Stereotyping Hispanics: The differential effect of research method, label, and degree of contact

Marín, Gerardo

doi:10.1016/0147-1767(84)90005-1

Cited by 63 publications

(52 citation statements)

References 18 publications

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“…Some of the specific stereotypes about Latina/os make them a potential target for academic-related stereotypes. For instance, some individuals believe that Latina/os do not value formal education (Valencia and Black 2002); they are not competent English speakers (Timberlake and Estes 2007); they are lazy (Marín 1984); and finally that they are ignorant (Fairchild and Cozens 1981). Such stereotypes may influence students' ratings of Latina/o professors' performance and competence.…”

Section: Introductionmentioning

confidence: 94%

Students’ stereotypes of professors: an exploration of the double violations of ethnicity and gender

Anderson

2010

Soc Psychol Educ

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This study examined students' stereotypes of professors based on professor ethnicity, gender, teaching style, and course taught. An ethnically diverse sample of undergraduates (N = 594) rated hypothetical professors on several dimensions including perceived warmth, professional competence, and difficulty. Evidence consistent with response amplification and expectancy violation theories was found. Women professors were viewed as more warm than men professors even though their course syllabuses were identical. Students' ratings of women and Latina/os were, in some cases, based on their teaching style and the courses they taught, whereas ratings of Anglo men were not. Implications for women and Latina/os in the academy are discussed.

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Section: Introductionmentioning

confidence: 94%

Students’ stereotypes of professors: an exploration of the double violations of ethnicity and gender

Anderson

2010

Soc Psychol Educ

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“…Spencer-Rodgers, 2001). There is no universally accepted benchmark for distinguishing cultural stereotypes and this "substantial percentage" has varied in the previous studies between 6% (Marín, 1984) and 20% Niemann, Jennings, Rozelle, Baxter & Sullivan (1994). The current inquiry adopts a 10% benchmark, as it was done by Spencer-Rodgers (2001).…”

Section: Introductionmentioning

confidence: 99%

Investigating Stereotypes About the Target Language Country: A Case of German Language Learners

Nikitina

Don

Cheong

2014

RLA

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Language learners bring into the classroom a multitude of stereotypes about the target language country, culture and native speakers. Recognizing an important role that these images play in the process of learning a foreign language, several research studies have explored stereotypes held by language learners. For the most part, these studies were qualitative in nature and they mainly focused on the stereotype content. There is also a lack of studies that examine frequency and salience of the stereotypical images about Germany held by the learners of German. The current mixed methods study addresses these gaps. It extends research on stereotypes in the field of applied linguistics by qualitatively exploring the content and quantitatively assessing favourability and salience of the language learners' stereotypical images. This study was conducted among beginner learners of German in a big public university in Malaysia. The findings revealed that the students' stereotypes about Germany included references to sport, science, technology, industry, culture, history, people, language, geography and food. The most salient stereotypes were "football", "cars", "technology", "engineering", "Volkswagen" and "big industries." For the most part, the stereotypes about Germany held by the students were positive.Keywords: Country stereotypes, foreign language learners, stereotype favourability, stereotype salience, mixed methods. RESUMENLos alumnos traen a la clase una multitud de estereotipos sobre la lengua a estudiar, la cultura y también sobre los hablantes nativos. Reconociendo el importante papel que éstos juegan en el proceso de aprendizaje de una lengua extranjera, se han llevado a cabo varias investigaciones que han explorado los estereotipos que los estudiantes de idiomas poseen. En su mayor parte, estos estudios fueron de carácter cualitativo y se centraron principalmente en el contenido de los estereotipos. No existen suficientes estudios que examinen la frecuencia y la relevancia de los estereotipos que se han divulgado entre los estudiantes de alemán. Los actuales métodos-mixtos se encargan de estudiar estos vacíos. Se ha extendido la investigación sobre los estereotipos en el campo de la lingüística aplicada para explorar cualitativamente el contenido y evaluar cuantitativamente la relevancia de las imágenes estereotipadas en los alumnos de idiomas. Este estudio se realizó con alumnos principiantes de la lengua alemana en una gran universidad en Malasia. Los resultados revelaron que los estereotipos de los estudiantes sobre Alemania incluían referencias deportivas, científicas, tecnológicas, industriales, culturales, históricas, sobre su gente, su lenguaje, su geografía y la riqueza culinaria. El estereotipo más representativo fue el fútbol, los automóviles, la tecnología, la ingeniería, Volkswagen y las grandes industrias. La mayoría de los estudiantes tenían estereotipos muy positivos con respecto a Alemania.Palabras clave: Estereotipos de un país, estudiantes de lengua extranjera, aspectos positivos de...

