Chapter 11 Prejudice, Stereotyping, And Test Bank + Answers

Chapter 11

Prejudice, Stereotyping, and Discrimination

Total Assessment Guide (T.A.G.)

Topic	Question Type	Remember the Facts	Understand the Concepts	Apply What You Know	Analyze It
11.1 Planet Prejudice	Multiple Choice	1, 6, 16, 17, 18, 31	2, 3, 5, 8, 9, 13, 14, 19, 20, 21, 22, 24, 25, 30, 37	7, 11, 12, 15, 23, 27, 28, 32, 36	4, 10, 26, 29, 33, 34, 35
	Short Answer		102	101, 103, 104	105
	Essay			112, 113
11.2 Supporting and Protecting One’s Group	Multiple Choice	40, 43, 46	38, 41, 42, 47, 48	39, 45	44, 49
	Short Answer		106, 108
	Essay				114, 115
11.3 Seeking Social Approval	Multiple Choice	50, 52, 54, 55	51, 53, 56, 58, 60	57, 59
	Short Answer
	Essay
11.4 Managing Self-Image	Multiple Choice	63, 64, 66, 68	61, 62, 65, 69	67, 62, 74	70, 71, 73
	Short Answer		110	109
	Essay
11.5 Seeking Mental Efficiency	Multiple Choice	79, 80, 81	75, 76, 77, 78, 83, 84, 86	82, 85
	Short Answer			111
	Essay		116
11.6 Reducing Prejudice, Stereotyping and Discrimination	Multiple Choice	99	87, 88, 89, 90, 93, 94, 95, 96, 97	98	91, 92, 100
	Short Answer
	Essay		117	118, 119	120

Chapter 11 Prejudice, Stereotyping, and Discrimination

Multiple Choice Questions

1) What happened to Ann Atwater, a community activist for desegregation in schools, and C. P. Ellis, a member of the Ku Klux Klan?

A) Atwater murdered Ellis.

B) Ellis murdered Atwater.

C) Atwater and Ellis became friends.

D) Atwater and Ellis remained lifelong enemies.

Learning Objective: None

Topic: Introduction

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 2.5 Incorporate sociocultural factors in scientific inquiry.

2) Prejudice is __________.

A) an American phenomenon

B) commonplace around the world

C) more prevalent in the United States than in Europe

D) rare among religious groups

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Planet Prejudice

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

3) In Japan, racism against gaijin, or __________, is common.

A) foreigners

B) males

C) females

D) natives

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Planet Prejudice

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

4) Research suggests that __________.

A) nearly all people hold a few negative prejudices and stereotypes

B) prejudice is declining in the United States while discrimination is increasing

C) only extremists engage in prejudicial thought

D) prejudice does not lead to discrimination

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Prejudice and Stereotypes

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.5 Incorporate sociocultural factors in scientific inquiry.

5) According to your textbook, the current movement in the attitudes toward different social groups partially reflects __________.

A) a shift toward social intolerance

B) social norms against expressions of bigotry

C) more direct expression of prejudice

D) more extreme attitudes toward other groups

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Planet Prejudice

Difficulty Level: Moderate

Skill Level: Understand the Concepts

6) The textbook defines prejudice as __________.

A) a generalized attitude toward members of a social group

B) a generalized belief about members of a social group

C) behavior directed toward people on the basis of their group membership

D) behavior directed toward anyone who is perceived as being different

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Prejudice and Stereotypes

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

7) An American student feels very positively toward the Swedish culture and people. This student is __________.

A) discriminating against Americans

B) stereotyping Swedish people

C) prejudiced in favor of Swedish people

D) prejudiced in favor of Americans

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Prejudice and Stereotypes

Difficulty Level: Difficult

Skill Level: Apply What You Know

8) A generalized belief about members of a social group is called __________.

A) prejudice

B) stereotype

C) racist behavior

D) generalized attitude

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Prejudice and Stereotypes

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

9) A stereotype is __________.

A) a generalized attitude toward members of a social group

B) a generalized belief about members of a social group

C) restricted behavior toward a social group

D) guilty feelings that one has about a social group

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Prejudice and Stereotypes

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

10) The difference between prejudices and stereotypes is that prejudices are __________ about social groups, whereas stereotypes are __________ about social groups.

A) unfavorable beliefs; neutral beliefs

B) negative attitudes; negative beliefs

C) generalized beliefs; generalized attitudes

D) generalized attitudes; generalized beliefs

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Prejudice and Stereotypes

Difficulty Level: Difficult

Skill Level: Analyze It

11) An individual believes that European Americans are achievement oriented and racist. The textbook refers to such beliefs as __________.

A) outgroup bias

B) stereotypes

C) prejudices

D) discriminatory attitudes

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Prejudice and Stereotypes

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

12) Robert believes that all New Yorkers are loud and obnoxious, dislikes them, and refuses to take phone messages from his sister’s New York friends. His __________ is an example of __________.

A) refusal to take phone messages; stereotyping

B) dislike of all New Yorkers; discrimination

C) belief that all New Yorkers are loud and obnoxious; stereotyping

D) refusal to take phone messages; prejudice

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Prejudice and Stereotypes

Difficulty Level: Difficult

Skill Level: Apply What You Know

13) Implicit prejudices are __________.

A) prejudices that are not expressed publicly

B) prejudices that apply to groups with whom one has never had direct contact

C) milder forms of prejudice

D) prejudices that an individual may not be aware of and cannot directly report

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Prejudice and Stereotypes

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

14) Prejudices that an individual may not be aware of and cannot directly report are __________.

A) implicit prejudices

B) explicit prejudices

C) milder forms of prejudice

D) discriminatory behaviors

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Prejudice and Stereotypes

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

15) Which of the following is the best example of implicit prejudice?

A) Ashley frequently tells her friends that Jews are greedy and selfish.

B) Eric thinks that Asians are hard-working and value education.

C) Fred is unaware that he holds negative attitudes toward Muslims.

D) Tomoko, who is Buddhist, says that Buddhists are morally superior to non-Buddhists.

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Prejudice and Stereotypes

Difficulty Level: Difficult

Skill Level: Apply What You Know

16) The __________ is an indirect measure of prejudice.

A) Modern Prejudice Scale

B) Implicit Association Test

C) Subtle Racism Test

D) Nonconscious Bias Inventory

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Prejudice and Stereotypes

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

17) The textbook defines discrimination as __________.

A) behaviors directed toward people on the basis of their group membership

B) feelings toward people on the basis of their group membership

C) the extent to which a person perceives his or her own group as superior to other groups

D) generalized beliefs about members of social groups

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Discrimination

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

18) Behaviors directed toward people on the basis of their group membership are referred to as __________.

A) implicit prejudices

B) explicit prejudices

C) quid pro quo

D) discrimination

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Discrimination

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

19) Research has shown that potential employers spoke __________ when job-seekers wore hats suggesting they were gay versus when they wore hats suggesting they were from Texas.

A) more but made anti-gay comments

B) more and were more helpful and interested

C) less and seemed less helpful and interested

D) less and made anti-gay comments

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Discrimination

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

20) An employer who is less likely to hire a member of a minority group is exhibiting __________.

A) discrimination

B) prejudice

C) stereotyping

D) ingroup favoritism

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Discrimination

Difficulty Level: Moderate

Skill Level: Understand the Concepts

21) The two illegal forms of sexual harassment are __________.

A) overt and covert harassment

B) regular and reverse harassment

C) implicit and explicit harassment

D) quid pro quo and hostile environment harassment

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Discrimination

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

22) Quid pro quo refers to __________.

