Stereotype content across ethnicity and socio-economic status: a case of ethnic groups in Russia
The interaction between target’s ethnicity and their socio-economic status in forming stereotypes and aims. Stereotype content model and status. Multiple categorization, non-algebraic models. Consent form and instructions for pre-test and main part.
Рубрика | Психология |
Вид | дипломная работа |
Язык | английский |
Дата добавления | 14.07.2020 |
Размер файла | 3,4 M |
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There are, however, some differences that occur most likely due to the added influence of the status variable. Russians have second to best scores on both competence subscales - assertiveness and skills - falling behind by Chechens and Chinese, respectively.
Even though Fiske (2018) suggests that labels and photographs evoke similar stereotypes, that might not turn out to be exactly accurate for the current study as targets are sometimes mislabelled by participants, which might be the reason for more muddied up stereotype content thus leading to results of the current study not replicating results of previous studies perfectly.
H2a: High-status targets should be evaluated as more competent than warm.
Overall, high status does evoke stereotypes of competence, with high-SES targets being assessed as more competent than warm (see Table 9) as said by Koenig and Eagly (2019), but when we view the results for each target ethnicity individually (Table 11), we can see a different picture.
The general pattern is only applicable to the Chechen target. High-SES Russians areevaluatedas equally competent and warm, which does follow typical warmth-competence distribution for Russian participants as Russians are one of three groups that were viewed as unambivalently “good” on both SCM dimensions (Grigoryev, et al., 2019).Uzbeks and Chinese are viewed as more warm than competent which is novel results that are hard to explain right away. One of the possible explanations might be that, according to commentary of some of the participants some photographs, though constructed in a similar way, were subjectively more nice-looking and some of the targets (namely, Chinese) were said to be more “pretty”.
H2b: Low-status targets should be evaluated as more warm than competent.
Once again, the warmth competence trade-off seems to be evident for the overall results (Table 8), supporting the trend seen in multiple other research done in other countries (Durante & Fiske, 2017; Fiske et al., 2016; Fiske, 2017, 2018). In that case the general pattern applies to all groups other than Chechens - low-SES Russians, Uzbeks and Chinese are indeed evaluated as more warm than competent. Chechens are viewed as less warm than competent, which while not following the warmth-competence trade-off, does follow the results acquired for Chechen ethnic group earlier (Grigoryev, et al., 2019).
As for the crossed categorization predictions, I find that it will be better to discuss the following two hypotheses together.
H3a: The consistent information about stereotype content from the status and ethnicity should lead to no changes in the evaluation of targets.
H3b: The inconsistent information about stereotype content from the status and ethnicity should lead to the additive pattern with changes in the evaluation of targets toward neutral.
These hypotheses have been mostly met, with some exceptions that will be described in detail below.Similarly to previous research (Grigoryan, 2020) the additive model seemsto fitthe data showing cross-categorization results, which further supports its' legitimacy for studying stereotype content formulation.
The content of stereotypes specific to any one ethnicity is a bit different from what have been previously found for Russia. That is most likely due to combination of factors such as adding a new independent variable that, expectedly, have affected the stereotype content and possibly the type of stimuli and the sample acquired.
If we take Chechenspreviously low on competence(LC) and warmth (LW) and look at the competence and warmth dimensions for high status (HC-LW) and low status (LC-HW) then indeed, we can see that the low-SES group is evaluated as low competence (so that score does not change with consistent status and ethnicity information) and middle warmth (LW (ethnicity) +HW (status)); the high-SES group is evaluated as moderately competent (LC+HC) and cold (LW and LW (`and' between variables highlights consistent information)).
If we apply the same analysis to Russians (HC-HW), we can se that low-SES Russians are evaluated as moderate on competence scale (HC+LC) and high in warmth dimension (HW and HW); the high-SES group is evaluated as competent (HC and HC) and warm, which the first place where a prediction is not entirely accurate, as high status Russians are still high on the warmth scale. That could be arguably due to the fact that Russians tend to be rated exceptionally high in warmth when studying Russian population (Grigoryev, et al., 2019), so even though the rating is above moderate on the warmth scale here it still much lower for high status group, than for low-status groups or in a study without a status indication.
For Uzbeks (LC-LW) it is important to mention that though they are part of the cluster of ethnicities that is low on both dimensions, within this cluster they are quite close to its' edges on the moderate side. The low-SESgroup is evaluated as low in competence (LC and LC) and moderate in warmth (LW+HW); and the high-SES group is evaluated as moderate in competence (LC+HC) and moderate in warmth which is does not align with the hypothesis perfectly as the results should have been low in warmth, but might be due to its' borderline position on the SCM map.
