To what extent does prejudice affect Essay Example for Free

To what extent does prejudice affect Essay Prejudice and Racism are very closely related to each other in our society. To stereotype someone is when we apply a series of traits to them based on one trait that resembles their identity in a particular group. Some examples to stereotyping would be Asians are hardworking and studious, black people steal a lot, and many others. This very closely relates with the definition of prejudice. Prejudice is a preconceived opinion that is not based on reason or actual experience. Most of the people who judge people on their particular culture using stereotypes do not actually have an experience of seeing or experiencing that particular stereotype. They are basing it off of knowledge they have received or came across from other people. Very few actually have experiences of encountering the stereotypical character of a certain group and use their experience to conceive and judge the people of that certain group. We tend to categorize ourselves in different groups whether it is through cultural differences, race differences, or difference in interest. Why do people who have prejudices tend to stereotype? These people tend to divide people into different categories of â€Å"them†. They classify these people as different. Although grouping ourselves is a nature of human kind, groups of different goals, interest, race or culture tend to prejudice using stereotypes of other groups. Is it impossible for us to reduce social prejudice? Prejudice and stereotyping will always exist in parallel with these things. Instead of trying to totally get rid of prejudice and stereotyping, it is more progressive and effective to try reducing it. Given that our world is diverse and multi ethnic, it is important to understand ways to reduce social prejudice. An approach about prejudice was made by Sherif in 1966 who believed that prejudice arises out of conflict between two groups however they do not automatically lead to prejudice, but depends on the situation and relationship involved among the groups. Sheriff also claimed that prejudice can be often seen when two groups want to achieve the same goal but only one can have it, causing them to be hostile and abusive against each other. This is the Realistic Conflict Theory. Sherif conducted a study to prove this theory and this was know as the ‘Robber’s Cave’ Study. This accurately displayed how competition and conflict between two groups can cause negative stereotyping and aggressive manners towards the out-group. Another example of Sheriff’s claim would be the study done by Dollard (1938) who found out that prejudice against German immigrant increased slowly in the US towns, as jobs were harder to get. This research study proves Sherif’s claim of prejudice being built on depending on the situation and relationship between the two groups. In this case the Germans and U. S citizens had a sense of competition over jobs, leading them to have a rivalry relationship and ultimately causing prejudice against each other. ( AS Psychology). Agreeing, but also opposing to this Tajfel (1971) argued that competition is not a likely condition for group-to-group conflict. He does not completely disagree about competition being one of the reasons for prejudice among groups, but more strongly argues that the existence of an opposing group itself produces prejudice among the groups. He also argued that in-group favoritism was present in groups and called all of these behaviors the Social Identity Theory. An example of favoritism explained in the Social Identity Theory is that two opposing groups, Man U and Liverpool would more likely help people wearing the same color uniforms if they are injured – Levine et al (2005). ( AS Psychology) In the 1950’s, American psychologist Gordon Willard Allport introduced the Intergroup-contact hypothesis. The intergroup –Contact Hypothesis considered of one having the opportunity to communicate with others. Through this communication they are able to understand and appreciate different points of views involving their way of life. Alport thought that issues of stereotyping, prejudice, and discrimination commonly occur between rival groups. Alport’s proposal was that properly managed contact between the groups should reduce these problems and lead to better interactions. (Psychology Today) In Robert S. Feldman’s Social Psychology, the book states that prejudice will reduce only under certain conditions. Decades of research by psychologists lead to the discovery of three conditions. The contact needs to occur between people of relatively equal status, the contact must be close and personal; goals that they are seeking must be common goals. Through frequent contact of each other in a relationship where the status is equal, prejudice can be reduced in certain ways. Personal relationships are another key of reducing prejudice in society. By forming personal relationships, people can find out that some of the prejudices and stereotypes they had of a certain group may not be true. But this condition may vary for the opponent may have the stereotypical characteristics of that certain group. Lastly prejudice can be reduced through seeking common goals. As a community, once a goal is set and achieved, the achievements are shared among those inside the community. This develops a form of bonding and grouping within the group as well, making it questionable if this is a true way of getting rid of prejudice and stereotyping since it is creating a new social identity. (Jiskha) In January 3, 2011, a more recent research on how to overcome prejudices was announced by Rodolfo Mendoza- Denton from the University of California, Berkley. Although many of Rodolfo’s ideas were similar to that of the solutions mentioned in Robert S. Feldman’s Social Psycygology, there were some significant concepts that Rodolfo had found out. One of his concepts consists of the common in-group identity model, which shows that humans are able to recategorize themselves according to interests, features, or characteristics that they share. Once they have recategorized themselves, they are more tightly bonded and understand each other within the people inside the group even though they might have been people from two different groups that once were prejudice and hostile to each other. Another major difference from Rodolfo’s solution and Feldman’s solution is that Rodolfo claims that the behavior of humans in a neutral state is critical in the effect of prejudice towards each other. To reduce prejudice among groups, Rodolfo suggested that approaching other groups in a different manner will greatly affect the presence of prejudice in two opposing groups. If approached in a manner of trying to get along, it is hard for prejudice to happen in the contact of the two groups. But by raising awareness of the stereotypes and having a negative view of the opposing group from the beginning, prejudice and stereotyping is likely to be present in this situation. (Greater Good) Work Cited (Psychology Today) Chen Ph. D, Lisa. The Psychology of Prejudice and Racism. Psychology Today . Sussex Publishers, LLC, 24 Jan. 2011. Web. 29 Oct. 2013. http://www. psychologytoday. com/blog/handy-psychology-answers/201101/the-psychology-prejudice-and-racism. (Jiskha) David A. Gershaw, Ph. D. Homework Help: Social Studies: Psychology: Reducing Prejudice. Jiskha Homework Help. David A. Gershaw, Ph. D. , n. d. Web. 29 Oct. 2013. ( AS Psychology) GROSS, R. (1999) Key Studies in Psychology, 3rd Edition. London: Hodder and Stoughton BANYARD, P. AND GRAYSON, A. (2000) Introducing Psychological Research; Seventy Studies that Shape Psychology, 2nd Edition. London: Macmillan (Greater Good) Rodolfo Mendoza-Denton. Greater Good. The Top 10 Strategies for Reducing Prejudice. University of California Berkeley, 3 Jan. 2011. Web. 29 Oct. 2013.