A) creating a professional setting that is intimidating

B) attempts by a perpetrator to exchange something of value for sexual favors

C) prejudices that one is aware of having

D) prejudices that one is not aware of having

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Discrimination

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

23) Lisa’s boss Michael says that he will give Lisa a positive job evaluation if she agrees to go on a date with him. This is an example of __________.

A) hostile environment harassment

B) power asymmetry stereotyping

C) quid pro quo harassment

D) power asymmetry prejudice

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Discrimination

Difficulty Level: Difficult

Skill Level: Apply What You Know

24) Hostile environment harassment refers to __________.

A) creating a professional setting that is intimidating

B) attempts by a perpetrator to exchange something of value for sexual favors

C) prejudices that one is aware of having

D) prejudices that one is not aware of having

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Discrimination

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

25) Which statement is correct regarding sexual harassment?

A) It is perceived as more harassing when performed by an attractive single individual.

B) It is perceived as more harassing when performed by a person in a position of power.

C) Men are more likely than women to perceive staring and flirting as harassing.

D) Sexual harassment is considered illegal only when it is directed at women.

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Discrimination

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

26) Which of the following groups is more likely to sexually harass?

A) androgynous men who have positions of power

B) hypermasculine men who are not exposed to harassing models

C) hypermasculine men who perceive strong connections between power and sex

D) androgynous men who had strong female role models as children

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Discrimination

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

27) At his job, John was asked to train a young woman to perform a computer task. Given that John has a disposition favoring sexual harassment, he would be __________ likely to behave in a sexually harassing way __________.

A) more; if he was introduced to the female colleague by his male manager who put his arm around her shoulders and visually checked out her body

B) less; if he is introduced to the female colleague by his male manager who put his arm around her shoulders and visually checked out her body

C) more; if John was introduced to the female colleague by his male manager who behaved in a respectful, professional manner

D) very; regardless of his boss’s behavior

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Discrimination

Difficulty Level: Difficult

Skill Level: Apply What You Know

28) Which of the following is an established cost of discrimination in the United States?

A) White men tend to have higher incomes than White women.

B) Women tend to pay less for automobiles than men do.

C) White people tend to pay more than minority group members for equivalent houses.

D) Minority members tend to receive less pay, unless their level of education is equivalent.

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: The Costs of Prejudice, Stereotyping, and Discrimination

Difficulty Level: Difficult

Skill Level: Apply What You Know

29) The notion of “stereotype threat” is discussed in the textbook with relation to Steele and Aronson’s (1995) findings that __________.

A) students who are members of stereotyped groups learn more when they cooperate with members of other groups

B) Black students do worse on questions from the Graduate Record Exam if their race is made salient

C) women perform better on math tests when their gender is made salient

D) Black people pay on average $3,000 more than Whites for the same house

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: The Costs of Prejudice, Stereotyping, and Discrimination

Difficulty Level: Difficult

Skill Level: Analyze It

30) In a study by Steele and Aronson demonstrating the effects of stereotype threat, African American students performed __________.

A) better on a verbal section of the Graduate Record Exam when race was made salient

B) better on a verbal section of the Graduate Record Exam when they thought the test was diagnostic of intellectual abilities

C) worse on a verbal section of the Graduate Record Exam when race was made salient

D) worse on a verbal section of the Graduate Record Exam when they were threatened with a punishment for every wrong answer

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: The Costs of Prejudice, Stereotyping, and Discrimination

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

31) Consider the following findings: Women perform relatively poorly on math tests when gender is made salient and White men perform relatively poorly on athletic tasks when they think those tasks are related to “natural ability.” To which of the following concepts are both of these findings related?

A) the jigsaw classroom

B) perceived outgroup homogeneity

C) scapegoating

D) stereotype threat

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: The Costs of Prejudice, Stereotyping, and Discrimination

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

32) David is the only non-Asian person in his math class, and he is afraid that he will confirm the stereotype that Caucasian Americans perform worse than Asian Americans on math tasks. According to the concept of stereotype threat, which of the following is most likely to happen?

A) David will perform better than his classmates in order to prove the stereotype wrong.

B) David will perform worse than his classmates because his concern over confirming the stereotype will impede his performance.

C) David will develop a fixation and will become obsessed with improving his math skills.

D) David will start to like his Asian classmates even more due to the process of social identity transformation.

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: The Costs of Prejudice, Stereotyping, and Discrimination

Difficulty Level: Difficult

Skill Level: Apply What You Know

33) Disidentify means to __________.

A) show an attitude toward members of a group

B) enhance one’s social identity

C) generalize a belief about members of a social group

D) reduce in one’s mind the relevance of a particular domain to one’s self-esteem

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: The Costs of Prejudice, Stereotyping and Discrimination

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

34) Reducing in one’s mind the relevance of a particular domain to one’s self-esteem is called __________ and may occur as a result of __________.

A) self-esteem threat; overachievement motivation

B) self-handicapping; enhanced social identity

C) scapegoating; deindividuation;

D) disidentification; stereotype threat

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: The Costs of Prejudice, Stereotyping and Discrimination

Difficulty Level: Difficult

Skill Level: Analyze It

35) When members of a group believe that the majority thinks them inferior in terms of a particular skill or ability, the minority members may __________.

A) increase in their mind the importance of this skill/ability

B) disidentify with the skill/ability

C) see an increase in performance with respect to the skill/ability

D) work hard to convince others that they are incorrect

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: The Costs of Prejudice, Stereotyping, and Discrimination

Difficulty Level: Difficult

Skill Level: Analyze It

36) Li Fong is a female Chinese student who is very good in math and is about to take a math exam. While waiting to begin the exam, she overhears a comment from another student about how good Chinese students are at math. How will Li Fong likely perform on the test?

A) She will do worse than usual because of stereotype threat.

B) She will do better than usual because of stereotype threat.

C) She will do worse than usual because of ingroup bias.

D) Her performance will be unaffected by stereotype threat.

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: The Costs of Prejudice, Stereotyping, and Discrimination

Difficulty Level: Difficult

Skill Level: Apply What You Know

37) Recent research suggests that the damaging consequences of stereotype threat may be reduced __________.

A) if individuals accept that intelligence cannot be improved via hard work

B) if individuals are taught about stereotype threat

C) if individuals are reminded that their performance will reflect on their entire group

D) if individuals are taught to not try too hard

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: The Costs of Prejudice, Stereotyping, and Discrimination

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

38) Research using the minimal intergroup paradigm has shown that people __________.

A) are more likely to exhibit ingroup bias in large groups than in small groups

B) are more likely to exhibit ingroup bias in small groups than in large groups

C) are likely to exhibit ingroup bias even when the groups are defined in an arbitrary fashion

D) are not likely to exhibit ingroup bias if the groups are defined in an arbitrary fashion

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Topic: Creating and Maintaining Ingroup Advantage

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

39) In gym class, Emily is randomly assigned to the “Hawks” group, which plays on the basketball court while another group, the “Wolves,” plays on the baseball field. Later, Emily gives cookies to other Hawks but not to any Wolves. This is an example of __________.

A) social dominance orientation

B) realistic group conflict theory

C) implicit stereotyping as a result of a minimal intergroup intervention

D) ingroup bias as a result of a minimal intergroup intervention

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Topic: Creating and Maintaining Ingroup Advantage

Difficulty Level: Difficult

Skill Level: Apply What You Know

40) The tendency to benefit members of one’s own group over members of other groups is known as __________.

A) ingroup bias

B) individuating favoritism

C) outgroup denigration

D) strategic inequality

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Topic: Creating and Maintaining Ingroup Advantage

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

41) According to the textbook, the tendency to benefit members of our own groups over members of other groups __________.