And now we come to the last group, Chinese (HC-LW). Low-SES Chinese are evaluated as incompetent, which is unexpectedly low, and moderately warm (LW+HW); high-SES group is evaluated high both on competence (HC and HC) and warmth scales, which very surprising as a low rating was expected. It seems to be an interesting to topic to study stereotype content relevant specifically to the Chinese in a separate study, as this ethnicity seems to provide the most unexpected results when it comes to cross-categorization. A possible explanation might also hide, as have been mentioned when discussing ethnicities, in the pictures used as stimuli and their attractiveness. Some of the unexpected data described above might be a result of the fact that Russia is a post-communist country, and stereotype content of high-status groups and lower class groups in post-communist countries was found to be different from the results obtained in other countries - the lower class was precepted more positively, and the upper class - more negatively (Grigoryen et al., 2019)
Now, after discussing the hypotheses proposed, I want to highlight some other findings, that seem noteworthy to me.
Most of the studies researching the effect of status on the stereotype contents work with perception oneither group or individual level. When it comes to ethnicity (Grigoryev, et al., 2019) the observations were made concerning the whole groups, not individuals. While the SCM can be applied for all levels (personal, group, national) that might be one the reasons for results observed as clothes serve as an indicator of status on an individual level while ethnicity is a group feature.
All ratings gravitated towards more neutral values, now all of the groups, though statistically different, are situated approximatelyat the middle point of both dimensions. That might be due to a sample collected and possibility will be explored further in the limitations part of this paper. This might also be partially explained by the fact that participants were not compensated for participation in any way and in the last decade it had became a common knowledge that people who participate in psychological research freely (without any compensation) are oftentimes more tolerant and less judgmental than general public. Having said that, it is important to mention that I received several email and a number of comments from people complaining that a person should not and cannot be evaluated based on their looks and that “all people are good” so some answers might have been compromised by social desirability bias leading participants to answer more positively.
The blend of ambivalent and unambivalent stereotype content goes somewhat logically with the fact that countries that are more unequal in income distribution tend to have more ambivalent stereotype content and vice versa (Durante & Fiske, 2017; Fiske et al., 2016; Fiske, 2017, 2018) and as of 2016 according to Organisation for EconomicCo-operation and Development Russia had an adequate level of income inequality of 0.33 (OECD, 2020). While most of these studies find correlational links, an experiment showed that only competence dimension is affected by the inequality - amid greater inequality high status targets are perceived as more competent and low status targets - as less competent then in relatively equal conditions (Connor et al., 2020)
Also worth noticing is the fact that, in the end, there were more questionnaires filled for Russian target(Russian - 208 > Uzbek - 183 > Chinese - 168 > Chechen- 159). The questionnaire was programmed in such a way that it assigns each participant one of 8 conditions based on participants sequential number which should result in an even number of participants in each of 8 groups. The discrepancy we see means that people began filling out the questionnaire and then left the survey, and much more people left the page when presented with a picture of Chechen (Chinese, Uzbek) target.
Conclusion
The results mostly supported the hypotheses proposed. Competence dimension of targets is affected both by the status and ethnicity of targets and warmth dimension affected by ethnicity. High-status targets are evaluated as more competent than warm and low-status targets - as more warm than competent. The additive model fits the data explaining cross-categorization results.
Implications
Learning stereotypes that accompany members of various ethnicities becomes a pressing matter in current days, as with the oncome of globalization people from different countries and culturesmust interact successfully in order to have prosperous life. Such information as stereotypes content and psychological reasons behind attitudes toward various ethnical groups is not only useful in itself butwill also help to learn how we can influence and alter these to better communication. Understanding stereotype formation is required in order to improve relationships between groups especially as existing demographics reformulate their categories and hierarchies. Koenig and Eagly (2019) highlight in their study that stereotype content should be changed at its source - social structure, rather than by altering each perceivers' pre-set beliefs.
Governments of many countries currently face numerous issues connected with intensive migration processes. One the goals is to create positive attitudes towards newcomers which may eventually help successful integration. This is why this type of research is practically valuable to manage this and work out specific programmes based not only on common sense but on professional scientific research.
