Stereotyping and Racial/Gender Diversity - Essay Example

? Running head: STEREOTYPING AND GENDER/RACIAL DIVERSITY Stereotyping and Racial/Gender Diversity: A Consecutive Study here December 11, 2012 Stereotyping and Gender/Racial Diversity A growing number of studies indicate that stereotypes may have a major influence on academic performance. The activation of negative stereotypes can become an obstacle for better performance, whereas the activation of positive stereotypes encourages better academic performance. In spite of the fact that gender and ethnic differences in mathematics performance have declined considerably over time, they have not disappeared. Males still are outperforming females in math problem solving. As well as this, they are more likely to choose careers associated with math. On the contrary, there are differences from race to race as well. Caucasians are said to outperform black and Hispanic students on standardized achievement tests and Asian-American students outperform other ethnic groups on quantitative tests. It is very difficult to figure out a single answer for all of the issues, and a number of hypotheses have been suggested to give a complete answer. The differences have been attributed to parent and teacher expectations, differences in attitude and attribution styles, family structure, motivation, culture and history and genetics. A relatively new study suggests that the key factor in those stereotypes is the stereotypes that the person develops concerning his/her gender and ethnic belonging. These can be both stable, repeated stereotypes and those peculiar to this specific individual. Research on adults has found that the implicit activation of sociocultural stereotypes can have a significant impact on academic performance. Thus, the negative ethnic/gender stereotypes can have a negative effect on academic performance. Besides, very often the activation of this or that stereotype can influence the performance in both negative and a positive way. So, if this is seen on an example, an American female would perform better in math when her racial stereotype was activated, and did relatively worse when the gender stereotype was activated. In order to better understand stereotype formation and the influence on adults, it is crucial to make a study with different age groups, including children of different ages, as the stereotypes are rooted from the childhood. (Ambady et al., 2001) It is also very important to note which specific factors account for the rise of specific stereotypes. The results in academic performance can vary greatly depending on the fact which specific stereotype was activated. For example, if we have a male, black Muslim American librarian, the results of the survey will differ according to the factor which stereotype was activated- male, American, black, Muslim or Librarian (Shih et al., 1999) The issues of gender and racial diversity have always evoked a lot of studies and investigation due to the fact that they exist in any multinational society. In the modern age of globalization when tolerance and equality are widely encouraged in any citizen, the superficial expressions of diversity discrimination are seen more and more rarely. However, on the psychological level, these issues are widely analyzed and brought out in the analysis on the subconscious and internal level. This study centers around two issues, one being the racial diversity, and the other being gender diversity, in spite of the fact that it is unlikely that any single study can satisfactorily grapple with the many dimensions identified (Hero, 2007). A lot of scientific works have been written around this topic, however, not a single work has ever addressed the issues in a complete and thorough manner and the results at the end of any such survey are to some extent subjective. While most of the Western countries and the US would agree around the fact that it is extremely important to achieve racial and gender equality, few would deny the fact that the recent surveys hold a lot of results claiming that diversity issues are subject of discrimination in the society- starting as early as in the state institutions of kindergartens and schools, and getting a fully-fledged expression later. More than forty years ago, after decades of bloodshed and strife, an organized civil rights movement forced the leading institutions of the American society to accept integration as a necessary social goal (Cokorinos, 2003). A little less than half a century ago, we need to understand if this goal has been achieved and the extent to which the goal of creating an equal society have been met. The issues of gender diversity, nowadays, are subject to a lot more deliberation. Women have been constantly striking for having equal rights with men, and have succeeded in this way more than in case of racial equality. Apparently, a lot of feminist movements have had their contribution in raising this issue. Men and women have probably been alleged to differ from one another in every possible sphere of psychological functioning. This is caused by the fact that women and men have relatively different cognitive building (Caplan, 1997). Apparently, this cognitive difference which causes actual diversity in actions and thinking causes misunderstanding and strengthens diversity issues in the society. Studies in the sphere of psychology indicate the gender difference on the psychological level. If people were given the question if the gender matters, most people would give a positive answer, in spite of the fact that the question would be asked to people living in an equal society. This inquiry, however, evokes two more in depth questions, they being- “When does sex matter?” and “How does sex matter?” (Wizemann, & Pardue, 2001). Answering these two questions would basically mean understanding the core of gender diversity, where and in which instances this diversity is observed and which techniques can be applied to deal with it. So, any survey should center on revealing these features as well. Having addressed the main questions subject to analysis, it is also very important