A) was less common when our ancestors were living in small communities

B) is less likely to occur when the ingroup members are relatives

C) may stem from humans’ tendency to desire the survival of their genes

D) has been demonstrated only in individualistic cultures

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Topic: Creating and Maintaining Ingroup Advantage

Difficulty Level: Moderate

Skill Level: Understand the Concepts

42) Ingroup bias is __________.

A) limited to situations in which groups must compete for resources

B) a cross-cultural feature of human social life

C) found mostly in less developed nations

D) a phenomenon that has become a problem only in recent centuries

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Topic: Creating and Maintaining Ingroup Advantage

Difficulty Level: Moderate

Skill Level: Understand the Concepts

43) As discussed in the textbook, realistic group conflict theory is related to which of the following motives for prejudice and stereotyping?

A) supporting and protecting one’s group

B) managing self-image

C) gaining social approval

D) conserving mental effort

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Topic: Creating and Maintaining Ingroup Advantage

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

44) Which of the following theories best explains the hostility that members of rival universities in the same sports conference often feel for each other?

A) minimal intergroup theory

B) realistic group conflict theory

C) social dominance theory

D) group polarization theory

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Topic: Creating and Maintaining Ingroup Advantage

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

45) Randolph endorses statements such as “Some people are just more worthy than others” and “It’s sometimes necessary to step on others to get ahead in life.” Randolph would likely score high on the personality trait called __________.

A) hostility transference

B) social dominance orientation

C) collective egotism

D) competitive aggression

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Topic: Social Dominance Orientation

Difficulty Level: Difficult

Skill Level: Apply What You Know

46) The extent to which a person wants his or her own group to dominate and be superior to other groups is known as __________.

A) ingroup identification

B) social dominance orientation

C) individualism

D) conformity seeking

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Topic: Social Dominance Orientation

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

47) Prejudices and stereotypes against members of other groups are more likely to emerge __________.

A) when the groups compete against each other

B) when the groups cooperate toward achieving a common goal

C) among people who score low on social dominance orientation

D) among people who have recently experienced personal success

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Topic: Intergroup Competition

Difficulty Level: Moderate

Skill Level: Understand the Concepts

48) In the “Robber’s Cave” study described in your textbook, students at a summer camp were separated into two groups, the “Rattlers” and the “Eagles.” The students in each group ended up calling the members of the other group derogatory names, raiding their cabins, and fighting. How did the researchers explain the animosity between the two groups?

A) Rattlers tended to be athletic; Eagles had more intellectual interests.

B) The Rattlers came from more impoverished environments than the Eagles did.

C) The two groups had been competing against each other.

D) The students were away from home, which increased their aggressiveness.

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Topic: Intergroup Competition

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

49) How does the phenomenon of self-fulfilling prophecy relate to intergroup competition?

A) The less we present ourselves as competitive, the more competitive the outgroup becomes, which at the end increases intergroup hostility.

B) As people view others as competitors, they themselves begin to compete, which increases the intergroup hostility.

C) As people view others as competitors, they begin to compete less, thus decreasing the intergroup hostility.

D) As people compete with others, they learn more facts about those others, which reduces intergroup hostility.

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Topic: The Self-Fulfilling Spiral of Intergroup Competition

Difficulty Level: Difficult

Skill Level: Analyze It

50) __________ religiosity is characterized by seeing religious wordship as an opportunity to make friends, gain status, or find support during difficult times.

A) Fundamentalist

B) Intrinsic

C) Extrinsic

D) Quest

Learning Objective: 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Topic: Religiosity and Prejudice

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

51) Individuals with a(n) __________ religious orientation strive to internalize the teachings of their religion and see religion as an end to itself.

A) intrinsic religiosity

B) extrinsic religiosity

C) quest religiosity

D) prosocial religiosity

Learning Objective: 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Topic: Religiosity and Prejudice

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

52) __________ religiosity is characterized by hoping to live one’s religion and internalize its teachings.

A) Fundamentalist

B) Intrinsic

C) Extrinsic

D) Quest

Learning Objective: 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Topic: Religiosity and Prejudice

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

53) In the study by Batson and colleagues, White students were given a choice of watching a movie with a White student or with a Black student. The study reported that intrinsically religious persons __________.

A) behaved in a prejudiced fashion in front of their friends but in a nonprejudiced fashion in front of strangers

B) behaved in a uniformly nonprejudiced fashion

C) behaved in a prejudiced fashion if the motives for their behavior could appear nonprejudiced

D) behaved in a more prejudiced fashion than nonreligious people did

Learning Objective: 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Topic: Religiosity and Prejudice

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

54) __________ religiosity is characterized by a certainty in the absolute truth of one’s religious beliefs.

A) Fundamentalist

B) Intrinsic

C) Extrinsic

D) Quest

Learning Objective: 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Topic: Religiosity and Prejudice

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

55) __________ religiosity is characterized by a never-ending personal search for the truth.

A) Fundamentalist

B) Intrinsic

C) Extrinsic

D) Quest

Learning Objective: 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Topic: Religiosity and Prejudice

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

56) Individuals who demonstrate __________ religiosity tend to be open-minded about religion and typically exhibit few implicit or explicit prejudices.

A) fundamentalist

B) intrinsic

C) extrinsic

D) quest

Learning Objective: 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Topic: Religiosity and Prejudice

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

57) Mandy views religious worship as an opportunity to make friends, gain status, or find support during difficult times. According to the textbook, Mandy is likely to be __________.

A) more negatively prejudiced than her nonreligious friend, Lara

B) as prejudiced as her nonreligious friend, Lara

C) less prejudiced than her nonreligious friend, Lara

D) as prejudiced as her friend Sybil, who views religion as a never-ending personal journey toward truth

Learning Objective: 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Topic: Religiosity and Prejudice

Difficulty Level: Difficult

Skill Level: Apply What You Know

58) Across the United States as a whole, changes over time in __________ norms have probably led to similar changes in __________ norms.

A) injunctive; descriptive

B) descriptive; injunctive

C) subjective; objective

D) objective; subjective

Learning Objective: 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Topic: Prejudice Norms Change Over Time

Difficulty Level: Moderate

Skill Level: Understand the Concepts

59) Given the results of the study by Noel, Wann, and Branscombe (1995), which of the following people is most likely to express stereotypical and prejudiced views?

A) Cecilia, who has reduced conformity tendencies

B) Paul, who is a low self-monitor

C) Abigail, who is newcomer to her social group

D) Nyla, who is seen as a leader by her friends

Learning Objective: 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Topic: Perceived Social Standing and Prejudice Expression

Difficulty Level: Difficult

Skill Level: Apply What You Know

60) Noel, Wann, and Branscombe (1995) studied the derogation of outgroups by fraternity and sorority members and pledges (members “in-training”). They found that pledges were __________ likely to derogate outgroup members in public than in private because __________.

A) less; they partially identified with the outgroup members

B) less; they were less authoritarian

C) more; they had stronger motivation to fit in the group

D) more; they were conforming to the full members who derogated the outgroups in public but not in private

Learning Objective: 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Topic: Perceived Social Standing and Prejudice Expression

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

61) Members of ethnic group Y blame members of ethnic group Z for the poor job opportunities in society. This is an example of __________.

A) scapegoating

B) stereotype threat

C) perceived outgroup homogeneity

D) social identity theory

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: Personal and Social Identities

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

62) The textbook discusses “basking in reflected glory” and “cutting off reflected failure” as relevant to which motive for prejudice?

