Sterotypes and Diversity in American - Research Paper Example

? Running Head: REASONS BEHIND STEREOTYPING What are the Reasons behind Stereotyping? Are there Merits and Demerits? School What is a stereotypeand what is wrong with it? A "stereotype" is a generalization made on a social entity or group. It is developed from an observer’s failure or reluctance to find the entire information required to formulate reasonable opinions regarding groups or circumstances. Although, it sometimes lacks evidence and truth, and most frequently suggests filling in the missing pieces of information or completing a puzzle, still, humanity often unknowingly form and uphold stereotypes which frequently result to prejudice and maltreatment when the stereotype is antagonistic (Grobman, 1990). Stories related by friends and families, narratives handed down from generations to generations, information from books and magazines, and depictions in movies and television allow individuals to formulate generalizations. Majority of these stereotypical generalizations are logically correct, however, in almost all cases, humanity is resorting to bigotry by assigning labels and categorizations about a person merely rooted in a stereotype, devoid of real facts. Through stereotyping, suppositions are made on a person or group with some individuality. Stereotypical biases are oftentimes derived from secondhand information (Grobman, 1990). Extensive and continuous circulation of stereotypes causes uncertainty between realism and fallacy for both the subject and doer (Prell, 2009). At the time the United States was experiencing remarkable changes in the nineteenth and twentieth centuries from enormous immigrant arrivals; modernization and industrial ascension; and the inclusion of women, races, and minorities in the labor force, American civilization developed preoccupations with inflexible and often vindictive cultural stereotypes in the fields of literature, arts, and the media (Prell, 2009). As portrayed in the movie industry, African-Americans are negatively stereotyped as intellectually incapable, idle, or violent. Consequently, with this type of pigeonholed films, injustice in opposition to African-Americans is promoted. Another example of media stereotype is how women, the physically perfect in particular, are constantly presented as weak, unintelligent and sexually immoral (Grobman, 1990). Fashion icons, sports figures, television and movie personalities are glamorously represented by the media as models of perfection. However, ethnic, gendered, and culture-rooted stereotypes are oftentimes impossibly achievable resulting in a great divide between genders boasted in the media and the “ordinary” sexes of society. Moreover, with the current trend of humanity’s fixation for excellence, society is confronted with socio-cultural threats and loss of identity and ethnicity (McConnell, 2008). The dilemma frequently comes up once the ‘label’ twists from being a classifier into an insulting position for the subject, especially if the individual formulating the stereotype is a person of authority. At that juncture, it is not simply the human perception of stereotypes but the person who commands power, creates labels and holds egotistic interests that is at fault. When a stereotype is used for maneuvering an individual’s manner of judgment, it has to be classified if it is an instrument or an obstruction in the user’s opinion (Stewart, n.d.). This paper will provide an explanation as to why stereotypes are made. Advantages and disadvantages of negative stereotyping will be laid out to raise awareness on how it affects the social wellbeing of a stigmatized individual. A treatment plan in combating negative stereotypes through active participation of individuals, the media and the educational system, will likewise be presented. The Reasons behind Stereotypes Nowadays, the term 'stereotype' is perceived as a form of maltreatment and exploitation. Diverse groups, predominantly the black outcasts, inferior-to-men women and discriminated gays, are stereotyped in the mass media and in the daily dominating scenarios and lingo. Stereotypes are very deeply imbedded in a nation’s culture that they become a safe place for targeted groups to hide and keep away from the endless scrutiny of society. Stereotypes serve as a wall that shields the subject from reality. Walter Lippmann (1956), in his book, Public Opinion, did not give a derogatory undertone to his meaning of stereotypes; instead he stated very plainly their usefulness and necessity, in addition to their restrictions and ideological connotations: A pattern of stereotypes is not neutral. It is not merely a way of substituting order for the great blooming, buzzing confusion of reality. It is not merely a short cut. It is all these things and something more. lt is the guarantee of our self-respect; it is the projection upon the world of our own sense of our own value, our own position and our own