Elizabeth L. Haines, Ph.D.

Psychology of Stereotyping and Prejudice

Psychology 399-02
Tuesdays and Thursdays 2:00-3:15
Science Hall 5001

Required Texts

Whitley, B.E. & Kite, M.E. (2009). The psychology of prejudice and discrimination. Thompson Wadsworth Press: Belmont, CA. ISBN: 0-534-64271-3

Additional Journal Articles from: Journal of Personality and Social Psychology, Personality and Social Psychology Bulletin, and other journals available on Blackboard

Email

Email and Blackboard are requirements for this course. You will need to check your email 24 hours before each class meeting time.

Course Description

In this course we will explore the basic question: What is the process by which we form impressions of others? We will evaluate the current theories and methodologies focused on understanding impression formation and person memory as it can be applied to stereotyping, prejudice, and discrimination. We will also assess psychology's current understanding of why people use and apply stereotypes in their everyday behavior and thinking. Distinctions will be made among stereotyping, prejudice, discrimination, and -isms (sexism, ageism, racism, weightism, heterosexism etc.). We will review the content, formation, and maintenance of stereotypes and prejudice. Special emphasis will be on how categories are used, how stereotype are activated and applied, and the automatic nature of stereotypes. Most importantly, we will focus on how stereotypes can be controlled and/or changed. Recent research will be evaluated to provide current perspectives on stereotyping and prejudice. Some of the questions we will explore throughout the semester are as follows:

• Why do people stereotype others?

• Does everyone stereotype? Or, is it just certain people?

• Most people say that they are not prejudiced in any way, but still act in a prejudiced manner. Why is that?

• What are the nonverbal components to stereotyping?

• Are women less likely to be sexist than men?

• How do stereotypes that teachers have affect student performance?

• Do stereotypes contain an element of truth? That is, aren’t stereotypes just a little true?

• Is everyone “just a little bit racist”?

• If you are a member of a stereotyped group, are you less likely to stereotype than if you are in an advantaged group?

• How do gender stereotypes affect the way in which men and women are viewed (and how we view ourselves).

• What are the contents of stereotypes? How to do stereotypes about the elderly, racial and ethnic groups, gay and lesbian, differently-abled individuals, people with psychological disorders, sorority and fraternity members, parents, the left handed, and immigrants (to name a few), affect how we view them unfairly in workplace and educational settings.

• What are the health consequences of stereotyping?

• What are the legal consequences of stereotyping in the workplace?

Course Objectives

My goal for this course is for you to develop a better understanding how stereotypes and prejudices operate in the basic process of perceiving and evaluating self and others. In the process of understanding more about what stereotypes are, how they operate, and how they can change, I have the following learning outcomes for you:

• to enhance your scientific thinking skills

• to enhance your critical thinking, logic, and writing skills

• to develop ideas for independent research

• to read, analyze, criticize, and synthesize primary source research in psychology

• to make linkages between content and process in psychological theory

• to become more self aware of how your beliefs both create and perpetuate stereotyping and discrimination

Attendance

Attendance is required. More than one unexcused absence will lower your grade. No exceptions.

University Closing Due to Weather/Emergency

When classes are canceled by the university, you will receive a short at home assignment for the day that will be due at the next class meeting. Please check blackboard for these assignments.

Evaluation

Evaluation is based on the course objectives. These objectives will be met by completing assignments, quizzes, in-class activities, exams as well as active participation and class attendance

Article Critiques/Discussion Questions (35%)

One goal of this course is to have you think deeply about research in stereotyping and prejudice. Each week will will read both a textbook chapter and a journal article. You will have several discussion questions to respond to for each course meeting. Assignments will be graded on accuracy, depth of understanding, college level writing (e.g., grammatically correct sentence structure and phrasing) and clarity of presentation. Written portions of assignments must be typed, stapled together, spell-checked, and proofread. Papers that are not written at the college level will be returned with a grade of zero. Late papers will not be accepted. Late papers will be assigned a grade of zero.

Handing in Assignments

All assignments will be due at the beginning of class to be handed in both 1) on paper and 2) on blackboard . All files must be in microsoft word. All assignments should be labeled as your lastname_assignmentX_date such as haines_a1_011506.doc (or rtf). Late assignments will not be accepted. Assignments handed in at the end of class will not be accepted. Printout failures, documents not in .doc or not uploading an assignment attachment , uploading the wrong version of an assignment , inability to get on blackboard (barring a system disruption that lasts for more than 24 hours), or other computer mishaps will result in a zero for that assignment.

Class Participation (15%)

Each student is expected to contribute to each class session.

Master Class (25%)

You will present a researcher to the class and teach the other students about this researcher's line of work including his or her approach to stereotyping, resent research, background (i.e., education and mentors) and connection to other scientists. The Master class will include: an annotated bibliography, quiz questions, PowerPoint presentation, discussion questions, and a reaction paper

Quizzes (25%)

Several quizzes will assess your understanding of the material. Quizzes will contain short answer/essay items. Quizzes will cover material since the last quiz or exam. There will be no make-up quizzes; if you are late to class the day of the quiz, you will not be able to take the quiz.

Grading

Grading will be on a traditional grading scale where 88-89.9 is a B+, 90-92 is an A-, 93 or above is an A and so on.

Communication

Communication is essential to the learning process. If the question is brief, email is the most efficient method of contact. Communication between students is strongly encouraged. It is a requirement to get two students' phone numbers and email addresses on the first day of class so that you may collaborate on notes and have a study partner.

Important Withdrawal Dates

Tuesday 1/24 last day for 100% refund for withdrawal from a course; Wednesday 2/29 last day for 50% refund for withdrawal from a course; Wednesday 3/14 last day to academically withdraw from the course (no refund) .

Academic Honesty

It is expected that all work handed in for this class is based upon your learning and personal effort. Violations of academic integrity, including cheating, plagiarism, collusion, and lying can not be tolerated. Please familiarize yourself with the University's Academic Honesty Policy.