RESUMEN
All human groups are equally human, but are they automatically represented as such? Harnessing data from 61,377 participants across 13 experiments (six primary and seven supplemental), a sharp dissociation between implicit and explicit measures emerged. Despite explicitly affirming the equal humanity of all racial/ethnic groups, White participants consistently associated Human (relative to Animal) more with White than Black, Hispanic, and Asian groups on Implicit Association Tests (IATs; experiments 1-4). This effect emerged across diverse representations of Animal that varied in valence (pets, farm animals, wild animals, and vermin; experiments 1-2). Non-White participants showed no such Human=Own Group bias (e.g., Black participants on a White-Black/Human-Animal IAT). However, when the test included two outgroups (e.g., Asian participants on a White-Black/Human-Animal IAT), non-White participants displayed Human=White associations. The overall effect was largely invariant across demographic variations in age, religion, and education but did vary by political ideology and gender, with self-identified conservatives and men displaying stronger Human=White associations (experiment 3). Using a variance decomposition method, experiment 4 showed that the Human=White effect cannot be attributed to valence alone; the semantic meaning of Human and Animal accounted for a unique proportion of variance. Similarly, the effect persisted even when Human was contrasted with positive attributes (e.g., God, Gods, and Dessert; experiment 5a). Experiments 5a-b clarified the primacy of Human=White rather than Animal=Black associations. Together, these experiments document a factually erroneous but robust Human=Own Group implicit stereotype among US White participants (and globally), with suggestive evidence of its presence in other socially dominant groups.
Asunto(s)
Etnicidad , Grupos Raciales , Racismo , Grupo Social , Humanos , Masculino , Población Negra/psicología , Etnicidad/psicología , Grupos Raciales/psicología , Blanco/psicología , Hispánicos o Latinos/psicología , Asiático/psicología , Racismo/psicologíaRESUMEN
Research on automatic stereotyping is dominated by the idea that automatic stereotyping reflects the activation of (group-trait) associations. In two preregistered experiments (total N = 391), we tested predictions derived from an alternative perspective that suggests that automatic stereotyping is the result of the activation of propositional representations that, unlike associations, can encode relational information and have truth values. Experiment 1 found that automatic stereotyping is sensitive to the validity of information about pairs of traits and groups. Experiment 2 showed that automatic stereotyping is sensitive to the specific relations (e.g., whether a particular group is more or less friendly than a reference person) between pairs of traits and groups. Interestingly, both experiments found a weaker influence of validity/relational information on automatic stereotyping than on non-automatic stereotyping. We discuss the implications of these findings for research on automatic stereotyping.
Asunto(s)
Estereotipo , Automatismo , Humanos , PrejuicioRESUMEN
INTRODUCTION: Women continue to be underrepresented in Science, Technology, Engineering, and Mathematics (STEM) and research suggests that academic-gender stereotypes can be a contributing factor. In the present research, we examined whether adolescent daughters' and their parents' gender stereotypes about math and liberal arts would predict the academic orientation of daughters at a critical time of career related decision-making. METHODS: Participants included girls in late adolescence (N = 185, Mage = 17) and at least one parent (N = 230, Mage = 49), resulting in 147 mother-daughter dyads and 83 father-daughter dyads. Implicit academic-gender stereotypes were measured using an Implicit Association Test (IAT) and explicit stereotypes, academic attitudes, academic ability, and daughters' intentions to pursue a degree in STEM were measured using self-reports. RESULTS: Neither mothers' nor fathers' implicit or explicit academic-gender stereotypes predicted adolescent daughters' implicit stereotypes; however, fathers' explicit stereotypes predicted daughters' explicit stereotypes. In addition, daughters' academic orientation, a latent variable composed of adolescent girls' academic attitudes, academic ability, and intentions to pursue a degree in STEM, was predicted by daughters' own implicit and explicit stereotypes. This was the case for relative orientation toward math versus liberal arts, as well as math (but not liberal arts) orientation. CONCLUSIONS: These findings suggest the importance of challenging academic-gender stereotypes during adolescence and suggest that at this stage in development, mothers' and fathers' academic stereotypes might have limited relation to daughters' own implicit associations with academic domains.
Asunto(s)
Intención , Núcleo Familiar , Adolescente , Actitud , Humanos , Matemática , Padres , TecnologíaRESUMEN
In this study, we explored the use of variation in sex-related cues of the voice to investigate implicit occupational stereotyping in children. Eighty-two children between the ages of 5 and 10 years took part in an imitation task in which they were provided with descriptions of nine occupations (three traditionally male, three traditionally female, and three gender-neutral professions) and asked to give voices to them (e.g., "How would a mechanic say . . . ?"). Overall, children adapted their voices to conform to gender-stereotyped expectations by masculinizing (lowering voice pitch and resonance) and feminizing (raising voice pitch and resonance) their voices for the traditionally male and female occupations, respectively. The magnitude of these shifts increased with age, particularly in boys, and was not mediated by children's explicit stereotyping of the same occupations. We conclude by proposing a simple tool based on voice pitch for assessing levels of implicit occupational-gender stereotyping in children.
Asunto(s)
Identidad de Género , Ocupaciones , Estereotipo , Voz/fisiología , Niño , Preescolar , Femenino , Humanos , Relaciones Interpersonales , Modelos Lineales , MasculinoRESUMEN
INTRODUCTION: Traditional math-gender stereotypes suggest that boys/men are more likely to enjoy and succeed in mathematics while girls/women are more likely to enjoy and succeed at language arts subjects. The usefulness of implicit measures of math-gender stereotypes has been a subject of investigation in mainly the adult research literature. This is problematic, as adults have typically already made many important decisions about their academic and professional futures, thus making it unclear as to whether implicit attitudes about mathematics causally influence men and women's participation in STEM. Therefore, it is important to assess if the same kind of implicit and explicit stereotypes are found among adolescents who have yet to make many of these decisions. METHODS: A total of 196 eighth-grade students and 80 adults participated in this study. Participants completed both implicit and explicit self-report measures of math-gender stereotype attitudes, in addition to measures of math self-concept, verbal self-concept, as well as mathematical performance. RESULTS/CONCLUSIONS: We found that adolescent boys and girls reported either in-group favouritism or egalitarian attitudes towards math and language subjects. Adult participants reported more typical math-gender stereotypes on self-report measures. Adults also demonstrated a correlation between explicit and implicit measures of math-gender stereotype, which was not the case for adolescents. Implicit math-gender stereotype measures were not a reliable predictor of any other math-related variables among adults or adolescents. These results are discussed in terms of their implications for the potential usefulness of implicit measures of math-gender stereotypes for adolescents.