to understand the root and core of diversity issues. What causes people rise diversity and discrimination issues? The answer to this question, undoubtedly, lies in human psychology and the way people perceive difference. During the course of their lives people get accustomed to this or that lifestyle, some type of music, vocabulary, interests and of course- their gender and race. This leads to perceiving difference as something negative, something they are not accustomed to. Stereotypes lead to multiple assumptions and conclusions and are generally based on a person's race, gender or sexual preferences. Making these assumptions and conclusions then leads us to discrimination. Stereotypes can be about race, religion, gender, age, disabilities, income, geographical locations. Stereotyping begins with prejudice, and is defined as an unjustified negative attitude based on a person’s group or class identity acquired either through past personal experiences or through preconceived wrong beliefs. It includes having an attitude, opinion, perception, or belief about a person or group. (Andrade, 2011) Stereotypes are not based on general, empirically stated facts. They are more of mental pictures and are based on subjective opinions, myths and individual perceptions. Most of all, these prejudices and stereotypes aren’t fully understood by the individual and are placed on the subconscious level. Multiple examples of this can be noticed in our everyday life. One of the most common instances is, for example, the existence of local humor about people from other races, caricatures and other forms of humor. This is not to indicate that any humorous story or caricature holds a diversity issue, but cases are common. While we are not judging the behavior, the key point is that we can have our own bias and not even be aware of it, which is the real challenge when it comes to diversity, inclusion, and acceptance. Another major point to note is that there is a big difference between generalization and stereotyping. Generalization is formed on repetitive experience concerning some peculiar feature. Generalization is a starting point indicating common trends and patterns, for beliefs and behaviors that are shared by a certain group, to make it a bit easier to study its culture, and that there are individual differences even within the same group of people. (Andrade, 2011) Another major difference lies in the fact that generalizations hold more of a positive coloring than the stereotypes. The latter centers on difference in its negative perception and causes flaws and drawbacks in interpersonal communication and attitudes. As it comes to stereotypes about race and gender, this is where we face a big variety of understandings and biased opinions. The truth is that, very often, people don’t even know they are showing a biased behavior, and even if they do, most people are quite uncertain about the reasons. So, a consecutive study should face these issues and their psychological roots. First of all, it is important to reveal the age where stereotypes start. Children become aware of gender and ethnic categories at a very young age. For example, children are able to discriminate accurately between males and females by 2 years of age and are able to identify people of different ethnicities between 3 and 5 years of age (Ambady et al, 2001). This is when the stereotypes of being good/bad at something depending on gender peculiarities arise. The specific thing about children having stereotypes lays in the fact that unlike grownups, they are not able to distinguish whether this or that stereotype is based on reality or not. Upper Elementary schoolchildren (Grades 3–5) first get the issue of femininity and masculinity as a difference. By this age children become apt of identifying their own race as well and get the sense of race. In Middle School (Grades 6–8) when the children are aged 10 and higher, the stereotypes of race and gender are alredy formed and resemble those of grownups (Ambady et al, 2001). Method Participants 50 participants from a college in the USA will be chosen to complete the Gender/Race Diversity Survey. The origin of the students should differ (10 Americans, 10 African-Americans, 10 Hispanic, 10 Asian, 10 other) and one group should form the majority at the local university. The Academic Performance (GPA) will also vary ranging from 2-4 (30 per cent 3.3-4 GPA, 40 per cent 2.7-3.3 GPA, and 30 per cent 2-2.7 GPA). This would provide the inclusion of students from different Academic levels. The students will be given a survey on their own perception of diversity in their educational institution. All the students will be chosen from different locations –urban, rural, suburban, and the study will involve 50 per cent of males and 50 per cent of females to find out the diversity perception in different genders. Students will be chosen from different social classes as well, to note if their social belonging affects their perception of equality and being discriminated or subject to stereotypes. Given the fact that that the students are asked to comment on the racial/gender diversity, it will be easier to focus on their own diversity perception through transitional questions. After the pre-test, the students were asked to complete a small math task with one of their stereotypes activated- gender, race, social belonging, areal belonging, academic performance. The test will be printed on offset paper, formatted A4 and will include 18 different questions on the subject matter. Procedure The students will be asked to answer 15 questions relating to racial/Gender diversity issues in their own college. The test (see appendix) is aimed at finding out whether students consider their own college to be diverse and if there is any sort of discrimination they note about their educational institution. After that, they will be given a problem to solve with one of their stereotypes activated. Hypothesis After taking the test and calculating the average results, we hypothesize that the results of the survey will differ according to the racial, gender, academic and areal belonging, the main