POLI 100M: Poli-cal Psychology. Lecture 10: Implicit A;tudes and Race Taylor N. Carlson

Transcription

1 POLI 100M: Poli-cal Psychology Lecture 10: Implicit A;tudes and Race Taylor N. Carlson

2 Announcements Final project is due Saturday, Sept. 9, 11:30am Submit to Turn it In on TritonEd Review the rubric and detailed assignment guidelines on TritonEd Office hours this week: today 2:30-4:30.

3 Last Time Poli-cal Networks Largely homogeneous, but more disagreement than we would expect Psychological characteris-cs condi-on the effects of disagreement on poli-cal behavior Social Media Most content is not poli-cal, yet the poli-cal content can be consequen-al Online networks are more diverse than offline networks Facilitates affec-ve polariza-on

4 What ques-ons do you have?

5 Today: Driving Ques-ons What is the difference between implicit and explicit a;tudes? How do they each impact behavior? What are the psychological explana-ons for racial bias? Should we care about psychology in understanding poli-cs?

6 Today: Learning Outcomes Define the following key terms: implicit a;tude, explicit a;tude, implicit bias, explicit bias, linked fate, social iden-ty theory, contact hypothesis, self-monitoring Describe the psychological mechanisms that might explain racial bias in the U.S. Evaluate whether we should care about psychology in understanding poli-cs

7 Race in America

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11 Stereotypes and Prejudice

12 Stereotypes & Prejudice: Defini-ons In-group: a group to which an individual belongs Out-group: any group other than the in-group Prejudice: a hos-le or nega-ve a;tude toward a dis-nguishable group of people, based solely on their group membership

13 What causes prejudice? Is it learned? Or are we born with it? Evolu-onary Psychology Research: animals have a tendency to feel more favorably toward gene-cally similar others and to express fear toward dissimilar organisms Social Psychology Research: Culture (parents, media) move us to assign nega-ve quali-es to people different from us

14 Social Cogni-ve Perspec-ve: Categoriza-on Social categoriza-on simplifies the social world In group favori-sm effect: we evaluate ingroup members more posi-vely, reward them more, and expect beder treatment from them Out group homogeneity effect: we see out group members as different from us, but all the same as one another

15 Implicit and Explicit A;tudes Implicit a;tudes: evalua-ons that occur without conscious awareness towards an a;tude object or the self introspec-vely uniden-fied (or inaccurately iden-fied) traces of past experience that mediate favorable or unfavorable feeling, thought, or ac-on toward social objects (Greenwald & Banaji) Explicit a;tudes: evalua-ons that are expressed with conscious awareness toward an a;tude object or the self

16 Dual Process Model Thoughts arise as a result of two processes Implicit: automa-c, unconscious Very difficult to change, form new habits, form new implicit associa-ons Explicit: controlled, conscious Can change with persuasion, educa-on

17 Dual Process Model: Stereotyping 1. When we perceive an individual, salient stereotypes are ac-vated automa-cally (Implicit) 2. Ac-vated stereotypes guide our expressed (explicit) a;tudes and/or behavior When we are mo#vated and cogni#vely able, we can overcome implicit biases by altering our explicit behavior

18 When are we likely to stereotype? Ambiguous, inadequate informa-on Cogni-vely busy In a bad mood

19 How do we learn stereotypes? Social Learning Theory Parents, peers, teachers Children are not born with prejudice, but by age 7 most show signs of prejudice Reinforcement: gender roles, tell kids who to be friends with, exposure to parent stereotyping behavior Media

20 Social Learning Theory: The Media Social Psychology Study Par-cipants watched 7 college basketball games and 5 NFL playoff games 77% of comments made about white players were about intelligence, whereas only about 22.5% of comments about black players were about intelligence 65% of comments about black players were about athle-cs, whereas only about 12% of comments about white players were about athle-cs

21 Social Learning Theory: The Media Perez (2015) shows several examples of how the media exposes us to specific associa-ons about minority groups Immigra-on and La-nos Illegal and Immigra-on [and Illegal and La-nos] Crime and La-nos [other research shows Crime and African Americans as well]

22 40 30 Zimmerman trial begins Shelby Co. v Holder verdict Zimmerman verdict Obama remarks on race and Trayvon Percent of Show Mentioning Race Kimani Grey shooting Kimani Grey shooting Zimmerman trial begins Shelby Co. v Holder verdict Zimmerman verdict Obama remarks on race and Trayvon Maddow O'Reilly 10 0 Source: Engelhardt 2017 Jan 2013 Apr 2013 Jul 2013 Oct 2013 Jan 2014 Date

23 Topic Attention Difference Between O'Reilly and Maddow Illegal Immigration Population Characteristics Race as a Problem City/Community Problems Deaths of Black Americans Racism Tea Party racism Discrimination Immigration Reform Civil/Voting Rights More O'Reilly Attention More Maddow Attention Source: Engelhardt 2017

24 Examples of Discrimina-on in Poli-cs

25 Candidate Evalua-ons: Experimental Evidence Terkildsen (1993) White voters shown three hypothe-cal candidates running for governor: white male, light-skinned black male, darkskinned black male White voters were less likely to report vo-ng for the darker skinned candidates Kam (2007) Implicit nega-ve a;tudes toward Hispanics reduces support for a Hispanic poli-cal candidate in the absence of par-san cues Lajevardi working paper Par-cipants were less likely to report vo-ng for a Muslim candidate of color than a non-muslim, white candidate

26 Candidate Evalua-ons: Observa-onal Data Highton (2004) Exit poll data from the 1996 and 1998 House elec-ons suggest lidle support for the hypothesis that white voters discriminate against black candidates Bullock (2000) Precinct-level returns suggest that white support for Black Democra-c incumbents was not different from white support for two most successful white Democra-c candidates Key advantage in this study is that party is held constant Krupnikov & Piston (2015) When a prejudiced strong par-san shares the par-sanship of a black candidate, s/he is likely to experience a decision conflict prejudice and par-sanship in opposite direc-ons decreasing the likelihood that s/he turns out to vote

27 Reducing Prejudice

28 Reducing Prejudice Contact Theory Coopera-ve Interdependence Equal Status Acquaintance Poten-al Ins-tu-onal Support Example: Sherif (1961) Scout Camp Used coopera-ve ac-vi-es that required different groups working together More likely to be friends with people in another group auer the cross-group ac-vi-es

29 Post-Racial or Most Racial?

30 Poli-cal Psychology

31 Topic Introduc-on Individual Differences Vo-ng (Mis)informa-on Media Campaigns Ques-on(s) What is poli-cal psychology? How do differences in personality, gene-cs, and psychophysiology impact poli-cal behavior? What are the psychological mo-va-ons behind why people vote and which candidates they support? How do individuals process informa-on? Why do people believe poli-cal rumors? What role does the media play in informing the public? Why do individuals choose informa-on sources? How do campaigns use psychology to win elec-ons?

32 Topic Irrelevant and Apoli-cal Influences on Poli-cal Behavior Polariza-on Social Networks, Poli-cal Discussion, and Social Media Implicit vs. Explicit A;tudes Ques-on(s) Do irrelevant events influence poli-cal behavior? Why? Why and how are liberals and conserva-ves different? Why and with whom do individuals discuss (or avoid discussing) poli-cs? How do individuals engage with poli-cs on social media? What are the psychological explana-ons for racial bias in poli-cs?

33 Reflec-ons What are the advantages of thinking about poli-cs from a poli-cal psychological perspec-ve? What are the disadvantages of thinking about poli-cs from a poli-cal psychological perspec-ve?