rights. The stereotypes are, therefore, highly charged with the feelings that are attached to them. They are the fortress of our tradition, and behind its defenses we can continue to feel ourselves safe in the position we occupy (1956, p. 96). Lippmann focused on some reasons behind the stereotypes: as a way to create order; a short cut; and for maintaining borders (Dyer, 1996). Some theorists say that making stereotypes reduces uncertainty and makes the stereotyper feel safe (Glaveanu, 2007). Creating Order Stereotypes are used to ‘order’ the accumulated unclear and many-sided information obtained from society’s depiction and classification of persons or groups through sweeping statements, prototypes, and symbolisms. With the exception that it is actually considered ultimately in correct order in the accepted society, evidently disclosed to human beings and consistently conveyed in their culture, this ordering process together with the stereotypical applications has to be recognized as a requisite and unavoidable way in which the group fits into society thus truly creating and replicating them. Because these orderings are incomplete and restricted, it is not an indication of fallacy. Unfinished information is not incorrect knowledge but merely a gathering of facts that is not complete (Dyer, 1996). A Short Cut This role of stereotype as a short cut, according to Lippmann’s view, identifies stereotypes as extremely straightforward, prominent, and effortlessly-understood illustrations but nevertheless with the capacity of compressing a host of multipart facts and implications (Dyer, 1996). The short cut stereotyping powerfully indicates stereotype’s contribution to “cognitive economy” and its assistance in keeping important cognitive reserves. The transformation from figuratively regarding each stereotyped individual as a “cognitive sloth” (Gilbert & Hixon, 1991) to a “motivated tactician” (Fiske & Taylor, 1991) is perfectly embodied in this setup. When faced with a difficult socio-cultural structure, stereotypes can provide immediate, easy and yet familiar responses. The employment of such stereotypes often presents mastery and proficiency in cognition (Macrae & Bodenhausen, 2001). Maintaining Borders Mapping out boundaries of acceptable behavior is the most essential utility of a stereotype. It is making a defined border and distinction between stereotypes of different social categories. Several social groups, such as men and women, young and old, blacks and whites, are noticeably dissimilar, whereas some groups are almost alike that a distinction between them is hardly achievable. An example for this category is heterosexuality and homosexuality wherein society treats both as clearly contrasting categories when in fact both of their traits and behavior are experienced by humanity at some point in their lives. Stereotypes are repeatedly made between male and female differences, however anatomically this is insignificant in comparison with their likeness. Likewise in the use of alcohol, harmless and harmful drinking is hardly distinguishable in a drinker’s view, however stereotypes can tell the difference (Dyer, 1996). The Safety Hypothesis Overlooked by the majority of theorists is the most significant function of stereotypes which is “having stereotypes makes us feel safe”. Stereotyping provides power over society. It makes less chances of making indecisions and helps evade unsafe social and personal circumstances. This role exceeds all stereotype functions; however the safety hypothesis accepts all other theories. Eradicating conceptions and opening the mind to more possibilities are vital in the study of stereotypes (Glaveanu, 2007). Are there Merits on Negative Stereotypes? Negative stereotypes and even the mere consciousness of humanity on such issues can generate negative consequences for those individuals or groups being stereotyped. However, not all of humanity candidly endorses negative conceptions (Exploring the Negative Consequences of Stereotyping, 2003). With the unreasonable prejudice and narrow-mindedness society often see in today’s era of extensive information, the advantages of stereotypes have been ignored. Summarized and proficient stereotypes which have lived for generations still hold irrefutable value and continued existence. A majority of stereotypes are self-supporting and self-rewarding (Vaknin, 2007). The stereotype that Blacks commit more crimes than Whites clearly reflect an intense stereotype that when acted upon will resolve societal issues through racial reviews and profiling. Mythical stereotypes are authoritative and formed in the morals of the middle class. Such stereotypes separate the positive form the negative, such as the segregation of blacks from whites, gays and women from men, bad from good. Although particularly idealistic, the stereotyped world instructs us what to be and what not to be (Vaknin, 2007). Studies reveal that immediacy and awareness essentially isolate