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Stereotypes and the construction of the social world
\"Stereoptypes and the Construction of the Social World provides a clear, up-to-date account of stereotypes and stereotyping. The book explores the complexity of the topic, guiding the reader through issues of definition and theoretical explanations from psychology and other disciplines. Considering the socio-cultural aspects of stereotyping, such as politics of representation and inter-group power relations, alongside individual social cognitive issues, the book provides a comprehensive account of stereotypes and stereotyping. Featuring a wealth of real world examples, it will be essential reading for all students and researchers of stereotypes\"-- Provided by publisher.
Book
Word embeddings quantify 100 years of gender and ethnic stereotypes
Word embeddings are a powerful machine-learning framework that represents each English word by a vector. The geometric relationship between these vectors captures meaningful semantic relationships between the corresponding words. In this paper, we develop a framework to demonstrate how the temporal dynamics of the embedding helps to quantify changes in stereotypes and attitudes toward women and ethnic minorities in the 20th and 21st centuries in the United States. We integrate word embeddings trained on 100 y of text data with the US Census to show that changes in the embedding track closely with demographic and occupation shifts over time. The embedding captures societal shifts—e.g., the women’s movement in the 1960s and Asian immigration into the United States—and also illuminates how specific adjectives and occupations became more closely associated with certain populations over time. Our framework for temporal analysis of word embedding opens up a fruitful intersection between machine learning and quantitative social science.
Journal Article
Who Cares? Stereotypes of and Support for Men Working in Childcare
Men are vastly underrepresented in early childhood education and care, particularly in childcare work. To uncover stereotypes that motivate or hinder support for men in childcare in society, we employed a representative sample (
N
= 280) from Czechia, which has one of the lowest percentages of men working in childcare in the EU. We identified and contrasted descriptive, prescriptive, and proscriptive stereotypes about men, women, or childcare workers without a specified gender. Next, we examined the link between convergence of descriptive and prescriptive stereotypes about men in childcare and support for men working in childcare. In both open responses and trait ratings, men working in childcare were less often perceived or expected to be warm than women working in childcare. In the trait ratings, men working in childcare were less often expected to be moral and competent than women working in childcare. Yet, the overall stereotypical profiles of men converged with childcare workers with no gender information. Greater convergence between descriptive and prescriptive stereotypes about men working in childcare was associated with higher support for them. These findings highlight the specific role that normative beliefs play in support for men in childcare in the larger social environment.
Journal Article
What is a True Gamer? The Male Gamer Stereotype and the Marginalization of Women in Video Game Culture
Women and men play video games in approximately equal numbers. Despite this similarity, video gaming is still strongly associated with men. A common justification for this stereotype is that, although women might play games, they should not be considered “true” or “hard-core” gamers because they play more casually and less skillfully compared to their male counterparts. In this contribution, we review the existing literature on gender and gaming to investigate the male gamer stereotype in terms of its accuracy, persistence, effects, and future perspective. We conclude that the stereotype varies in accuracy depending on the definition of “gamer.” We further argue that the persistence of this stereotype can be explained by the fact that almost all professional and highly visible figures in gaming culture are male. On the other hand, female players who achieve a moderate level of competence are rendered invisible or are actively marginalized. We argue that the effects of the male gamer stereotype can be harmful to women, precluding them from the positive outcomes of video game play such as enhanced access to fields of science, technology, and engineering.
Journal Article
Gender and ethnic stereotypes in student teachers’ judgments: a new look from a shifting standards perspective
Teacher judgments of student performance might be biased by stereotypes, which can result in disadvantages for members of negatively stereotyped social groups. On the basis of the shifting standards theory, we examined gender and ethnic biases in student teachers’ judgments. According to this theory, whether such judgment biases are masked or revealed depends on the judgment context. Specifically, the use of subjective scales allows different standards of judgment to be applied to members of different social groups and should therefore mask biases, whereas the use of objective scales does not allow for a standard shift and should therefore reveal stereotyped expectations. The present studies tested predictions derived from this theory by varying the judgment context: using “educational standards” as a setting that requires objective scales and “inclusion” as a setting that employs subjective scales. Study 1 explored the stereotype that girls are not as good in mathematics as boys, Study 2 the stereotype that students of Turkish origin are not as good in German as nonimmigrants. Participants in two experimental vignette studies (Study 1: N = 155; Study 2: N = 265) were asked to evaluate the performance of a stereotyped or nonstereotyped target student in a context requiring ratings on either objective or subjective scales (2 × 2 between-subjects design). In line with the shifting standards theory, stereotyped students were evaluated similarly to nonstereotyped students on subjective scales but were evaluated more negatively on objective scales. Results indicate that student teachers’ judgments are biased by gender and ethnic stereotypes.
Journal Article
Sway : unravelling unconscious bias
Sway is a thoroughly researched and comprehensive look at unconscious bias and how it impacts day-to-day life, from job interviews to romantic relationships to saving for retirement. It covers a huge number of sensitive topics - sexism, racism, ageism, homophobia, colourism - with tact, and combines statistics with stories to paint a fuller picture and enhance understanding. Throughout, Pragya clearly delineates theories with a solid grounding in science, answering questions such as: do our roots for prejudice lie in our evolutionary past? What happens in our brains when we are biased? How has bias affected technology? If we don't know about it, are we really responsible for it? At a time when partisan political ideologies are taking centre stage, and we struggle to make sense of who we are and who we want to be, it is crucial that we understand why we act the way we do. This book will enables us to open our eyes to our own biases in a scientific and non-judgmental way.
Book
Parents’ Math Gender Stereotypes and Their Correlates: An Examination of the Similarities and Differences Over the Past 25 Years
Though one might imagine that traditional gender stereotypes about math have lessened over the years, this assumption remains to be tested. We know little about the extent to which parents’ gender stereotypes about math abilities and their correlates have changed over time or the extent to which they replicate across research methods and racial/ethnic groups. To address these issues, we used four longitudinal U.S. datasets collected from 1984 to 2009 (n’s = 537–14,470, 49–53% girls, 32–95% White, 1–59% Black, 0–22% Latinx) that included similar survey items. Across the datasets, parents believed that boys were better at math than girls. This was particularly consistent among White parents, where the small effects favoring boys replicated across all four datasets covering three decades. Compared to White parents, Black and Latinx parents were significantly less likely to favor boys. After controlling for parent education, income, and their child’s math grade, parents’ traditional gender stereotypes were significantly and negatively associated with girls’ math self-concept, a small effect that replicated across all four datasets. These findings have implications for teachers and parents, as parents (particularly White parents) were significantly more likely to hold traditional math gender stereotypes, which relates to children’s math self-concept.
Journal Article