Week 5: Prejudice – Interpersonal Attraction

This week, you examine prejudice, a hostile or negative attitude toward a distinguishable group of people based solely on their membership in that group. People are prejudiced against many aspects of identity: nationality, ethnicity, gender, sexual orientation, religion, political affiliation (e.g., liberals, conservatives, feminists), social membership (e.g., fraternity and sorority members), appearance (e.g., redheads, short people), and even professions and hobbies. Prejudice is clearly ubiquitous and it affects all of us—majority group members as well as minority group members.

You also examine the converse—what makes people like each other initially and how relationships, romantic and friendship, progress. You explore the meaning of love, how new technologies shape attraction and social connections, what brings satisfaction in close relationships, and research about romantic breakups.

Learning Objectives

Students will:

• Explain the impact of stereotyping, prejudice, and discrimination
• Apply theory to explain sources of, motives for, and components of prejudice
• Identify and apply concepts, principles, and processes related to stereotyping, prejudice, and discrimination
• Compare rules and expectations related to elements of relationships including cultural elements
• Apply concepts and theories of attachment and attraction in friendship and romantic relationships
• Apply concepts and theories of attachment and attraction in friendship and romantic relationships in different cultures
• Identify and apply concepts, principles, and processes related to relationships and attraction
• Explain how new technology has shaped attraction and social connections

Learning Resources

Required Readings

Aronson, E., Wilson, T. D., & Sommers, S. R. (2019). Social psychology (10th ed.). New York, NY: Pearson.
Chapter 10, “Attraction and Relationships: From Initial Impressions to Long-Term Intimacy”
Chapter 13, “Prejudice: Causes, Consequences, and Cures”

Choose two or more of the following articles for review, of which you then write about one:

Arends-Tóth, J., & van de Vijver, F. J. R. (2009). Cultural differences in family, marital, and gender-role values among immigrants and majority members in the Netherlands. International Journal of Psychology, 44(3), 161–169.

Farrer, J., Tsuchiya, H., & Bagrowicz, B. (2008). Emotional expression in tsukiau dating relationships in Japan. Journal of Social and Personal Relationships, 25(1), 169– 188.

Hiew, D. N., Kim Halford, W., van de Vijver, F. J. R., & Liu, S. (2015). Relationship standards and satisfaction in Chinese, Western, and Intercultural ChineseWestern couples in Australia. Journal of Cross-Cultural Psychology, 46(5), 684– 701.

Madathil, J., & Benshoff, J. (2008). Importance of marital characteristics and marital satisfaction: A comparison of Asian Indians in arranged marriages and Americans in marriages of choice. Family Journal, 16(3), 222–230.

Remennick, L. (2005). Cross-cultural dating patterns on an Israeli campus: Why are Russian immigrant women more popular than men? Journal of Social and Personal Relationships, 22(4), 435–454.

Yarhouse, M., & Nowacki, S. (2007). The many meanings of marriage: Divergent perspectives seeking common ground. Family Journal, 15(1), 36–45.

Required Media

Davidson, J. (Director), & Davidson, F. (Producer). (2005). Mary Ainsworth: Attachment and the growth of love [Video file]. Palo Alto, CA: Davidson Films. Retrieved from http://ezp.waldenulibrary.org/login?url=https://search.alexanderstreet.com/pexp/view/work/1780100

This video demonstrates attachment and the importance of close relationships. A baby monkey uses a cloth mother as a safe haven and a secure base, rather than the nutrition-providing wire monkey.Scroll down past “Segments” until you get to “Clips.” The required 20-second video clip is titled Harlow’s Monkey clip. The entire video is approximately 37 minutes.

Optional Resources

Document: Week 5 Study Guide (PDF)

Devine, P. G., Forscher, P. S., Austin, A. J., & Cox, W. L. (2012). Long-term reduction in implicit race bias: A prejudice habit-breaking intervention. Journal of Experimental Social Psychology, 48(6), 1267–1278. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3603687/pdf/nihms396358.pdf 

Marti, M., Bobier, D., & Baron, R. (2000). Right before our eyes: The failure to recognize non-prototypical forms of prejudice. Group Processes & Intergroup Relations, 3(4), 403–418.

Miller, S. L., Zielaskowski, K., & Plant, E. A. (2012). The basis of shooter biases beyond cultural stereotypes. Personality and Social Psychology Bulletin, 38(10), 1358–1366.

Langfitt, F. (2015, March 26). Modern love in China: Shaking your smartphone to find your soul mate [Audio file]. Retrieved from http://www.npr.org/sections/parallels/2015/03/26/395475084/modern-love-in-china-shaking-your-smartphone-to-find-your-soul-mate 

Chang, J., & Dazols, L. (2015, May). This is what LGBT life is like around the world [Video file]. Retrieved from https://www.ted.com/talks/jenni_chang_and_lisa_dazols_this_is_what_lgbt_life_is_like_around_the_world 

Discussion: Stereotyping, Prejudice, and Discrimination

Stereotypes are beliefs about the typical characteristics of members of a group. Prejudice is the evaluation of a group or of an individual based on membership in a group. Prejudice commonly is based on race or ethnicity, but also may be based on socioeconomic status, religious beliefs, weight or physical appearance, sexual orientation, age, disability, and/or other such characteristics. Discrimination is the behavioral component of prejudice, typically demonstrated by negative behavior toward a person based on prejudicial attitudes. Together, these three concepts in social psychology result in highly destructive beliefs, behaviors, and interactions about, toward, and with others. If discrimination is to be reduced in society, it is essential to understand where prejudice comes from, how it is sustained, and how it can be reduced.

To prepare:

• Review Chapter 13 in your course text, Social Psychology, focusing on how people learn prejudice, common motives for prejudice, and the various theories of prejudice.
• Select a twentieth- or twenty-first-century example of prejudice against a group in which you are not a member. For your example, think about the stereotype that leads to the prejudice and the resulting negative behaviors (discrimination). In other words, how does the prejudice depicted in your example impact individuals and society? How can the prejudice be reduced?

By Day 3

Post a brief explanation of one twentieth- or twenty-first-century example of prejudice against a specific group and identify associated stereotypes and discriminatory behaviors. You should not be a member of the group and you should not actively oppose the group in your Discussion. Explain an effect of this prejudice on individuals or society. Use specific examples. Then, apply elements of theory from your readings to explain a cause of this specific prejudice and to recommend a means of reducing this specific prejudice, either at the individual or societal level.

Notes:

• Name the group you are discussing in the subject line of your post.
• Support the responses within your Discussion post, and in your colleague reply, with evidence from the assigned Learning Resources.
• You are required to complete your initial post before you will be able to view and respond to your colleague’s postings. After clicking on the “Post to Discussion Question” link, select “Create Thread” to create your initial post.

By Day 5

Respond to at least one of your colleague’s Discussion assignment postings in one of the following ways:

• Ask a probing question, and provide insight into how you would answer your probing question and why.
• Ask a probing question, and provide the foundation, or rationale, for the question.
• Expand on your colleague’s posting by offering a new perspective or insight.
• Agree with a colleague and offer additional (new) supporting information for consideration.
• Disagree with a colleague by respectfully discussing and supporting a different perspective.

Submission and Grading Information

Grading Criteria

To access your rubric:
Week 5 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:
Week 5 Discussion