instead of improving racial pressures within targeted groups. Stereotypes decrease hostility and aggression by separating the minority and majority crowds. The previous minorities over time will be accepted and new minorities will materialize and be the object of scrutiny and criticism, thus avoidance of clash between groups (Vaknin, 2007). Although eliciting harmful sentiments, such as anger and envy, stereotypes are sometimes beneficial. Blacks are conceptualized as excellent in music and sports; Jews are perceived as science-smarts and business-tacticians; Hispanics strictly defend family values and ethnic solidity; and gays are susceptible and sympathetic. Negative stereotypes are sometimes added to positive social groups: Sportsmen are unintelligent and the military people are rigid and resemble programmed machines (Vaknin, 2007). It could be explained that Blacks are good at sports due to the fact that sports is the only unrestricted path they are allowed to tread; the Jews are pressured into science and business because they have been historically prohibited from penetrating any profession; gays subjected to too much oppression and maltreatment made them more sensitive; athletes are constantly on the limelight which makes them the center of censure; and soldiers are expertly trained to act automatically for survival (Vaknin, 2007). Stereotypes are harmless provided that they are rooted in idealism and endorse the sympathy and acceptance of the socio-historical course. In this modern and pluralistic society, multiplicity and individuality are given high recognition. Modern stereotypes now accept this diversity (Vaknin, 2007). In the 2006 study performed by social psychology professors Amanda Diekman of Purdue University and Alice Eagly of Northwestern University on 800 adults, stereotypes concerning gender roles and behavioral traits of males and females have considerably changed. Reported in the USA Today Magazine, Diekman affirmed that the female population has become more confident, self-sufficient, and competitive through the years. A large majority of women who formerly worked domestically at home has started working outside the home and has assumed greater roles as family wage earners (Vaknin, 2007). Stereotype Threat: A Demerit of Negative Stereotypes Stanford Professor Claude Steele and his associates introduced the term “stereotype threat,” as a risk faced by targeted individuals or groups endeavoring to perform exceedingly well at some aspects that they are being stereotyped. An example is a stereotype that perceives that a minority group should fail a particular undertaking. This form of stereotype that challenges an individual’s capacity to succeed can actually result to a poor performance. Simply knowing that the group would be judged by it would lead them to actually do more poorly than their counterparts who are not subjected to such criticism (Exploring the Negative Consequences of Stereotyping, 2003). Each individual experiences some sort of stereotype threat. Everyone belongs to a particular group wherein negative stereotypes subsist and in such situation, the individual is confronted with the fear of being inspected under the lens of a negative stereotype or the dread of being caught doing something that is an unintentional validation of the stereotype in question (Steele, 1999). At Stanford University, an ability test was presented to black and white students. Results showed that black students performed significantly less than their white counterparts even though both groups are of the same level of intelligence. However, the same test was given to another set of blacks and whites with the instruction that it was not a measure of intellectual capacity but merely an experimental task on problem solving. Surprisingly, the blacks’ performance test ascended to a score competitive to that of the whites’. From this study, it was realized that stereotype threat affected and impaired the intellectual ability of the minority group (Exploring the Negative Consequences of Stereotyping, 2003). In another study by Schmader and Johns (2003) performed at the University of Arizona and later was published in the Journal of Personality and Social Psychology, it was found out from the analysis of the cognitive mechanism that justifies these effects, that stereotype threat hinders the thinking performance because it diminishes the social entity’s “working memory capacity.” Female students scored low on math test; and Latino students likewise performed poorly on intelligence test, because their working memory capacity has been reduced, and not due to intellectual inability. However, when the same test was administered with stereotype-free instructions, these participants equaled the cognitive performance of other non-stigmatized participants (Exploring the Negative Consequences of Stereotyping, 2003). Studies imply that stereotype threat could cause depletion in the cognitive resources of a stigmatized