Implicit stereotyping of adolescents

2004 ◽  
Author(s):  
Elisheva Gross ◽  
Curtis Hardin
1999 ◽  
Vol 58 (4) ◽  
pp. 241-250 ◽  
Author(s):  
Kerry Kawakami ◽  
Kenneth L. Dion ◽  
John F. Dovidio

In the present study, automatic stereotype activation related to racial categories was examined utilizing a primed Stroop task. The speed of participants' ink-color naming of stereotypic and nonstereotypic target words following Black and White category primes were compared: slower naming times are presumed to reflect interference from automatic activation. The results provide support for automatic activation of implicit prejudice and stereotypes. With respect to prejudice, naming latencies tended to be slower for positive words following White than Black primes and slower for negative words following Black than White primes. With regard to stereotypes, participants demonstrated slower naming latencies for Black stereotypes, primarily those that were negatively valenced, following Black than White category primes. These findings provide further evidence of the automatic activation of stereotypes and prejudice that occurs without intention.


2021 ◽  
Author(s):  
Wesley B. Webber ◽  
Firat Soylu ◽  
Joy J. Burnham

Counselors are obligated to work effectively with diverse groups, yet human tendencies towards stereotyping and biases can impede counselors’ efforts. Understanding implicit social cognition and factors that might affect it is important because implicit stereotyping and biases can have effects in counselors’ work. In this study we hypothesized that graduate students in mental health fields would show indicators of stereotyping in an implicit experiment. The experiment utilized neural and behavioral dependent measures (N400 event-related potential component and reaction time) to indicate stereotyping. We also hypothesized that mindful observing and multicultural awareness would moderate stereotyping effects. Our first hypothesis was partially supported, as participants showed neural and behavioral markers of stereotyping towards black men and white women. Our hypotheses regarding moderators were not supported, as these stereotyping effects were not moderated by mindful observing or multicultural awareness. Implications for counseling practice and research are discussed.


2020 ◽  
Vol 49 (7) ◽  
pp. 482-492
Author(s):  
David M. Quinn

The “achievement gap” has long dominated mainstream conversations about race and education. Some scholars warn that the discourse around racial gaps perpetuates stereotypes and promotes the adoption of deficit-based explanations that fail to appreciate the role of structural inequities. I investigate through three randomized experiments. Results indicate that a TV news story about racial achievement gaps (vs. a control or counterstereotypical video) led viewers to express more exaggerated stereotypes of Black Americans as lacking education (Study 1 effect size = .30 SD; Study 2 effect size = .38 SD) and may have increased viewers’ implicit stereotyping of Black students as less competent than White students (Study 1 effect size = .22 SD; Study 2 effect size = .12 SD, ns). The video did not affect viewers’ explicit competence-related racial stereotyping, the explanations they gave for achievement inequalities, or their prioritization of ending achievement inequalities. After 2 weeks, the effect on stereotype exaggeration faded. Future research should probe how we can most productively frame educational inequality by race.


2019 ◽  
Vol 45 (10) ◽  
pp. 1427-1439 ◽  
Author(s):  
Kelsey C. Thiem ◽  
Rebecca Neel ◽  
Austin J. Simpson ◽  
Andrew R. Todd

We investigated whether stereotypes linking Black men and Black boys with violence and criminality generalize to Black women and Black girls. In Experiments 1 and 2, non-Black participants completed sequential-priming tasks wherein they saw faces varying in race, age, and gender before categorizing danger-related objects or words. Experiment 3 compared task performance across non-Black and Black participants. Results revealed that (a) implicit stereotyping of Blacks as more dangerous than Whites emerged across target age, target gender, and perceiver race, with (b) a similar magnitude of racial bias across adult and child targets and (c) a smaller magnitude for female than male targets. Evidence for age bias and gender bias also emerged whereby (d) across race, adult targets were more strongly associated with danger than were child targets, and (e) within Black (but not White) targets, male targets were more strongly associated with danger than were female targets.


2006 ◽  
Vol 33 (5) ◽  
pp. 646-674 ◽  
Author(s):  
Dean A. Dabney ◽  
Laura Dugan ◽  
Volkan Topalli ◽  
Richard C. Hollinger

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