A) supporting and protecting one’s group

B) gaining social approval

C) managing self-image

D) seeking mental efficiency

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: Personal and Social Identities

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

63) Social identity is the term used to describe __________.

A) reflected reputations

B) beliefs and feelings we have toward the groups to which we see ourselves belonging

C) the tendency to submit to those who have greater authority

D) a downward social comparison

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: Personal and Social Identities

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

64) As described in your textbook, our beliefs and feelings about the groups to which we see ourselves belonging are known collectively as __________.

A) reflected reputations

B) social identity

C) group-based personas

D) downward social comparison

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: Personal and Social Identities

Difficulty Level: Easy

Skill Level: Remember the Facts

65) The idea that prejudice stems from a desire to enhance our self-esteem by comparing our group favorably to another group is the central assumption of which theory?

A) minimal group

B) social identity

C) social dominance

D) realistic conflict

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: Personal and Social Identities

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

66) People may stereotype other groups in order to engage in downward social comparison. This process would serve the goal of __________.

A) supporting and protecting one’s group

B) gaining social approval

C) managing self-image

D) seeking mental efficiency

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: Personal and Social Identities

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

67) Evelyn and her coworkers have just been laid off at the aerospace plant. To make herself feel better, she thinks, “At least we’re not like those welfare mothers.” By viewing her own group more favorably than members of another group, she is engaging in a process known as __________.

A) stereotype threat

B) scapegoating

C) downward social comparison

D) disidentification

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: Personal and Social Identities

Difficulty Level: Difficult

Skill Level: Apply What You Know

68) The tendency to submit to those with greater status than oneself and to denigrate those with less status than oneself is known as __________.

A) narcissism

B) authoritarianism

C) social dominance

D) hierarchy-proneness

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: Authoritarianism and Prejudice

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

69) Which of the following theories emphasizes the notion that people become prejudiced because of displaced anger toward their parents and other authority figures, which is redirected into rigid submission to authorities and aggression toward outgroup members?

A) authoritarianism

B) dogmatism

C) social dominance orientation

D) need for structure

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: Authoritarianism and Prejudice

Difficulty Level: Moderate

Skill Level: Understand the Concepts

70) Which statement is correct about authoritarianism?

A) Tendencies toward authoritarianism cannot be passed down genetically.

B) Authoritarian people do not follow society’s conventions and rules.

C) Authoritarianism is associated with prejudice toward members of outgroups.

D) Authoritarianism tends to decrease when persons experience frustrating negative events.

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: Authoritarianism and Prejudice

Difficulty Level: Difficult

Skill Level: Analyze It

71) When people fail at something that is important to them, they are __________ likely to demonstrate ingroup biases and discrimination because they are motivated to __________.

A) more; improve their self-image

B) more; disidentify themselves from their group

C) less; conserve mental effort

D) less; disidentify themselves from their failure

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: Failure and Self-Image Threat

Difficulty Level: Difficult

Skill Level: Analyze It

72) Which of the following individuals would be most likely to derogate members of another group?

A) a low self-esteem person belonging to a high-status group

B) a low self-esteem person belonging to a low-status group

C) a high self-esteem person belonging to a low-status group

D) a high self-esteem person belonging to a high-status group

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: Self-Esteem and Threat

Difficulty Level: Difficult

Skill Level: Apply What You Know

73) Which statement is true about the relationship between self-esteem and the tendency to express prejudice?

A) People with low self-esteem are likely to express prejudice, whereas people with high self-esteem are not.

B) People with high self-esteem are likely to express prejudice, whereas people with low self-esteem are not.

C) People with low self-esteem are particularly likely to express prejudice after success.

D) People with high self-esteem are particularly likely to express prejudice after failure.

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: Self-Esteem and Threat

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

74) Alana is a basketball player on an unpopular, low-status team at a small college. Alana will be particularly likely to express negative bias against the basketball players at other colleges if __________.

A) she has high self-esteem

B) she has low self-esteem

C) she is religious

D) she has low need for structure

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: Self-Esteem and Threat

Difficulty Level: Difficult

Skill Level: Apply What You Know

75) In a study conducted by Greenwald and colleagues (2003), participants played a video game-like task in which a Black or White character popped out from behind a Dumpster. Participants had to quickly decide whether the character was a criminal holding a gun, a private citizen, or an undercover officer. The researchers found that __________.

A) Black characters were more likely to be incorrectly shot if they were citizens but not undercover officers

B) Black characters were more likely to be incorrectly shot by prejudiced individuals but less likely to be incorrectly shot by nonprejudiced individuals

C) Black characters were more likely to be incorrectly shot than White characters

D) individuals who did not know the cultural stereotype about Blacks were most likely to incorrectly shoot Black characters

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Topic: Seeking Mental Efficiency

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

76) In a study conducted by Greenwald and colleagues (2003), participants played a video game-like task in which a Black or White character popped out from behind a Dumpster. Participants had to quickly decide whether the character was a criminal holding a gun, a private citizen, or an undercover officer. One of the conclusions the researchers reached was that __________.

A) time pressure tends to eliminate prejudiced responses

B) people pay more attention to details about individuals of other races

C) cultural stereotypes can be transmitted from generation to generation

D) stereotypical biases can occur automatically without conscious attention

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Topic: Seeking Mental Efficiency

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

77) The textbook discusses the idea that stereotypes are sometimes based on a “kernel of truth” but exaggerate reality to some extent. This idea is related to which motive for prejudice and stereotyping?

A) supporting and protecting one’s group

B) managing self-image

C) seeking mental efficiency

D) gaining social approval

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Topic: The Characteristics of Efficient Stereotypes

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

78) Which statement is true about efficient stereotypes?

A) They require extra cognitive effort to apply them.

B) They stem from the tendency to see other groups as being overly heterogeneous.

C) They often exaggerate real differences between groups.

D) They rarely reflect any real differences between groups.

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Topic: The Characteristics of Efficient Stereotypes

Difficulty Level: Moderate

Skill Level: Understand the Concepts

79) The phenomenon of overseeing the extent to which members within other groups are similar to each other is called __________.

A) scapegoating

B) intergroup bias

C) perceived outgroup homogeneity

D) minimal intergroup paradigm

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Topic: The Characteristics of Efficient Stereotypes

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

80) Perceived outgroup homogeneity is __________.

A) the phenomenon of overseeing the extent to which members within other groups are similar to each other

B) the process of blaming members of other groups for one’s failures and frustrations

C) the extent to which a person desires that his or her own group dominate other groups

D) our opinions and feelings about a social group with which we identify

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Topic: The Characteristics of Efficient Stereotypes

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

81) Persons who have high need for structure __________.

A) look for complex ways to view the world

B) are more likely to use their stereotypes to understand others

C) are less likely to fall prey to the correspondence bias

D) are less likely to express prejudice

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Topic: Need for Structure

Difficulty Level: Easy

Skill Level: Remember the Facts

82) Carla likes her life to be relatively simple and well organized. She dislikes interruptions and unexpected events and strives for simple ways to view the world. Based on this information, you predict that Carla will score high on a measure of __________ and will __________ to use her existing stereotypes to understand others.

A) authoritarianism; not be likely

B) conformity seeking; not be likely

C) need for structure; be likely

D) social dominance avoidance; be likely

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Topic: Need for Structure

Difficulty Level: Difficult

Skill Level: Apply What You Know

83) Emotions that are arousing, such as anger, fear, or euphoria, __________.

A) increase our cognitive load

B) decrease our cognitive load

C) have little impact on our thinking

D) decrease stereotypical thinking

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Topic: Moods and Emotions

Difficulty Level: Moderate

Skill Level: Understand the Concepts

84) Which of the following situational factors has been shown to increase people’s tendencies to use stereotypes?

