Download Coping with Minority Status: Responses to Exclusion and by Fabrizio Butera, John M. Levine PDF

By Fabrizio Butera, John M. Levine

Society comprises quite a few interconnected, interacting, and interdependent teams, which range in strength and standing. the implications of belonging to a extra strong, higher-status "majority" as opposed to a much less strong, lower-status "minority" may be profound, and the tensions that come up among those teams are the basis of society's such a lot tricky difficulties. to appreciate the origins of those difficulties and strengthen options for them, it can be crucial to appreciate the dynamics of majority-minority kinfolk. This quantity brings jointly prime students within the fields of stigma, prejudice and discrimination, minority effect, and intergroup kin to supply different theoretical and methodological views on what it potential to be a minority. the quantity, which specializes in the options that minorities use in dealing with majorities, is equipped into 3 sections: "Coping with Exclusion: Being Excluded for Who You Are"; "Coping with Exclusion: Being Excluded for What you're thinking that and Do"; and "Coping with Inclusion."

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Extra resources for Coping with Minority Status: Responses to Exclusion and Inclusion

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Losing control: How and why people fail at self-regulation. San Diego, CA: Academic Press. , & Inzlicht, M. (2005). Stereotype threat and arousal. Journal of Experimental Social Psychology, 41, 174–181. , & Steele, C. (2001).  Psychological Science, 12, 225–229. Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books, Inc.  C. (2003). Stigma on my mind: Individual differences in the experience of stereotype threat. Journal of Experimental Social Psychology, 39, 626–633.

In a second study, Schmader and Johns not only On Being the Target of Prejudice 23 replicated this effect, but also found that this impaired capacity directly disrupted intellectual performance on a standardized test. Workingmemory disruptions, therefore, can contribute to threat-induced intellectual underperformance. Coping with stereotypes is hard; it leads people to have intrusive thoughts that drain the limited capacity of working memory. And the extent to which this happens determines the extent of intellectual impairment.

The jigsaw classroom. New York: Longman. Aronson, J. (1999). The effects of conceiving ability as fixed or improvable on responses to stereotype threat . Unpublished manuscript, New York University. Aronson, J. (2002). Stereotype threat : Contending and coping with unnerving ­expectations. In J.  279–301). San Diego, CA: Academic Press. , & Inzlicht, M. (2004). The ups and downs of attributional ­ambiguity: Stereotype vulnerability and the academic self-knowledge of African-American students. Psychological Science, 15, 829–836.

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