This paper is one of the steppingstones among others, leading to better understanding of how cross-categorization works. In real life people rarely encounter an individual or group that can be attributed strictly to one group. Even though is it important to study stereotype content when only one group attribution is present it is just as important to research cases with multiply-categorized groups.
Limitations
Unfortunately, as it was brought to my attention by some participant in their emails, some of the questions have imperfect design that can be adjusted for better understanding. For future studies, I think, it would be beneficial to alter the answers to the 5 questions that follow the SCM questionnaire (used to control SES manipulation and some possible covariates to the independent variables) in a couple ways: a) change the answer options from typical “not at all” / ”very much” to a more question specific options (e.g. for the question asking how much does a target earn - “a lot” / “a little”), b) highlight in some way that the question asking about the similarity of the goals is formulated with the word “opposite” and the answer requires thinking about double-negative sentence, which creates confusion.
The sample of the current study presents some problems as it is predominantly female (81%)with 76% reporting having bachelor's or higher degrees of education, thus being hardly generalizable to common public. It would be useful to conduct another round of research with similar design (accounting for some mistakes mentioned in the current section) with more time that would allow to control the sample while collecting it and adjusting collecting strategy to have more representative sample.
Pictures used in the present research were based on averaged photos of a member of a particular ethnicity, that, as the results show, were not universallyproperly recognized. That can be rectified if the photos would either be created from scratch specifically for the research, or created using a now accessible artificial intelligence neural network that would create images in accordance with unique inquiry (such service was unfortunately not yet available at the beginning of present research); in both cases the image can be altered until the majority of participants categorize it the way researcher wants to.
The stimuli material used was tested to see whether it evoked proper understanding of status, and it indeed performed great in that respect. Some of the participants, though, pointed out (when observing all the stimuli photographs after they concluded their participation) that some of the pictures looked more “fitting” (in terms of target's face fitting with their clothes), or “natural” than others. So in the future if the resources would allow that it would be good practice when creating the images to control that the targets are equally appealing to the sample. As a supplementary test it would be useful to conduct a small pre-test (though technically it will be done after the main part)asking participants to rate the photographs on their appeal; that might explain some of the unexpected results obtained, especially concerning the score on the warmth dimension.
Suggestions for future research.