A) social interdependence

B) time pressure

C) accountability

D) intergroup cooperation

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Topic: Cognitively Taxing Circumstances

Difficulty Level: Moderate

Skill Level: Understand the Concepts

85) Complex situations and time pressure __________ stereotyping by __________.

A) decrease; decreasing the need for structure

B) decrease; decreasing the need for mental efficiency

C) increase; limiting the attentional capacity

D) increase; increasing the motivation to be accurate

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Topic: Cognitively Taxing Circumstances

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

86) In Simon and Greenberg’s (1996) study, participants worked on a group project with an African American confederate and then read an ethnic slur about him, supposedly written by another subject. What was observed when participants evaluated their confederates?

A) Evaluations by anti-Black participants were made more negative by hearing the slur.

B) Evaluations by pro-Black participants were made more positive by hearing the slur.

C) Evaluations by ambivalent participants were made more negative by hearing the slur.

D) Evaluations by ambivalent participants were not changed by hearing the slur.

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Topic: Overheard Ethnic Slurs

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

87) The ignorance hypothesis states that if people learned what members of other groups are truly like, they wouldn’t stereotype, be prejudiced, or discriminate against them. Research based on this idea has shown that __________.

A) merely putting individuals from antagonistic groups together can significantly reduce hostility

B) simply teaching people what other groups are like is a highly effective method of eliminating prejudice between groups

C) simply putting people together is not enough to reduce intergroup hostility unless they are taught facts about members of the other groups

D) simply putting people together or giving them facts about the members of the other group is not enough to reduce intergroup hostility

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: Interventions Based on the Ignorance Hypothesis

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

88) What does the textbook suggest about reducing prejudice using interventions based on the ignorance hypothesis and the goal-based approach?

A) Interventions based on the goal-based approach are more effective than interventions based on the ignorance hypothesis.

B) Interventions based on the ignorance hypothesis are more effective than interventions based on the goal-based approach.

C) Interventions based on both approaches are highly effective in reducing prejudice.

D) Interventions based on both approaches are more likely to increase prejudice than decrease it.

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: The Goal-Based Approach

Difficulty Level: Moderate

Skill Level: Understand the Concepts

89) Which of the following strategies would be most effective for reducing intergroup conflict?

A) Reduce persons’ anxiety before they encounter outgroup members.

B) Activate a goal to make judgments quickly.

C) Give people ways to decrease their sense of self-worth.

D) Decrease the salience of people’s egalitarian values.

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: The Goal-Based Approach

Difficulty Level: Moderate

Skill Level: Understand the Concepts

90) The goal-based approach to reducing prejudice, stereotyping, and discrimination suggests that one effective strategy for reducing prejudice is to __________.

A) activate goals that are incompatible with prejudice, stereotyping, and discrimination

B) put people in a situation in which their goal is to make judgments as quickly as possible

C) put people in situations in which they have to compete against the other group

D) teach people the true facts about members of other groups

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: The Goal-Based Approach

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

91) In a study by Fein and Spencer (1997), participants who held unfavorable stereotypes of Jewish females were asked to evaluate a female job applicant who was presented as either Jewish American or Italian American. Participants were less likely to discriminate against the Jewish applicant in their evaluations if __________.

A) they made their evaluations under time pressure

B) they made their evaluations under high cognitive load

C) they wrote about their most recent failure before making their evaluations

D) they wrote about things important to them before making their evaluations

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: The Goal-Based Approach

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 1.2 Develop a working knowledge of the content domains of psychology.

92) A study by Fein and Spencer (1997) demonstrated that participants who had unfavorable stereotypes of Jewish people were less likely to discriminate against a Jewish applicant in their evaluations if, before making their evaluations, they were asked to write about things important to them. Which of the following approaches to reducing prejudice does this finding support?

A) goal-based approach

B) cognitive activation approach

C) self-perception hypothesis

D) ignorance hypothesis

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: The Goal-Based Approach

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

93) In the study by Rokeach (1971), when White students confronted the discrepancy between their negative prejudices and their value of equality, they __________.

A) decreased their support for African American equal rights

B) became more likely to join the NAACP

C) increased their opposition to affirmative action

D) felt more ambivalent about African Americans

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: The Goal-Based Approach

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

94) What happens when people try to view the world from another group’s perspective?

A) People become less tolerant.

B) People become more tolerant.

C) People are unaffected.

D) People become judgmental.

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: The Goal-Based Approach

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

95) Contact between members of two different groups is successful in reducing intergroup prejudice and hostilities only when __________.

A) group members violate negative stereotypes of their groups

B) the contact between groups is punishing

C) members of the two groups work toward different goals goal

D) group members adhere to negative stereotypes of their groups

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: When Contact Helps

Difficulty Level: Moderate

Skill Level: Understand the Concepts

96) How did Sherif and colleagues reduce intergroup hostilities in the famous “Robber’s Cave” study?

A) by introducing cooperative tasks

B) by introducing competitive games

C) by teaching participants about the outgroup and its likes and dislikes

D) by increasing the arousal level before the members of the two groups met

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: When Contact Helps

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

97) Cooperation between members of different groups has been shown to be __________.

A) an ineffective way to reduce prejudice, because it increases the tendency to view each other’s group in a simplified way

B) an effective way to reduce prejudice, because it motivates people to be accurate in their understanding of outgroup members

C) an effective way to reduce prejudice, because it forces people to form impressions when they are cognitively overloaded

D) an effective way to reduce prejudice only when the contact occurs at the institutional rather than the individual level

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: When Contact Helps

Difficulty Level: Moderate

Skill Level: Understand the Concepts

98) A teacher assigns children of different racial groups to work together on a world history project. The Italian child, the Bulgarian child, the Chinese child, and the Mexican child are each responsible for teaching the others about the country where their parents were born. The teacher is trying to reduce prejudice through her familiarity with research on __________.

A) the minimal intergroup paradigm

B) ingroup differentiation

C) intergroup contact

D) the illusory correlation

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: When Contact Helps

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

99) The __________ approach to classroom learning designed by Aronson and his colleagues (1978) takes advantage of the six principles of effective contact between groups.

A) co-dependent

B) jigsaw

C) interactive

D) mutuality

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: When Contact Helps

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 1.2 Develop a working knowledge of the content domains of psychology.

100) Which statement is correct regarding students in cooperative classrooms?

A) Students are accorded equal status in the classroom and given equal responsibilities.

B) Students exhibit lower levels of achievement.

C) Students tend to re-sort themselves into groups based on gender and ethnicity.

D) Students form less cross-ethnicity friendships outside the classroom.

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: When Contact Helps

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

Short Answer Questions

101) Define prejudice, and provide an example.

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Prejudice and Stereotypes

Difficulty Level: Difficult

Skill Level: Apply What You Know

102) Name and describe the two kinds of sexual harassment described in the textbook.

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Discrimination

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

103) Briefly describe stereotype threat, and give an example.

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: The Costs of Prejudice, Stereotyping, and Discrimination

Difficulty Level: Difficult

Skill Level: Apply What You Know

104) What does it mean to disidentify with a particular life domain or area? When is this more likely to occur?

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: The Costs of Prejudice, Stereotyping, and Discrimination

Difficulty Level: Difficult

Skill Level: Apply What You Know

105) Prejudicial feelings, stereotypical thinking, and discriminatory actions serve several important goals. What are those goals?

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: The Goals of Prejudice, Stereotyping, and Discrimination.

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

106) What is the minimal intergroup paradigm?

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Topic: Creating and Maintaining Ingroup Advantage

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

107) Describe a person who has a high social dominance orientation and describe how likely that person is to hold prejudices.