difference being centered on racial and gender diversity. Given the fact that all the students are from different origins, we assume that the racial minorities will give positive answers to the questions regarding racial diversity and discrimination than those belonging to the main ethnic group of the college. The racial minorities will usually stick together as a means of self-protection from discrimination at their educational institution. Most of the students of the college will agree as to the existence of diversity issues at their college because such issues are inevitable in a multinational educational institution. Most students will avoid giving a direct negative answer to the question whether they are happy to be part of a multinational school because this will be exposed as direct racial discrimination. On the other hand, the students from the main ethnic group will also report some cases of discrimination and diversity issues in case of minority gigs which are formed against the main ethnic group. More than the half of the general number of students will report facing cases of racial discrimination at least once in their time at the college. The question of gender diversity will also be an interesting point of studies. First of all, it will be noted (in a short percentage, though) within the main ethnic group. This will be reflected in the question of gender difference as well as more opportunities for other genders. The attitude to gender difference will be more negatively emphasized for the representatives of the US ethnic group as their understandings of feminism and gender equality will differ from those existing in other race groups. It is very important to note that students with lower GPA will report more cases of discrimination as social interaction success greatly affects academic success either. Students from rural areas with lower income will also report facing cases of discrimination more often. In the post-test for problem solving, the results will be better in case positive stereotypes are activated and worse in case there is an activation of negative stereotypes. Results The results of our study will reveal that students from a multinational environment report cases of discrimination and gender/racial diversity issues. This is caused mainly by stereotypes formed regarding other ethnic groups, as well as the perception of difference in different ethnic groups. It is very important to note that our study will reveal that the perception of racial/gender diversity depends not only on the ethnic and gender belonging of the individual, but a number of other issues as well. The GPA of the students is one of the major indicators of students facing racial/gender issues, combined with their family status and areal belonging. Thus, a lot of cases of stereotyping and discrimination will arise of background differences as well. It is very important to note the complexity of all the issues in a unity in order to understand their origin. The results of the Bivariate Correlation statistics will indicate a certain correlation among the gender of the participant, the racial and areal belonging and the perception of racial/gender diversity issues at the college. The independent variable being the ethnic belonging and the dependent variable being the attitude to the existence of diversity issues, the study indicated that the number of the participants with the neutral attitude to the existence of gender/racial issues is the highest, totaling 28 of participants with relatively close numbers for the main ethnic group and the minority. The number of students who agree on the existence of the issue totals 12, the majority being from the ethnic minorities, otherwise- a female from the main ethnic group. The number of the participants who strongly disagree to the existence of the issue is 10, the majority being from the main ethnic group, otherwise-a male representative of the ethnic minority. During the post test the results of the Bivariate Correlation test will reveal that there is direct connection between the stereotype activated and academic performance on the math post-test. The main dependent variable is performance on math. The number of the right answers will be compared to the number of questions that the participant attempted to answer. The average results will indicate that for females with no identity or racial stereotype activated the average performance F (0-1) will be est. (.70). This number will significantly decrease when their gender stereotype (negative) will be activated, est. (.58) and will significantly grow for those females with a positive race stereotype (Asian-American) averaging (.78). For males, there will be revealed similar results in case of no identity stereotype activated, and the gender stereotype activated; M (0-1), avg. M=(.82). However, the results will increase in case of positive racial stereotype (Asian, American) and fall in case of negative racial stereotype; M (.85)/ M (.79). Discussion The study revealed that the gender/racial diversity issues are a subject of great awareness for males and females and is perceived in accordance with one’s personal stereotypes. The type of stereotype evoked in the individual has a direct connection to his performance, appreciation etc., and levels. Therefore, stereotypes can be viewed as direct impulses for perception of diversity in a positive or a negative way. Depending on which feature is made salient in the specific case, the results are quite different. Very often women will perceive racial diversity in a more acute way than men do. This is, apparently, due to the fact that women face gender diversity issues themselves and are apt to perceive the issue more clearly. The data also suggest that participants were not aware that their performance was being affected. It is very hard to associate general social activity and academic performance with racial/gender issues, however, it is still a matter to be discussed (Wizemann, & Pardue, 2001). Another important factor to note is that very often the discrimination isn’t found within different ethnic groups and is reveled