How social-class stereotypes maintain inequality

Abstract

Social class stereotypes support inequality through various routes: ambivalent content, early appearance in children, achievement consequences, institutionalization in education, appearance in cross-class social encounters, and prevalence in the most unequal societies. Class-stereotype content is ambivalent, describing lower-SES people both negatively (less competent, less human, more objectified), and sometimes positively, perhaps warmer than upper-SES people. Children acquire the wealth aspects of class stereotypes early, which become more nuanced with development. In school, class stereotypes advantage higher-SES students, and educational contexts institutionalize social-class distinctions. Beyond school, well-intentioned face-to-face encounters ironically draw on stereotypes to reinforce the alleged competence of higher-status people and sometimes the alleged warmth of lower-status people. Countries with more inequality show more of these ambivalent stereotypes of both lower- and higher-SES people. At a variety of levels and life stages, social-class stereotypes reinforce inequality, but constructive contact can undermine them; future efforts need to address high-status privilege and to query more heterogeneous samples.

Stereotype Content: Warmth and Competence Endure

“…(2014). (see references) Durante, F., & Fiske, S. T. (in press). (see references) Fiske, S. T., & Durante, F. (2016).…”

“…Robust converging methods, cumulative data, generality, history, conceptual parallels, coherent theory, and evolutionary plausibility characterize social cognition’s Big Two dimensions—warmth-communion and competence-agency. In emphasizing these points, this review omits other points; I instead refer the reader to other reviews emphasizing issues not detailed here: validities (Fiske, 2015), cultural analyses (Fiske & Durante, 2016), as well as implications for interpersonal status (Swencionis, Dupree, & Fiske, 2017), social class (Durante & Fiske, 2017), and political perception (Fiske & Durante, 2014).…”

Differences in length of stay and discharge destination among patients with substance use disorders: The effect of Substance Use Intervention Team (SUIT) consultation service

“…The distribution of payors between groups shows disproportionate Medicaid coverage and uninsured among those who received a SUIT consultation and disproportionate Medicare coverage among non-SUIT SUD patients, while approximately one quarter of both groups had private insurance. Given that SUD cuts across socioeconomic status and that approximately 35-40% of the general population of hospitalized patients are privately insured, this distribution suggests that privately insured patients may be under-diagnosed with SUD, and uninsured and publicly-insured patients may be disproportionately diagnosed [40,42]. The sensitivity analysis showing the SUIT consultation's higher hazard for AMA discharge raised questions about the adequacy of SUIT treatment pathways and perhaps treatment readiness for non-treatment seeking hospitalized patients.…”

Percepción del acoso sexual según los niveles de prejuicio sexista

“…Tal estereotipación restringe el espectro de desarrollo de las mujeres, caracterizándolas con atributos de pureza, fragilidad o sostén; y por eso su amor y presencia son necesarios para hacer de los hombres seres completos (Glick & Fiske, 1996, 2001. Estas actitudes han sido interpretadas históricamente como actos de amor y respeto más que como un acto restrictivo; sin embargo, han ido profundizando y fortaleciendo las brechas entre hombres y mujeres diferenciando los roles de género (Durante & Fiske, 2017;Eagly, 1987;Eagly, Wood & Diekman, 2000). Ellas confinadas a un pedestal y al cuidado del hogar, mientras los hombres son percibidos como caballerosos, fuertes, poderosos, protectores y dignos de ocupar espacios de poder (Reyes Aguinaga, 1998).…”

“…Históricamente y con el fin de garantizar el sostenimiento económico y los recursos disponibles, las sociedades se han organizado a través de la división de tareas (Geis, 1993) y la reglamentación de estas (Eagly, 1987). Sobre la base de esas leyes se estructura el sistema de normas sociales que abarca, entre otras, las responsabilidades y roles de los miembros de dicha sociedad, conformando así uno de los pilares básicos de la estructura social al establecer y regular las diversas relaciones intergrupales (Eagly & Wood, 1982) las cuales serán la base de las desigualdades sociales, al tener que ocupar cada individuo una posición diferente en la sociedad (Durante & Fiske, 2017;Eagly & Karau, 2002 esto se infiere que, si una tarea es habitualmente desarrollada por hombres, es que son los hombres los que poseen las capacidades para desarrollarlas. Tales deducciones a su vez se transfieren a otras dinámicas de asignación de roles y expectativas con respecto a ellos mismos (Eagly & Mladinic, 1993).…”