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Topic: Social Dominance Orientation

Difficulty Level: Difficult

Skill Level: Apply What You Know

108) How can competition and hostility breed increased competition and hostility?

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Topic: The Self-Fulfilling Spiral of Intergroup Competition

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

109) Define scapegoating, and provide an example.

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: Personal and Social Identities

Difficulty Level: Difficult

Skill Level: Apply What You Know

110) Define authoritarianism, and describe how it relates to prejudice and stereotyping.

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: Authoritarianism and Prejudice

Difficulty Level: Difficult

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

111) How can stereotyping serve the goal of seeking mental efficiency? Provide an example that illustrates this process.

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Topic: Seeking Mental Efficiency

Difficulty Level: Difficult

Skill Level: Apply What You Know

Essay Questions

112) Compare old-fashioned racism and sexism and today’s attitudes, and give an example of each.

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: Planet Prejudice

Difficulty Level: Difficult

Skill Level: Apply What You Know

113) Describe three material costs of prejudice, stereotyping, and discrimination, as well as one psychological cost. Provide an example of each.

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Topic: The Costs of Prejudice, Stereotyping, and Discrimination

Difficulty Level: Difficult

Skill Level: Apply What You Know

114) What are authoritarianism and social dominance orientation? How are they related to prejudice?

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.;

Topic: Social Dominance Orientation; Authoritarianism and Prejudice

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

115) Describe the five components of the self-fulfilling spiral of intergroup competition and illustrate each with an example. Be sure to specify the sequence of these components (a diagram would be helpful here). How is this a self-fulfilling prophecy?

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.; Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Topic: The Self-Fulfilling Spiral of Intergroup Competition

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

116) Stereotyping allows us to gain potentially useful information for relatively little cognitive effort. What personal and situational factors can make people more likely to use their stereotypes in order to conserve mental effort?

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Topic: Seeking Mental Efficiency

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

117) Describe the ignorance hypothesis, and provide two reasons why it is inadequate.

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: Interventions Based on the Ignorance Hypothesis

Difficulty Level: Difficult

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

118) Describe the ways in which intergroup contact can successfully reduce intergroup conflict. Give an example of each way.

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: When Contact Helps

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.; 2.1 Use scientific reasoning to interpret psychology phenomena.; 2.4 Interpret, design and conduct basic psychological research.; 2.5 Incorporate sociocultural factors in scientific inquiry.

119) Ian is a bigoted White man who works in management at a furniture store. Ian’s boss hires Andres, a Black man, to work with Ian. Andres is highly intelligent, very motivated, and in all respects a very personable man. What should Ian’s boss do to manipulate the situation so that Ian might change his initial negative impression of Andres to a more accurate one?

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: When Contact Helps

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

120) Describe the jigsaw classroom and why it is important.

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Topic: When Contact Helps

Difficulty Level: Difficult

Skill Level: Analyze It

Revel Quiz Questions

The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology: Goals in Interaction, 7e.

End of Module Quiz 11.1: Planet Prejudice

EOM Q11.1.1

Feeling negatively toward people who do not share your religious beliefs is an example of __________, whereas a generalized belief such as “all Asians are good at math” is an example of __________.

prejudice; stereotype
stereotype; prejudice

Consider This: Prejudice refers to feelings, stereotypes to beliefs. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

stereotype; discrimination

Consider This: Discrimination refers to behaviors directed toward other people because of their group membership, stereotypes refer to beliefs. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

prejudice; discrimination

Consider This: Discrimination refers to behaviors directed toward other people because of their group membership. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOM Q11.1.2

Which of the following examples is a cost borne by targets of discrimination?

There is a fear that one might confirm the negative stereotypes held by others about one’s group.
Minority groups tend to be paid more for the same work.

Consider This: Women and minority groups get paid less for the same work. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

White men tend to receive worse deals on cars than White women.

Consider This: White men were offered better deals on cars than were White women, Black women, and Black men. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Overweight men receive less financial help from their parents for attending college. This pattern is not found for overweight women.

Consider This: Overweight women are the ones who receive less financial help from their parents. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q11.1.3

Which of the following strategies for coping with stereotype threat is beneficial in both the short and long term?

believing that you can improve your abilities through additional hard work
self-handicapping one’s performance

Consider This: Self-handicapping may have short-term psychological benefits but creates longer-term costs. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

disidentifying with the domain (e.g., academic achievement) that is the source of the stereotype threat

Consider This: Disidentifying may be useful in the short run but creates longer-term costs. For example, distancing yourself from academic achievement will leave you ill prepared to compete successfully in a world where knowledge and the ability to learn are critical.11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

taking a very serious attitude toward your performance at the task at hand

Consider This: One study showed that women who use humor as a coping strategy are less likely to perform worse on a difficult math test after negative math stereotypes are made salient. The humor apparently reduces the anxiety they experience during the test. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Difficulty Level: Moderate

Skill Level: Apply What You Know

End of Module Quiz 11.2: Supporting and Protecting One’s Group

EOM Q11.2.1

A person high in social dominance orientation would likely agree with which of the following statements?

Some groups of people are simply inferior to others.
All groups should have access to equal opportunities in life.

Consider This: Social dominance orientation describes the extent to which a person wants his or her own group to dominate and to be superior to other groups. 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Treating people more equally would improve society’s problems.

It is never okay to step on others to achieve your own goals.

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q11.2.2

__________ tends to _________ ingroup favoritism and outgroup hostility.

Intergroup competition; increase
Intergroup competition; decrease

Consider This: We expect ingroup favoritism and outgroup hostility when we are competing with other groups for resources. 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Social dominance orientation; decrease

Outgroup identification; increase

Consider This: Ingroup identification leads to increased discrimination. 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q11.2.3

Competitive situations create competitive people/groups, and competitive people/groups create increasingly more competitive and hostile situations. This description of the self-fulfilling spiral of intergroup competition illustrates which two forms of person–situation interactions?

(1) Situations can change people, and (2) people change their situations.
(1) People change their situations, and (2) different people respond differently to the same situation.

Consider This: The question does not talk about different people responding differently to the same situation. 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

(1) People choose their situations, and (2) different situations prime different parts of the person.

Consider This: The question does not talk about people choosing situations, or about priming. 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

(1) Situations choose the person, and (2) situations can change people.

Consider This: The question does not talk about people choosing situations. 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

End of Module Quiz 11.3: Seeking Social Approval

EOM Q11.3.1

__________ religious people strive to live their religion and internalize its teachings, whereas __________ religious people strive to use religious worship as an opportunity to make social connections or gain status.