I would like to outline some suggestions for future research. It would be useful to create a design with written descriptions of the target instead of photographs to see whether the results of stereotype content would be closer to previous results; that will allow us to understand, among other things, whether the difference in results is due to status interaction or partially due to the fact that the information is presented in a form photograph with an ethnicity label attached to it, thus evoking less clear stereotypes. Such design would recreate a different type of experience, slightly less ecological - rather than studying the first impression the way it often occurs in real life (when we do not get any information about a person we just met aside from their looks), it would provide participants with some details. Another way to control whether the results are the way they are because of the using photographs instead of labels, would be to have three groups that would get the same questionnaires, differing only in means of providing information about a target - one would have a only picture of a target, another one would have both a photograph and a written out description and the third one would have only the written description.
In the current research we decided to have targets of the same gender, as otherwise the design would have gotten to complicated, but in future it would also be useful to vary the gender of the target, to learn which information do participants find more important when they form stereotypes.
References
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Appendix 1
socio economic status stereotype
Consent form and instructions for pre-test and main part
Appendix 2
One block of questionnaire from Pre-test
Appendix 3
T-test Morality, pre-test
Pair |
Mean |
SD |
t |
df |
Sig. (2-tailed) |
Correlation |
Effect Size dRepeated Measure |
|
ChchSrMoral - PolSrMoral |
-0.67 |
1.06 |
-11.53 |
329 |
0 |
0.24 |
0.63 |
|
ChchSrMoral - RusSrMoral |
-0.96 |
1.15 |
-15.28 |
329 |
0 |
0.16 |
0.86 |
|
ChchSrMoral - GerSrMoral |
-0.67 |
1.14 |
-10.69 |
329 |
0 |
0.19 |
0.61 |
|
ChchSrMoral - UzbSrMoral |
-0.34 |
0.97 |
-6.27 |
329 |
0 |
0.44 |
0.32 |
|
ChchSrMoral-ChnSrMoral |
-0.58 |
1.05 |
-9.98 |
329 |
0 |
0.38 |
0.6 |
|
PolSrMoral - RusSrMoral |
-0.29 |
0.91 |
-5.8 |
329 |
0 |
0.41 |
0.29 |
|
PolSrMoral - GerSrMoral |
0.01 |
0.94 |
0.1 |
329 |
0.92 |
0.38 |
-0.01 |
|
PolSrMoral - UzbSrMoral |
0.34 |
1.03 |
5.96 |
329 |
0 |
0.3 |
-0.36 |
|
PolSrMoral - ChnSrMoral |
0.09 |
1 |
1.71 |
329 |
0.09 |
0.39 |
-0.11 |
|
RusSrMoral - GerSrMoral |
0.3 |
0.93 |
5.8 |
329 |
0 |
0.43 |
-0.33 |
|
RusSrMoral - UzbSrMoral |
0.63 |
1.05 |
10.83 |
329 |
0 |
0.31 |
-0.62 |
|
RusSrMoral - ChnSrMoral |
0.38 |
1.09 |
6.41 |
329 |
0 |
0.31 |
-0.39 |
|
GerSrMoral - UzbSrMoral |
0.33 |
1.21 |
5 |
329 |
0 |
0.11 |
-0.29 |
|
GerSrMoral - ChnSrMoral |
0.09 |
1.16 |
1.39 |
329 |
0.17 |
0.23 |
-0.09 |
|
UzbSrMoral - ChnSrMoral |
-0.24 |
0.91 |
-4.85 |
329 |
0 |
0.54 |
0.27 |
Appendix 4
T-test Sociability. pre-test
Pair |
|
Mean |
SD |
t |
df |
Sig. (2-tailed) |
Correlation |
Effect Size dRepeated Measure |
|
ChchSrSocial-PolSrSocial |
-0.69 |
1.07 |
-12 |
329 |
0 |
0.18 |
0.61 |
||
ChchSrSocial - RusSrSocial |
-1.15 |
1.07 |
-20 |
329 |
0 |
0.21 |
|
||
ChchSrSocial - GerSrSocial |
-0.84 |
1.18 |
-13 |
329 |
0 |
0.16 |
0.74 |
||
ChchSrSocial - UzbSrSocial |
-0.39 |
1 |
-7 |
329 |
0 |
0.39 |
0.4 |
||
ChchSrSocial - ChnSrSocial |
-0.67 |
1.05 |
-12 |
329 |
0 |
0.37 |
0.68 |
||
PolSrSocial - RusSrSocial |
-0.46 |
0.88 |
-9.6 |
329 |
0 |
0.41 |
0.54 |
||
PolSrSocial - GerSrSocial |
-0.16 |
0.97 |
-2.9 |
329 |
0.004 |
0.38 |
0.18 |
||
PolSrSocial - UzbSrSocial |
0.3 |