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“…Like Black men, Hispanic men in the U.S. are stereotyped as physically violent (Marin, 1984;Jackson, 1995;Weaver, 2005). Conversely, in the U.S., despite being negatively stereotyped as unsociable and excessively industrious, Asians are not viewed as violent (Lin, Kwan, Cheung, & Fiske, 2005).…”

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confidence: 99%

“…Stimuli depicting Black men have consistently been shown to evoke implicit fear reactions (e.g., Cunningham et al, 2004;Donders, Correll, & Wittenbrink, 2008;Olsson, Ebert, Banaji, & Phelps, 2005;Phelps et al, 2000) and automatic associations with violence (e.g., Amodio et al, 2004; Biernat, Collins, Katzarska-Miller, & Thomspon, 2009;Payne, 2001; Duncan, 1976;Sagar & Schofield, 1980). Hispanic men are similarly stereotyped as prone to violence (Marin, 1984;Jackson, 1995;Weaver, 2005).Here, we investigate the relations of the hypothesized formidability and status representation systems to conceptualizations of Black men relative to White men (Studies 1 and 2) and to conceptualizations of Hispanic men relative to Asian men (Study 3) in the UnitedStates. This allows us to both explore the theoretical framework linking threat and status assessment, and shed light on an important and pernicious feature of American life.…”

mentioning

confidence: 99%

Looming large in others' eyes: racial stereotypes illuminate dual adaptations for representing threat versus prestige as physical size

Holbrook

Fessler

Navarrete

2016

Evolution and Human Behavior

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We hypothesize that, paralleling the evolution of human hierarchies from social structures based on dominance to those based on prestige, adaptations for representing status are derived from those for representing relative fighting capacity. Because both violence and status are important adaptive challenges, the mind contains the ancestral representational system as well as the derived system. When the two representational tasks conflict, owing to the exigent nature of potential violence, the former should take precedence over the latter. Indeed, separate literatures indicate that, despite the fact that threatening traits are generally deleterious to prestige, both threatening individuals and high-status individuals are conceptually represented as physically large. We investigated the interplay between size-based representations of threat versus prestige by examining racial danger stereotypes. In three studies, we demonstrate that (a) judgments of status only positively correlate with envisioned body size for members of groups stereotyped as safe, (b) group-based inferences of interpersonal threat are mediated by representations of physical size, (c) controlling for perceived threatening aggressiveness reduces or reverses non-positive correlations between status and size, and (d) individuating information about relative threat or status attenuates the influence of group danger stereotypes. These results support our proposal that ancestral threat-representation mechanisms and derived mechanisms for representing social rank coexist -and sometimes compete -in the mind.Keywords: intergroup bias; prejudice; formidability; status; threat detection 3 IntroductionAll social species exhibit hierarchies in which position is a determinant of fitness.Selection can therefore be expected to have crafted mechanisms that enhance decision-making in hierarchical interactions. Nonhuman social hierarchies are principally based on dominance, the supplanting of rivals through force or the threat of force. In contrast, while violence plays a role in some human interactions, many human hierarchies are built on prestige, deference granted by admirers to those whom they esteem (Barkow, 1975(Barkow, , 1989Henrich & Gil-White, 2001).Although there is debate over the extent to which some non-human primates also display elements of prestige-based status (Chapais, 2015), humans are undoubtedly unique in the extent to which prestige eclipses dominance as the foundation of social rank. Natural selection operates through the modification of existing features. Given that dominance is the ancestral basis of social organization while prestige is the derived basis, it is likely that prestige-representing adaptations were derived from dominance-representing adaptations. Because existing design often constrains the range of subsequent possibilities, derived adaptations frequently share a mix of conserved ancestral components in addition to novel features (Marcus, 2008). This suggests that the mechanisms used in reasoning about prestige-based f...

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Stereotyping Hispanics: The differential effect of research method, label, and degree of contact

Cited by 63 publications

References 18 publications

Students’ stereotypes of professors: an exploration of the double violations of ethnicity and gender

Students’ stereotypes of professors: an exploration of the double violations of ethnicity and gender

Investigating Stereotypes About the Target Language Country: A Case of German Language Learners

Looming large in others' eyes: racial stereotypes illuminate dual adaptations for representing threat versus prestige as physical size

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