...Stereotyping, prejudice, and discrimination: The effect of group based expectations on moral functioning Jennifer Steele, Y. Susan Choi, and Nalini Ambady Harvard University In press in T.A. Thorkildsen, J. Manning, & H.J. Walberg (Eds.), Children and Youth Series: Nurturing Morality. New York: Kluwer Academic. Stereotyping, prejudice, and discrimination: The effect of group based expectations on moral functioning As citizens of the United States, we are extremely fortunate to live in a democracy, and more specifically, a society that upholds egalitarian and meritocratic ideals. As a nation, we have fought wars and faced internal struggles in order to establish this system and champion these values. Within the last two centuries we have abolished slavery, given women the right to vote, and desegregated schools. In more recent years the movement towards equal opportunity has been advanced even further; public and private schools have increased financial support for economically disadvantaged scholars, and affirmative action programs have been developed as yet another means of combating inequities. It would seem that as a society, we are moving towards our moral ideal of equality for one and all. And yet, disparities remain. Race continues to be inextricably linked to socio-economic status and education level, with certain racial and ethnic groups, such as Caucasian- and Asian-Americans reaping more societal advantages on average than others, including...
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...Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists American Psychological Association Approved as APA Policy by the APA Council of Representatives, August, 2002 Copyright, American Psychological Association, 2002 Author Note: This document was approved as policy of the American Psychological Association (APA) by the APA Council of Representatives in August, 2002. This document was drafted by a joint Task Force of APA Divisions 17 (Counseling Psychology) and 45 (The Society for the Psychological Study of Ethnic Minority Issues). These guidelines have been in the process of development for 22 years, so many individuals and groups require acknowledgement. The Divisions 17/45 writing team for the present document included Nadya Fouad, PhD, Co-Chair, Patricia Arredondo, EdD, Co-Chair, Michael D’Andrea, EdD and Allen Ivey, EdD. These guidelines build on work related to multicultural counseling competencies by Division 17 (Sue et al., 1982) and the Association of Multicultural Counseling and Development (Arredondo et al., 1996; Sue, Arredondo, & McDavis, 1992). The Task Force acknowledges Allen Ivey, EdD, Thomas Parham, PhD, and Derald Wing Sue, PhD for their leadership related to the work on competencies. The Divisions 17/45 writing team for these guidelines was assisted in reviewing the relevant literature by Rod Goodyear, PhD, Jeffrey S. Mio, PhD, Ruperto (Toti) Perez, PhD, William Parham, PhD, and Derald Wing Sue...
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...animal Books by Elliot Aronson Theories of Cognitive Consistency (with R. Abelson et al.), 1968 Voices of Modern Psychology, 1969 The Social Animal, 1972, 1976, 1980, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Readings About the Social Animal, 1973, 1977, 1981, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Social Psychology (with R. Helmreich), 1973 Research Methods in Social Psychology (with J. M. Carlsmith & P. Ellsworth), 1976 The Jigsaw Classroom (with C. Stephan et al.), 1978 Burnout: From Tedium to Personal Growth (with A. Pines & D. Kafry), 1981 Energy Use: The Human Dimension (with P. C. Stern), 1984 The Handbook of Social Psychology (with G. Lindzey), 3rd ed., 1985 Career Burnout (with A. Pines), 1988 Methods of Research in Social Psychology (with P. Ellsworth, J. M. Carlsmith, & M. H. Gonzales), 1990 Age of Propaganda (with A. R. Pratkanis), 1992, 2000 Social Psychology, Vols. 1–3 (with A. R. Pratkanis), 1992 Social Psychology: The Heart and the Mind (with T. D. Wilson & R. M. Akert), 1994 Cooperation in the Classroom: The Jigsaw Method (with S. Patnoe), 1997 Nobody Left to Hate: Teaching Compassion After Columbine, 2000 Social Psychology: An Introduction (with T. D. Wilson & R. M. Akert), 2002, 2005, 2007 The Adventures of Ruthie and a Little Boy Named Grandpa (with R. Aronson), 2006 Mistakes Were Made (But Not By Me) (with C. Tavris), 2007 Books by Joshua Aronson Improving Academic Achievement, 2002 The Social Animal To...
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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
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...Contents Preface Acknowledgments Introduction 1 BRAIN POWER Myth #1 Most People Use Only 10% of Their Brain Power Myth #2 Some People Are Left-Brained, Others Are Right-Brained Myth #3 Extrasensory Perception (ESP) Is a Well-Established Scientific Phenomenon Myth #4 Visual Perceptions Are Accompanied by Tiny Emissions from the Eyes Myth #5 Subliminal Messages Can Persuade People to Purchase Products 2 FROM WOMB TO TOMB Myth #6 Playing Mozart’s Music to Infants Boosts Their Intelligence Myth #7 Adolescence Is Inevitably a Time of Psychological Turmoil Myth #8 Most People Experience a Midlife Crisis in | 8 Their 40s or Early 50s Myth #9 Old Age Is Typically Associated with Increased Dissatisfaction and Senility Myth #10 When Dying, People Pass through a Universal Series of Psychological Stages 3 A REMEMBRANCE OF THINGS PAST Myth #11 Human Memory Works like a Tape Recorder or Video Camera, and Accurate Events We’ve Experienced Myth #12 Hypnosis Is Useful for Retrieving Memories of Forgotten Events Myth #13 Individuals Commonly Repress the Memories of Traumatic Experiences Myth #14 Most People with Amnesia Forget All Details of Their Earlier Lives 4 TEACHING OLD DOGS NEW TRICKS Myth #15 Intelligence (IQ) Tests Are Biased against Certain Groups of People My th #16 If You’re Unsure of Your Answer When Taking a Test, It’s Best to Stick with Your Initial Hunch Myth #17 The Defining Feature of Dyslexia Is Reversing Letters Myth #18 Students Learn Best When Teaching Styles Are Matched to...