1.06 |
5.17 |
329 |
0 |
0.25 |
-0.32 |
||
PolSrSocial - ChnSrSocial |
0.02 |
1 |
0.37 |
329 |
0.712 |
0.37 |
-0.02 |
||
RusSrSocial - GerSrSocial |
0.31 |
0.96 |
5.82 |
329 |
0 |
0.42 |
-0.35 |
||
RusSrSocial - UzbSrSocial |
0.76 |
1.04 |
13.4 |
329 |
0 |
0.31 |
-0.79 |
||
RusSrSocial - ChnSrSocial |
0.48 |
1.05 |
8.32 |
329 |
0 |
0.33 |
-0.51 |
||
GerSrSocial - UzbSrSocial |
0.46 |
1.16 |
7.13 |
329 |
0 |
0.23 |
-0.39 |
||
GerSrSocial - ChnSrSocial |
0.18 |
1.15 |
2.78 |
329 |
0.006 |
0.29 |
-0.16 |
||
UzbSrSocial-ChnSrSocial |
-0.28 |
0.89 |
-5.7 |
329 |
0 |
0.57 |
0.32 |
Appendix 5
T-test Skills. pre-test
Mean |
SD |
t |
df |
Sig. (2-tailed) |
Correlation |
Effect Size dRepeatedMeasure |
||
ChchSrSkills - PolSrSkills |
-0.58 |
0.93 |
-11.33 |
329 |
0.00 |
0.30 |
0.59 |
|
ChchSrSkills - RusSrSkills |
-0.99 |
1.00 |
-17.94 |
329 |
0.00 |
0.21 |
0.96 |
|
ChchSrSkills - GerSrSkills |
-0.80 |
1.09 |
-13.32 |
329 |
0.00 |
0.17 |
0.75 |
|
ChchSrSkills - UzbSrSkills |
-0.21 |
0.85 |
-4.40 |
329 |
0.00 |
0.50 |
0.25 |
|
ChchSrSkills - ChnSrSkills |
-0.93 |
1.06 |
-15.90 |
329 |
0.00 |
0.29 |
0.95 |
|
PolSrSkills - RusSrSkills |
-0.41 |
0.84 |
-8.92 |
329 |
0.00 |
0.39 |
0.50 |
|
PolSrSkills - GerSrSkills |
-0.22 |
0.94 |
-4.31 |
329 |
0.00 |
0.33 |
0.26 |
|
PolSrSkills - UzbSrSkills |
0.37 |
0.94 |
7.18 |
329 |
0.00 |
0.33 |
-0.44 |
|
PolSrSkills - ChnSrSkills |
-0.35 |
0.99 |
-6.43 |
329 |
0.00 |
0.33 |
0.41 |
|
RusSrSkills - GerSrSkills |
0.19 |
0.83 |
4.18 |
329 |
0.00 |
0.49 |
-0.24 |
|
RusSrSkills - UzbSrSkills |
0.79 |
1.05 |
13.57 |
329 |
0.00 |
0.19 |
-0.80 |
|
RusSrSkills - ChnSrSkills |
0.06 |
1.01 |
1.10 |
329 |
0.27 |
0.33 |
-0.07 |
|
GerSrSkills - UzbSrSkills |
0.59 |
1.11 |
9.77 |
329 |
0.00 |
0.19 |
-0.54 |
|
GerSrSkills - ChnSrSkills |
-0.13 |
1.03 |
-2.28 |
329 |
0.02 |
0.36 |
0.13 |
|
UzbSrSkills - ChnSrSkills |
-0.72 |
1.00 |
-13.12 |
329 |
0.00 |
0.40 |
0.75 |
Appendix 6
T-test Assertiveness. pre-test
Pair |
Mean |
SD |
t |
df |
Sig. (2-tailed) |
Correlation |
Effect Size dRepeated Measure |
|
ChchSrAssert - PolSrAssert |
0.78 |
1.09 |
13.06 |
329 |
0.00 |
0.18 |
-0.68 |
|
ChchSrAssert - RusSrAssert |
0.74 |
1.04 |
12.85 |
329 |
0.00 |
0.20 |
-0.65 |
|
ChchSrAssert - GerSrAssert |
0.43 |
1.07 |
7.33 |
329 |
0.00 |
0.24 |
-0.39 |
|
ChchSrAssert - UzbSrAssert |
0.93 |
1.09 |
15.58 |
329 |
0.00 |
0.24 |
-0.84 |
|
ChchSrAssert - ChnSrAssert |
0.55 |
1.09 |
9.21 |
329 |
0.00 |
0.29 |
-0.52 |
|
PolSrAssert - RusSrAssert |
-0.04 |
0.81 |
-0.98 |
329 |
0.33 |
0.44 |
0.05 |
|
PolSrAssert - GerSrAssert |
-0.35 |
0.89 |
-7.07 |
329 |
0.00 |
0.41 |
0.40 |
|
PolSrAssert - UzbSrAssert |
0.15 |
0.97 |
2.86 |
329 |
0.01 |
0.33 |
-0.16 |
|
PolSrAssert - ChnSrAssert |
-0.23 |
1.01 |
-4.13 |
329 |
0.00 |
0.32 |
0.25 |
|
RusSrAssert - GerSrAssert |
-0.30 |
0.92 |
-6.00 |
329 |
0.00 |
0.33 |
0.36 |
|
RusSrAssert - UzbSrAssert |
0.20 |
0.99 |
3.60 |
329 |
0.00 |
0.25 |
-0.22 |
|
RusSrAssert - ChnSrAssert |
-0.19 |
0.98 |
-3.45 |
329 |
0.00 |
0.33 |
0.22 |
|
GerSrAssert - UzbSrAssert |
0.50 |
1.09 |
8.34 |
329 |
0.00 |
0.19 |
-0.47 |
|
GerSrAssert - ChnSrAssert |
0.12 |
1.00 |
2.15 |
329 |
0.03 |
0.37 |
-0.13 |
|
UzbSrAssert - ChnSrAssert |
-0.38 |
0.97 |
-7.18 |
329 |
0.00 |
0.42 |
0.41 |
Appendix 7
Images for the main test
Appendix 8
One block of main questionnaire (excluding demographic information)
Appendix 9
Figure 2 - SCM for all ethnicities with four subdimensions
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