Intrinsically; extrinsically
Fundamentalist; quest-oriented

Consider This: Fundamentalism is characterized by a certainty in the absolute truth of one’s religious beliefs. Quest-oriented individuals believe religion is a never-ending personal journey toward truth. 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Quest-oriented; extrinsically

Consider This: Quest-oriented individuals believe religion is a never-ending personal journey toward truth. 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Extrinsically; intrinsically

Consider This: Individuals who are more extrinsically religious tend not to internalize religious messages as a life standard. For individuals who are intrinsically religious, religion is not a means to some other goal but rather an end in itself. 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Learning Objective: 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOM Q11.3.2

What accounts for the relationship between religiosity and support for suicide attacks, according to research described in the text?

commitment to one’s religious group
low self-esteem

Consider This: Self-esteem was not discussed in the text as being linked to religion and violence. 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

extrinsic religiosity

Consider This: Extrinsic religiosity is actually associated with seeing religious participation as a means to making social connections. 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

quest religiosity

Consider This: Quest religiosity is actually associated with lower prejudice and discrimination. 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Learning Objective: 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q11.3.3

People are especially likely to express their groups’ prejudice-relevant norms when __________.

he group and express their opinions publicly
they are new to the group and express their opinions privately

Consider This: Approval-seekers conform to apparent group norms especially when these actions will be seen by potential approval-givers. 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

they are established group members and express their opinions privately

Consider This: Established members of a group are less likely to be as concerned with winning the group’s approval as are new members, and private expression of views is less likely to trigger concerns about fitting in than is public expression. 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

they are established group members and express their opinions publicly

Consider This: Established members of a group are less likely to be as concerned with winning the group’s approval as are new members. 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Learning Objective: 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Difficulty Level: Moderate

Skill Level: Apply What You Know

End of Module Quiz 11.4: Managing Self-Image

EOM Q11.4.1

Which of the following strategies contributes to negative prejudice and is used to maintain favorable personal and social identities?

scapegoating
disidentifying with one’s favored group

Consider This: Disidentifying is discussed as a means of coping with stereotype threat. 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

upward social comparison

Consider This: By engaging in downward, rather than upward, social comparison you can create a positive social identity, which in turn can increase your sense of self-worth. 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

ingroup identification

Consider This: People may derogate members of other groups to feel better about themselves. 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q11.4.2

Which of the following is a characteristic of the authoritarian personality?

Authoritarians view the world in simple black–white terms.
Authoritarians struggle with authority figures because they want the authority for themselves.

Consider This: Authoritarianism is the tendency to submit to those having greater authority and to denigrate those having less authority. 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Authoritarians have trouble conforming to society’s conventions and rules.

Consider This: Authoritarians easily adopt and conform to society’s conventions and rules. 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Authoritarians are generally unwilling to express prejudice against members of minority groups.

Consider This: Authoritarians are strongly prejudiced against members of minority groups. 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q11.4.3

Which of the following statements is true?

When people’s self-images are threatened by failure, they are more likely to derogate members of stigmatized groups.
People with low self-esteem do not tend to boost ingroups or derogate outgroups.

Consider This: People can sometimes restore threatened self-esteem by derogating members of negatively stereotyped groups. 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

The amount of in-group favoritism displayed by people with high self-esteem is not affected significantly by whether they belong to a high or low status group.

Consider This: Belonging to a low-status sorority threatened the positive self-image of high-self-esteem women. 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

People with high self-esteem favor their own groups less than people with low self-esteem.

Consider This: People who have high self-esteem favor their own groups often to an even greater extent than do people who have low self-esteem. 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

End of Module Quiz 11.5: Seeking Mental Efficiency

EOM Q11.5.1

Which of the following research findings on the “shooter bias” is true?

This bias can occur even when people are actively trying to avoid being influenced by race.
People are more able to distinguish between guns and harmless objects when held by a Black man.

Consider This: Black men are more likely to be incorrectly shot at than Whites. 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

The shooter bias has only been found in White participants.

Consider This: The shooter bias has been found in Black participants as well. 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

The shooter bias has only been found in people who are personally prejudiced.

Consider This: The shooter bias has been found in people who are personally prejudiced and those who are not. 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q11.5.2

Stereotypes tend to __________ the differences between groups and __________ the differences within groups.

sharpen; soften
minimize; exaggerate

Consider This: Stereotypes are designed to save time and effort, and tend to exaggerate group differences. 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

soften; sharpen

homogenize; exaggerate

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOM Q11.5.3

Which of the following factors increases the likelihood of stereotyping?

physiological arousal
negative mood

Consider This: Research suggests that people in negative moods are more motivated to go beyond their stereotypes to understand others. It is important to note, however, that they tend to think about others in less favorable ways. 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

physical attractiveness

Consider This: Attractiveness was not discussed as a factor that increases the likelihood of stereotyping. 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Consider This: Age was not discussed as a factor that increases the likelihood of stereotyping. 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Difficulty Level: Easy

Skill Level: Understand the Concepts

End of Module Quiz 11.6: Reducing Prejudice, Stereotyping, and Discrimination

EOM Q11.6.1

Which of the following interventions is an effective strategy for reducing prejudice, stereotyping, and discrimination?

taking the perspective of members of stigmatized groups
activating goals compatible with prejudice, stereotyping, and discrimination

Consider This: Activating goals compatible with prejudice, stereotyping, and discrimination would likely increase rather than reduce instances to these things. You would want to activate incompatible goals. 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

educating people about different groups so that they’ll develop factual beliefs about stigmatized groups

Consider This: Well-meaning people believe prejudice exists because people don’t know any better. 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

accepting features of the situation

Consider This: Accepting the features of a situation when it is socially acceptable to have prejudice would not reduce the prejudice. We would want to change the features of the situation. 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOM Q11.6.2

Which of the following is a principle of effective intergroup contact?

Outgroup members should possess traits and abilities that challenge the negative stereotypes of their group.
Contact should occur at the group level so that the potential for interpersonal conflicts is minimized.

Consider This: When contact occurs at the individual level, people are more likely to notice their similarities and see that all members of a group are not alike. 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

The groups should be of different statuses, at least within the contact setting.

Consider This: The groups should be of equal status. 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

The contact should challenge local norms and authorities.

Consider This: Intergroup contact should be supported by local authorities and norms. 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOM Q11.6.3

In which of the following ways does the jigsaw classroom design take advantage of the principles of effective contact?

The students work cooperatively with each other toward the common goal of learning the day’s lesson.
The jigsaw method groups children according to race or ethnicity, which gives them the opportunity to demonstrate their competence and disprove negative stereotypes as a group.

Consider This: A jigsaw classroom creates groups that are mixed-race and mixed-sex. 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

The students’ grades do not depend on their classmates’ performance, thus reducing the likelihood of interpersonal conflicts.

Consider This: Each student’s information is only one piece of the puzzle; he or she depends on the five teammates to learn the whole lesson. This helps minority students disprove stereotypes of incompetence. 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

The jigsaw method groups children according to sex, which gives them the opportunity to demonstrate their competence and disprove negative stereotypes as a group.

Consider This: A jigsaw classroom creates groups that are mixed-race and mixed-sex. This contact has the clear support and approval of an important authority. 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Difficulty Level: Moderate

Skill Level: Apply What You Know

Chapter Quiz: Prejudice, Stereotyping, and Discrimination

EOC Q11.1

A generalized attitude toward members of a social group is known as __________.

prejudice
discrimination

Consider This: Discrimination is defined as behaviors directed toward people on the basis of their group membership. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

a stereotype

Consider This: A stereotype is a generalized belief about members of social groups. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

an ingroup bias

Consider This: Ingroup bias is the tendency to benefit members of one’s own group over members of other groups. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOC Q11.2

Sexual harassment is a form of __________.

discrimination
stereotyping

Consider This: Stereotyping involves beliefs; the correct response involves directing behaviors toward others because of their membership in a given group. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

prejudice

Consider This: Prejudice involves feelings about groups; the correct answer focuses on harassment, which is a behavior. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

social identity

Consider This: The correct response involves directing behaviors toward others because of their membership in a given group. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Difficulty Level: Moderate

Skill Level: Remember the Facts

EOC Q11.3

Stereotype threat tends to decrease __________.

working memory capacity
dejection

Consider This: Stereotype threat actually increases one’s sense of dejection. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

arousal

Consider This: Stereotype threat actually increases one’s sense of arousal. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

negative thoughts

Consider This: Stereotype threat actually increases one’s negative thoughts. 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Learning Objective: 11.1 Define the following terms and understand how they differ from one another: (1) prejudice, (2) stereotype, (3) discrimination, and (4) stereotype threat.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOC Q11.4

