Li Chun Ho IB Psychology Higher Explain the formation of stereotypes and their effect on behavior.

In this response I will explain the formation of stereotypes using two perspectives, the Grain of truth hypothesis and Illusory Correlation hypothesis. The first hypothesis by Campbell (1967) suggested the formation of stereotyping contains elements from social reality. This is supported by research of Ford & Stangor (1992). The second hypothesis by Hamilton & Gifford (1976) asserted the formation of stereotyping occurs when we perceive a non-existent relationship between two variables. I will then examine their effects on behavior by Steele & Aronson (1995). Stereotypes are schemas or set of beliefs or expectations about a person based on their group membership. These assumptions are then generalized to all members of the group. This form of social categorization affects the behavior of those that have stereotypes. The Grain of truth hypothesis by Campbell (1967) suggests stereotypes are formed when they derive loosely from some aspects of social reality. Hence, there is some truth. Ford & Stangor (1992) studied the formation of new group stereotypes. Psychology students participated in an experiment for course credit. They were presented with booklets on behavioral descriptions of two fictitious groups, blue and red. Descriptions included labeling them as friendly and intelligent. There were however, notable differences in terms of intelligence and friendliness. For example, the blue group had more descriptions of being friendly and less of being intelligent. Participants were later asked to give a characterization of the groups. Participants were able to characterize them in terms of their differences. This supports the concept some truth remains in the stereotyping process. The illusory correlation by Hamilton & Gifford (1976) is a process where an individual builds a false connection between two variables that are not related or strengthen the connection between two loosely linked variables. For example, negative behaviors with minority groups. The researchers asked participants to read desirable and undesirable trait adjectives about members in two groups. There were 26 statements on people in Group A compared to 13 statements in Group B. Even so, the number of desirable and undesirable statements about each group was equally divided. Although the desirable and undesirable traits were proportional to each group, the results showed participants over-estimated the frequency of undesirable behaviors to group B, by feeling that group A was better. This was because there was less mention of undesirable behavior in Group B, leading the participant to form an illusory correlation between group B and misconduct. Illusory correlation makes people remember information supporting this relationship, leading to confirmation bias. Stereotype effects on behavior include the stereotype threat. This is when a person carrying out a task is aware that a negative stereotype is placed on their social group in regard to this particular task, reducing their performance. It creates spotlight anxiety, causing emotional distress and pressure. This effect was studied by Steele & Aronson (1995). African American and White students were participants, who took an American GRE Verbal exam in independent measures. In the nonthreat condition, they were told the test simply was problem solving exercises. In the stereotype condition, they were told their performance would indicate their intellectual abilities. Therefore, African American participants did less well. Perhaps they were worried the future of their social group would be affected by societys perception of their abilities, hence they lack concentration. It may also lead to attributional ambiguity; they do not know if they got low grades because of themselves or because of their race. 1