within the same ethnic/gender group out of social issues, areal belonging, and family status. These cases should be deeply analyzed to find out their connection to being subject to other forms of discrimination. According to Racial Diversity at School Survey Statistics at Survelum Public Data Bank none of the students asked the question whether minority students hang out only with their own race at the college gave a negative answer. Most of the answers were either positive or neutral. On the other hand, when asked if there was racial tension at their college, few students indicating facing this instance very often. This can indicate the fact that very often the students do not even realize that this type of stereotyping and race diversity involves tension or discrimination. None of the students taking part in the survey reported being subject to discrimination all the time. This shows the preserved nature of discrimination in the modern society. There are more and more instances of hidden diversity issues. Open discrimination is rarely exposed, and there are instances when the students used to undergo discrimination, but ceased afterwards (Survelum, 2011). The Ethnic Diversity Survey by Tran also noted the importance of including participants from different backgrounds into the survey. She paid attention to basic demographics, family/household composition, ethnic self-definition, religion, language, family background and family interaction, Social networks and civic participation (for reveling cases of cyber bullying which are becoming more and more frequent), perceptions and discrimination, sense of belonging, trust and satisfaction, socio-economic activities, visible majority/minority status. The study revealed the strong connection among all the issues and the fact that discrimination comes not solely based on one feature, but often several issues at a time. (Tran, 2005) According to the survey by International Network of Women in Emergency Management, the following important factors should be taken into account while conducting diversity surveys: gender, race, age, education, experience, type of experience, country, current job, company size, family background, areal belonging and some other important features (IAEM, 2010). The study conducted in this work shows that it is very important to conduct an in-depth study of all the issues connected with racial/gender diversity. It is very important to note that race/gender only lead to only a part of discrimination cases and diversity issues. Very often, other factors can contribute to the development of stereotypes, and therefore, bring forth new cases of facing race/gender issues. These results predicted in this study, as seen, agree with the results got in other surveys and studies. It can be used as a part of another in-depth study to reveal the origin of race/gender issues. Questions from this survey can be successfully used in another study combined with other questions directed at revealing race/gender diversity issues on the subconscious level, as well as questions regarding self- acceptance and motivation. References Ambady, N., Shih, M., Kim, A., & Pattinski, T. (2001). Stereotype Susceptibility In Children: Effects of Identity Activation on Quantitative Performance. Harvard University and University of Michigan. Ambady, N., Shih, M., Kim, A., & Pattinski, T. (2009). Stereotype Susceptibility: Identity Salience and Shifts in Quantitative Performance. Harvard University. Andrade, S. (2011). Diversity Challenges- Stereotyping, Technorati inc., Retrieved from http://technorati.com/lifestyle/article/diversity-challenges-stereotyping/ Caplan, P., & Crawford, M. (1997). Gender Differences in Human Cognition. Oxford University Press. Cokorinos, L. (2003). The Assault on Diversity, An Organized Challenge to Racial and Gender Justice. Institute for Democracy Studies, Rowman and Littlefield Publishers. Ethnic Diversity Survey. Portrait of a Multicultural Society. (2003). Minister of Industry. Hero, R. (2007). Racial Diversity and Social Capital, Equality and Community in America. Cambridge University Press. International Network of Women in Emergency Management. (2010). Gender and Diversity Survey, IAEM. Racial Diversity at School Survey Statistics. (2011). Survelum Public Data Bank. http://www.survelum.com/survey-results/Meghan/ Tran, K. (2005). The Ethnic Diversity Survey, Content and Data Availability. Statistics Canada. Wizemann, T., & Pardue, M. (2001). Exploring the Biological Contributors to Human Health, Does Sex Matter? Institute of Medicine. Appendix 1 Test on revealing gender/racial diversity issues 1. How old are you? 2. Gender Male/Female 3. Race/Ethnicity? 4. What area do you live in Urban Suburban Rural 5. What Social class do you belong to? Lower Class Middle Class Upper Class 6. What is your college GPA? 2-2.7 2.7-3.2 3.2-4 7. You like the fact that your college is racially diverse. Strongly agree Agree Neutral Disagree Strongly disagree 8. Have you taken a racial diversity class in your University? Yes No 9. Do you think your school needs more racially diverse classes? Yes No Uncertain 10. How often do you interact with students from other races? Strongly agree Agree Neutral Disagree Strongly disagree 11. If you interact with students from other races, are they? From a minority From the main ethnic group of your institution 12. Do you think there are more chances of getting student loans, scholarships for boys/girls, students from your race/other races at your college? 13. Do students of the same race hang out together at your school? Yes No I don’t know 14. Do you feel racial tension at your school? Yes, often Yes, sometimes No, it is very rare No 15. Have you ever faced gender discrimination at your college? Strongly agree Agree Neutral Disagree Strongly disagree 16. Have you ever faced gender discrimination at your college? Strongly agree Agree Neutral Disagree Strongly disagree 17. Who has this discrimination been from The same ethnic group Another ethnic group Another gender The same gender 18. Do you think that discrimination at your school is an important issue? Yes No Read More