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...GROUP INTERACTION JOURNAL ARTICLES Compiled by Lawrence R. Frey University of Colorado at Boulder Aamodt, M. G., & Kimbrough, W. W. (1982). Effects of group heterogeneity on quality of task solutions. Psychological Review, 50, 171-174. Abbey, D. S. (1982). Conflict in unstructured groups: An explanation from control-theory. Psychological Reports, 51, 177-178. Abele, A. E. (2003). The dynamics of masculine-agentic and feminine-communal traits: Findings from a prospective study. Journal of Personality and Social Psychology, 85, 768-776. Abele, A., Gendolla, G. H. E., & Petzold, P. (1998). Positive mood and in-group—out-group differentiation in a minimal group setting. Personality and Social Psychology Bulletin, 24, 1343-1357. Aberson, C. L., Healy, M., & Romero, V. (2000). Ingroup bias and self-esteem: A meta-analysis. Personality and Social Psychology Review, 4, 157-173. Abougendia, M., Joyce, A. S., Piper, W. E., & Ogrodniczuk, J. S. (2004). Alliance as a mediator of expectancy effects in short-term group psychotherapy. Group Dynamics: Theory, Research, and Practice, 8, 3-12. Abraham, A. (1973a). Group tensions as measured by configurations of different self and transself aspects. Group Process, 5, 71-89. Abraham, A. (1973b). A model for exploring intra and interindividual processes in groups. International Journal of Group Psychotherapy, 23, 3-22. Abraham, A. (1974-1975). Processes in groups. Bulletin de Psychogie, 28, 746-758. Abraham, A., Geffroy, Y., & Ancelin-Schutzenberger...
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...Chapter 1 SIGMUND FREUD AN INTRODUCTION Sigmund Freud, pioneer of Psychoanalysis, was born on 6th May 1856 in Freiberg to a middle class family. He was born as the eldest child to his father’s second wife. When Freud was four years old, his family shifted and settled in Vienna. Although Freud’s ambition from childhood was a career in law, he decided to enter the field of medicine. In 1873, at the age of seventeen, Freud enrolled in the university as a medical student. During his days in the university, he did his research on the Central Nervous System under the guidance of German physician `Ernst Wilhelm Von Brucke’. Freud received his medical degree in 1881and later in 1883 he began to work in Vienna General Hospital. Freud spent three years working in various departments of the hospital and in 1885 he left his post at the hospital to join the University of Vienna as a lecturer in Neuropathology. Following his appointment as a lecturer, he got the opportunity to work under French neurologist Jean Charcot at Salpetriere, the famous Paris hospital for nervous diseases. So far Freud’s work had been entirely concentrated on physical sciences but Charcot’s work, at that time, concentrated more on hysteria and hypnotism. Freud’s studies under Charcot, which centered largely on hysteria, influenced him greatly in channelising his interests to psychopathology. In 1886, Freud established his private practice in Vienna specializing in nervous diseases...
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...American Ways American Ways A Guide for Foreigners in the United States GARY ALTHEN with Amanda R. Doran and Susan J. Szmania First published by Intercultural Press. For information contact: Intercultural Press, Inc. Nicholas Brealey Publishing PO Box 700 3-5 Spafield Street Yarmouth, Maine 04096 USA London, EC1R 4QB, UK Tel: 207-846-5168 Tel: +44-207-239-0360 Fax: 207-846-5181 Fax: +44-207-239-0370 www.interculturalpress.com www.nbrealey-books.com © 1988, 2003 by Gary Althen Production and cover design by Patty J. Topel All rights reserved. No part of this publication may be reproduced in any manner whatsoever without written permission from the publisher, except in the case of brief quotations embodied in critical articles or reviews. Printed in the United States of America 06 05 04 03 02 1 2 3 4 5 Library of Congress Cataloging-in-Publication Data Althen, Gary. American ways: a guide for foreigners in the United States/ Gary Althen.—2nd ed. p. cm. Includes bibliographical references (p. ) ISBN: 1-877864-99-4 (alk. paper) 1. United States—Guidebooks. 2. United States—Handbooks, manuals, etc. 3. Visitors, Foreign—United States—Handbooks, manuals, etc. 4. Aliens—United States—Handbooks, manuals, etc. 5. Intercultural communication—United States—Handbooks, manuals, etc. 6. United States—Social life and customs—1971– I. Title. E158.A46 2002 973—dc21 2002032741 ✰ ✰ ✰ Table of Contents Preface to the Second Edition........................................
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...GENDER-BASED AFFIRMATIVE ACTION AND REVERSE GENDER BIAS: BEYOND GRATZ, PARENTS INVOLVED, AND RICCI ROSALIE BERGER LEVINSON* I. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II. History Behind the Affirmative Action Race/Gender Anomaly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III. The Circuit Split on the Race/Gender Conundrum . . . . . . . . . IV. Analogy to Race-Based Affirmative Action . . . . . . . . . . . . . . . . . A. Remedial Purpose as a Justification for Affirmative Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B. The Diversity Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C. The Arguments Against Affirmative Action . . . . . . . . . . . . . V. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I. INTRODUCTION The blockbuster race discrimination cases in recent years have all involved affirmative action and reverse discrimination. The Supreme Court has made it clear that race classifications, whether benign or invidious, will trigger rigid strict scrutiny analysis, which requires that the government prove its program is narrowly tailored to serve a compelling interest. In 2003, the Court, in Gratz v. Bollinger,1 ruled that while student diversity in educational institutions may be a compelling interest, an affirmative action program...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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