individual and that negative social stereotypes could cause further psychological load in situations when the social entity’s behavior may be construed as an affirmation of the stigma (Schmader & Johns, 2003). Treatment Plan: Breaking Down the Negative Stereotypes On August 28, 1963 at the steps of the Lincoln Memorial, Martin Luther King made a famous declaration in his speech, “I Have a Dream.” King said, "I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character" (quoted in Grobman, 1990). King’s devotion to fight against prejudice, discrimination and oppression towards the minorities led to his murder by a racist assassin. Up until now, his message of unity, understanding, in-group discussion, building of alliances, peaceful battle against inequality, lives on. Humanity should courageously stand to fight against racism and injustice, and peacefully battle against discrimination, scapegoating and stereotypes which eventually may lead to more serious implications such as harassment, aggression, and ultimately, mass destruction (Grobman, 1990). What Individuals Can Do The best way to undo negative stereotypes is to disagree with them. To modify stereotypes, it is best to begin within the smallest unit: the individual. Individuals should make a close analysis of assumptions made against a minority group. Where do these assumptions come from? Are they rooted from personal contacts and experiences with them or are they just based from hearsays and the scrutinizing eye of the media? Could this stigmatized group behave differently if given the chance to be in a more positive social position? Is there a possibility that our judgment is incorrect and unreliable? (Burgess, 2003). Humanity is made up of diverse peoples with varied cultures and beliefs. Getting to know personally different kinds of people from all walks and categories in life and accepting their individualities will help break down the stigma, thus easing away the stereotypes that keep humankind apart (Burgess, 2003). What the Media Can Do The powerful media has continued to perpetuate negative stereotypes and aggravated conflicts between the minorities and the socially-accepted groups. To build mutual understanding and break down the negatives, it is vital that the media focus on the positive side and present a detailed picture of both sides of the dividing conflict. Uplifting accounts of reconciliation and world peace and optimistic aspects should be balanced with stories on aggression, destruction and wars. Painting a picture of hope will facilitate society’s better vision of the world, thus diminishing grudges people hold against the minorities they conceptualized as “the enemy” (Burgess, 2003). What the Educational System Can Do Educational institutions and materials could largely influence stereotypes and social relations. Diverse cultures and racial histories taught at schools will help foster a better understanding if done efficiently and compassionately. On the other hand, educational materials depicting of treason, wars and upheavals made by what is considered “the enemy” will all the more perpetuate and embed stereotypes from generations to generations. However, it is erroneous to connote that history should be set aside and forgotten. For instance, the Holocaust, the mass annihilation of six million European Jews in the World War II, ought to be recognized in every textbook as a momentous mistake and not as an acceptable behavior (Burgess, 2003). References Burgess, H. (2003). Stereotypes/Characterization Frames. Beyond Intractability. In G. Burgess & H. Burgess 9Eds.), Conflict Research Consortium, University of Colorado, Boulder. Retrieved 25 January 2011 from: http://www.beyondintractability.org/essay/stereotypes/ Dyer, R (1996). The Role of Stereotypes. In P. Marris & S. Thornham (Eds.), Media Studies: A Reader, Second Edition. Washington Square, New York: New York University Press. Exploring the Negative Consequences of Stereotyping (2003). University of Arizona News. Retrieved 27 January 2011 from: http://uanews.org/node/8818 Fiske, S. T. & Taylor, S. E. (1991). Social cognition. New York: McGraw-Hill. Gilbert, D. T. & Hixon, G. J. (1991). The Troubles of Thinking Activation and Application of Stereotypic Beliefs. Journal of Personality and Social Psychology, 60. Glaveanu, V. (2007). Stereotypes Revised - Theoretical Models, Taxonomy and the Role of Stereotypes. Europe's Journal of Psychology. Grobman, G. (1990). Stereotypes and Prejudices. Remember. Retrieved 24 January 2011 from: http://www.remember.org/guide/History.root.stereotypes.html  Lippmann, W. (1956). Public Opinion, New York: Macmillan. 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Retrieved 25 January 2011 from: http://www.media.litmuse.net/bibliography/richard-dyer-the- role-of-stereotypes Vaknin, S. (2006). The Merits of Stereotypes. American Chronicle. Retrieved 24 January 2011 from: http://www.americanchronicle.com/articles/view/16166  Read More