Exploring Intergroup Attitudes and Experiences [WLOs: 1, 2, 3, 4] [CLOs: 1, 2, 3, 4, 5, 6, 7] Attitudes toward others on the basis of group membership include three components: stereotypes (thoughts),

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Exploring Intergroup Attitudes and Experiences [WLOs: 1, 2, 3, 4] [CLOs: 1, 2, 3, 4, 5, 6, 7]

Attitudes toward others on the basis of group membership include three components: stereotypes (thoughts), prejudice (feelings), and discrimination (actions). How can insight from social psychology be applied in order to foster harmony between diverse groups?

Prior to beginning work on this discussion forum, read Chapter 7 of the textbook and In Search of Cultural Competence (Links to an external site.), and watch A Class Divided (Links to an external site.).

Possible dimensions from which you may explore intergroup attitudes and experiences include, but are not limited to, the following: race, gender, social class, nationality, sexual identity, (dis)ability, rural versus urban status, religious belief, incarceration or criminal history, occupational status, victim, military status, and so on. Then, complete the following:

  • Select one of the following options:

    • Option 1: Identity

      • Reflect on your own experiences with regard to social and personal identity. Compare and contrast treatment based on social identity (race, ethnicity, socioeconomic status, sex, sexual orientation, national origin, first language, [dis]ability, age, religious or spiritual affiliation, political orientation, etc.) and personal identity (preferences [music, movies, books, food, etc.], talents, birth order, family size, college major, hobbies, etc.). Which identities or qualities do you think about most or least often? Which have the strongest effect on how you think about yourself? Which have the strongest effect on how others perceive you? Are any of the qualities you indicated influenced by identities, or vice versa?
    • Option 2: Historical Analysis

      • Elaborate on the causes of stereotypes and prejudice in one of the following examples: the Holocaust, the Turkish genocide of the Armenians, the Cambodian genocide, the disappearances in Argentina, American immigrants (Irish, Italian, German, etc.), or other example given by your instructor.
    • Option 3: Implicit Associations

      • Complete at least three implicit association tests from the Project Implicit (Links to an external site.) webpage Take a Test (Links to an external site.). Interpret your results. How does implicit bias impact behavior?
    • Option 4: The Immersion Experience

Place yourself in a new situation or spend time learning about a group that is a target of prejudice AND unfamiliar to you. Describe your experience. How did it feel to be an outsider?

  • Option 5: Media Analysis

    • Identify at least five print advertisements or television commercials for a specific type of product (e.g., cleaning products, vehicles, fragrance, alcohol, etc.), or children’s books. How do they represent different social groups? Are stereotypes evident? Are the stereotypes positive or negative? What are potential implications? Why might marketers choose to use or avoid stereotypic material?
  • Option 6: Examining Prejudice

    • Complete the Acceptability of Prejudice Blank (Links to an external site.) Why are some prejudices acceptable but others are not? Is it easier or more difficult to hold prejudices against a group when you know specific individuals who fit into the group?
  • Complete the task assigned for your selected option. Discuss your results.
  • Assess your results, incorporating social psychological theory and research. Refer to your textbook to discern applicable theory and research, and seek outside sources to supplement your understanding of relevant concepts.
  • Practice cultural competence in consideration of your topic.
  • Relate your insight to current or anticipated career contexts, as well as your own personal experiences. How might this be applied to enhance intergroup relations?
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