
a. persons with a disability.
b. gays or lesbians.
c. members of ethnic minority groups.
d. members of non-Christian religions.
Answer: c, pp. 403-404
52. Which of the following statements about hate crime offenders is true?
a. They are more likely to engage in physical assault than in verbal abuse.
b. If the victim is gay, they are disproportionately likely to be Hispanic males.
c. They are likely to be under 35 years of age.
d. If the offense is property-related, they are likely to be female.
Answer: c, pp. 403-404
53. Which of the following is least likely to be a motivation for engaging in hate crime?
a. commitment to a bigoted ideology
b. thrill seeking
c. retaliation for a personal offense
d. territorial defense
Answer: a, pp. 405-406
54. Which of the following is the most frequent motivation for engaging in hate crime?
a. commitment to a bigoted ideology
b. thrill seeking
c. retaliation for a personal offense
d. territorial defense
Answer: b, pp. 405-406
55. Individuals who have a thrill seeking motive for committing hate crimes are most likely to cite _________ as a reason for committing the crime.
a. the desire to destroy things
b. boredom
c. animosity toward the victim or the victim’s group
d. the desire to hurt others
Answer: b, p. 405
56. Burning crosses on the lawns of new residents best reflects what motivation for engaging in hate crimes?
a. retaliation
b. thrill seeking
c. territorial defense
d. peer group dynamics
Answer: c, p. 406
57. Which of the following is true about hate crimes that are motivated by retaliation?
a. Revenge is sought only after verification that an attack against the ingroup actually occurred.
b. The hate crime offenders usually seek out only the specific person they believe committed the offense.
c. The hate crime offenders often attack any available member of the social group that was alleged to have committed the attack on their ingroup.
d. all of the above
Answer: c, p. 407
58. Compared with hate crime offenders who are thrill seekers, offenders motivated by peer group dynamics are more likely to
a. take personal responsibility for their actions.
b. be willing participants in the crime.
c. want to feel closer to their friends.
d. all of the above
Answer: c, p. 407
59. Normalization refers to the belief that
a. hate crimes are motivated by the understandable or normal anger of the perpetrator for the victim.
b. territorial defense is a normal response that people have toward outgroup members.
c. some types of hate crimes constitute a normal aspect of teenage development.
d. normal people do not commit hate crimes.
Answer: c, pp. 408-409
60. The factors that inhibit people from committing hate crimes include
a. a lack of opportunity stemming from a lack of contact with outgroup members.
b. fear of negative consequences of engaging in the behavior.
c. moral principles.
d. all of the above.
.
Answer: d, pp. 409-410
61. Compared to victims of other types of crimes, hate crime victims experience
a. more anger.
b. greater feelings of control.
c. less fear of the future.
d. fewer relationship problems.
Answer: a, p. 410
62. Hate crimes have psychological effects not only on the victim, but also on members of the victim’s social group. This phenomenon is called
a. defensive victimization.
b. secondary victimization.
c. hate crime generalization.
d. spill over.
Answer: b, p. 411
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