Malleability of Intergroup Stereotypes and Attitudes
Malleability of Intergroup Stereotypes and Attitudes
复制标题
群体间刻板印象和态度的可塑性
DOI：
10.1027/1864-9335/a000016
复制
发表时间：
2010
影响因子：
1.8
通讯作者：
A. Diekman
中科院分区：
文献类型：
--
作者：
J. Bosak;A. Diekman
曾有一段时间，跨群体的态度和信念被认为在不同的时间和背景下是相当稳定的，但现在，可塑性的经验显示是普遍的。近年来，新的理论视角描绘了刻板印象和态度变化的重要过程，越来越多的经验证据表明，群体间的刻板印象和态度可能比最初假设的要灵活得多（见Sczesny，Bosak，Diekman，& Twenge，2007）。例如，感知者的刻板印象和态度因社会角色（例如，Barden，Maddux，Petty，& Brewer，2004; Bosak，Sczesny，& Bristly，2007），社会规范（例如，Crandall，Eshleman，&奥布莱恩，2002），文化（例如，Sczesny，Bosak，Neff，& Schyns，2005）和时间背景（例如，Diekman & Bristly，2000）而异。此外，越来越多的证据证明了内隐联想的可塑性（例如，Blair，2002）。具体来说，内隐联想对包括启动效应在内的广泛的社会和语境影响敏感（例如，Blair，Ma，& Lenton，2001; Dasgupta & Asgari，2004; Karpinski &希尔顿，2001），明确的指示（例如，Kim，2003; Lowery，哈丁，& Sinclair，2001），以及现实世界的经验，如多样性教育（例如，Rudman，Ashmore，&加里，2001）。
At one time, intergroup attitudes and beliefs were thought to be fairly stable across time and context, but empirical displays of malleability are now widespread. In recent years, new theoretical perspectives have delineated important processes underlying variability in stereotypes and attitudes, and a growing body of empirical evidence has demonstrated that intergroup stereotypes and attitudes may be considerably more flexible than originally assumed (see Sczesny, Bosak, Diekman, & Twenge, 2007).Empirical evidence for malleability in intergroup stereotypes and attitudes is now plentiful. For example, perceivers’ stereotypical beliefs and attitudes vary across social roles (eg, Barden, Maddux, Petty, & Brewer, 2004; Bosak, Sczesny, & Eagly, 2007), social norms (eg, Crandall, Eshleman, & O’Brien, 2002), culture (eg, Sczesny, Bosak, Neff, & Schyns, 2005), and temporal context (eg, Diekman & Eagly, 2000). Moreover, an accumulating body of evidence documents malleability in implicit associations (eg, Blair, 2002). Specifically, implicit associations are sensitive to a wide range of social and contextual influences including priming effects (eg, Blair, Ma, & Lenton, 2001; Dasgupta & Asgari, 2004; Karpinski & Hilton, 2001), explicit instructions (eg, Kim, 2003; Lowery, Hardin, & Sinclair, 2001), and real-world experiences such as diversity education (eg, Rudman, Ashmore, & Gary, 2001).