Tim and his family are poor working-class people living along the southern border of Texas for more than 30 years and have opposed policies that encourage the immigration of Mexican laborers, who they see as coming to take away their land or jobs. This exemplifies the idea of __________.

realistic group conflict theory
scapegoating

Consider This: Scapegoating is the process of blaming members of other groups for one’s frustrations and failures. Which term proposes that intergroup conflict emerges when groups compete for the same resources? 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

minimal intergroup paradigm

Consider This: The minimal intergroup paradigm is an experimental procedure in which short-term, arbitrary, artificial groups are created to explore the foundations of prejudice, stereotyping, and discrimination. Which term proposes that intergroup conflict emerges when groups compete for the same resources? 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

disidentifying

Consider This: Disidentifying is when the relevance of a particular domain (e.g., academic achievement) to one’s self-esteem is reduced in one’s mind. Which term proposes that intergroup conflict emerges when groups compete for the same resources? 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOC Q11.5

Keith is a White American who believes that his group is superior to other groups and deserves to hold its higher status position in society compared to immigrants from other countries. His beliefs characterize __________.

social dominance orientation
realistic group conflict

Consider This: Realistic group conflict theory is the proposal that intergroup conflict, and negative prejudices and stereotypes, emerge out of actual competition between groups for desired resources. Which term describes the extent to which a person wants his or her group to dominate or be superior to other groups? 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

stereotype threat

Consider This: Stereotype threat is the fear that one might confirm the negative stereotypes held by others about one’s group. Which term describes the extent to which a person wants his or her group to dominate or be superior to other groups? 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

authoritarianism

Consider This: Authoritarianism is the tendency to submit to those having greater authority and to denigrate those having less authority. Which term describes the extent to which a person wants his or her group to dominate or be superior to other groups? 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOC Q11.6

In Muzafer Sherif’s study involving the Rattlers and the Eagles at a summer camp, how did the boys rate the characteristics of each group following the four-day competition between the two groups?

They saw their own group as tough, but the other group as sneaky.
The groups refused to acknowledge that the other group even existed.

Consider This: Competition tends to exaggerate negative prejudices and stereotypes about the outgroup. 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

The boys realized how similar the two groups actually were.

They saw their own group as sneaky, but the other group as tough.

Learning Objective: 11.2 Summarize the factors in the person and the situation that contribute to realistic group conflict.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOC Q11.7

The form of religiosity known as fundamentalism is characterized by __________.

a certainty in the absolute truth of one’s religious beliefs
a never-ending personal search for fundamental truths

Consider This: This answer corresponds to the form of religiosity known as quest religiosity. 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

an opportunity to make friends and social connections

Consider This: This answer corresponds to the form of religiosity known as extrinsic religiosity. 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

high concern for appearing tolerant of other groups

Consider This: This answer corresponds to the form of religiosity known as intrinsic religiosity. 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Learning Objective: 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOC Q11.8

Anna is a spiritual person who describes her religion as an ongoing personal journey toward truth. She is very open-minded, and is not bothered by the fact that there don’t seem to be black-and-white answers to some of her spiritual and moral questions. Compared to people with other orientations to religion, we can predict that Anna would __________.

have relatively fewer prejudices
be moderately negatively prejudiced

Consider This: People who are quest-oriented are open-minded about spiritual matters and don’t expect to find simple answers to complex spiritual and moral issues. 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

be extremely prejudiced

be prejudiced only against people who are further along in their journey toward the truth

Learning Objective: 11.3 Discuss how different forms of religiosity and social norms are linked to prejudice and discrimination.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOC Q11.9

During the so-called Cold War of the 1950s and 1960s, not only was there a lot of suspicion about what communists were up to, but communists were also blamed for nearly everything that went wrong—even to the extent that they were held responsible for unusual weather patterns. This practice illustrates __________.

scapegoating
social identity

Consider This: Social identity is defined as the beliefs and feelings we have toward the groups to which we see ourselves belonging. What term is usually directed toward easily identifiable groups against whom socially acceptable prejudices already exist? 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

downward social comparison

Consider This: This refers to a direct comparison between groups or individuals, which is not what this question is about. What term is usually directed toward easily identifiable groups against whom socially acceptable prejudices already exist? 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

stereotype threat

Consider This: Stereotype threat is the fear that one might confirm the negative stereotypes held by others about one’s group. What term is usually directed toward easily identifiable groups against whom socially acceptable prejudices already exist? 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOC Q11.10

People with more authoritarian personalities are __________ toward outgroups in comparison to people with less authoritarian personalities.

more negatively prejudiced
less negatively prejudiced

Consider This: Individuals with authoritarian personalities submit to authorities but are aggressive to those perceived to be lower in the social ladder. 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

more deferential

more respectful

Learning Objective: 11.4 Discuss how social identity, authoritarianism, and threats contribute to prejudice.

Difficulty Level: Easy

Skill Level: Understand the Concepts

EOC Q11.11

The case of Amadou Diallo, in which police officers shot him as he pulled a black object from his pocket, is an example of how __________ can end in tragedy.

stereotyping
social identity

Consider This: Social identity is defined as the beliefs and feelings we have toward the groups to which we see ourselves belonging. 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

downward social spiraling

Consider This: The term downward social spiraling is not discussed in the text. 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

authoritarianism

Consider This: Authoritarianism is the tendency to submit to those having greater authority and to denigrate those having less authority. 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOC Q11.12

Perceived outgroup homogeneity is the phenomenon wherein people __________.

exaggerate the degree of similarity within groups other than their own
exaggerate the degree of differences between different groups

Consider This: We tend to stereotype outgroup members instead of thinking of them as individuals. 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

underestimate the similarity within their own group

exaggerate the degree of difference within groups other than their own

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Difficulty Level: Moderate

Skill Level: Remember the Facts

EOC Q11.13

People are more likely to stereotype in situations that __________.

have many things going on
involve one-on-one individual contact

Consider This: Stereotyping is more likely when people do not have the cognitive resources to think in complex terms. 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

lead them to question their own assumptions

require them to focus on a specific task

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOC Q11.14

Given the results of one study discussed in your text, what would be the effect of overhearing ethnic slurs about Hispanics during a group conversation?

Participants who were ambivalent would evaluate the Hispanic team members more positively.
Participants who had strong pro-Hispanic attitudes would be the most influenced by the ethnic slurs.

Consider This: Ethnic slurs are more likely to lead negatively prejudiced people to use negative stereotypes. 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Participants who were ambivalent would evaluate the Hispanic team members more negatively.

The ethnic slurs would have a positive effect on the Hispanic team members but only from participants who had begun with strong negative prejudices.

Learning Objective: 11.5 Describe the factors in the person and the situation that increase the likelihood of using stereotypes.

Difficulty Level: Difficult

Skill Level: Analyze It

EOC Q11.15

The goal-based strategy for reducing prejudice, stereotyping, and discrimination involves which of these established points?

The recognition that prejudice, stereotyping, and discrimination serve important goals for people.
Simply bringing two sides together solves most conflict.

Consider This: The desire to benefit the ingroup and feelings about outgroups vary for different people and under certain circumstances. 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

At base, all forms of prejudice, stereotyping, and discrimination have the same goal.

Prejudice can only be reduced when people have a goal of becoming less prejudiced.

Learning Objective: 11.6 Provide examples of the four types of strategies for reducing prejudice, and explain how the jigsaw classroom embodies the six principles of effective intergroup contact.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

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Chapter 11 Prejudice, Stereotyping, And Discrimination

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