Hamlet Act III Sc iii Essay -- Essays Papers

Hamlet Act III Sc iii This scene is a dramatic peak in which both Claudius and Hamlet acknowledge their respective dilemmas. The King faces the question of how to repent and so save himself, at least, from spiritual damnation. Hamlet’s theological problem with killing Claudius becomes yet another hurdle and he becomes increasingly trapped by his own indecision. Claudius makes his first admission of regicide in this soliloquy. He uses disease imagery, continuing the motif, heightening our awareness of the terrible thing he has done. The King refers to the ‘primal eldest curse’, an allusion to the Biblical story of Cain and Abel. This parallel is apt, not only because they were brothers, it represents a terrible sin against God -- in this case because the natural order has been violated. There is no evidence to suggest Claudius was particularly pious prior to this crime, but the need for Grace in the eyes of God would have been very important to him. Ironically he is unable to pray, for forgiveness, because his ‘stronger guilt defeats my [Claudius’] strong intent’. His intent could also be his original desire for kingship, meaning that his guilt is so severe he can’t appreciate the rewards. Curiously the strength of his language, regarding his crime, is only matched by Hamlet. Claudius is under pressure, both from his conscience and Hamlet’s cloak of madness which threatens to unmask him. Just prior to this soliloquy he was arranging for the removal of Hamlet to England...

Research Study on Gender Bias in Education Essay

These instructions were used as a form of deception to prove my hypothesis. My hypothesis was that women would be more affected by this deception than would the men. My results proved otherwise. Results showed there was little difference in the way the women and men performed on these tests on either version. The ANOVA testing showed these clear results. Does Performance Reflect Success? Gender biases are present in the American culture. Women are put in a stereotype as the one to stay at home cleaning and cooking while men are believed to have to bring home the paychecks. How we live though is not the only area with gender biases. There are biases when it comes to sports, who can do what jobs and even education. Women are believed to be better at the education aspects having to do with words and comprehension while men are believed to be better at numbers or math. In the research world there is much controversy on whether the bias presented is true or not. Researchers have not been able to support this belief or disregard it due to the many conflicting results. A study done with the purpose of determining whether gender expectations still exist in present time, resulted in the idea that more and more genders are becoming equal in education (Jordan 2008). It was found that both sexes are more likely than ever to complete their high school education and even be able to obtain higher degree. The study also showed the gender gap in scores on the National Association of Education Progress becoming more and more narrow over time. Jordan does not refute the idea of gender bias in education but supported the idea that it is diminishing. These two researchers on the other hand, Fisher (2008) and Johnston (2005), have studies supporting their beliefs that gender biases in teaching are simply a myth. Both constructed research to support the idea that neither females nor males perform differently according to gender expectation or that these gender expectations are implemented at all. Fisher more, specifically, researching in math and Johnston in math and education. Chapman (2012) and Goetz (1996) though, both have studies that seem to prove otherwise. Chapman conducted a study, in Canada, which lead to the belief that gender discrepancies in teaching and education focus more positively on females. Chapman believes males are the ones taking losses in education expectancies. Goetz on the other hand, researched and came up with results which led him to believe American educators focus their attention more on males allowing them a positive advantage. After learning so much from previous research it can be accurately inferred that the gender bias in education does exist. A psychologist, Ghandi (2006) stated in his study the truth behind the bias. He used this truth to conduct a study in which he found that women not only believe the bias but are subject to it when they are told they will fail due to their gender. This particular study is what laid down the foundation for my research study. All of the above researchers knew the biased existed and all tried to support it or disprove it. This research project has one purpose; to find out not if gender biases exist but whether women are affected by these gender based expectations more than men. In many colleges and universities women are very comfortable with their gender; they are powerful, and successful. There are clubs devoted to women’s sexuality, success, and even fashion senses. There are awards given to women who have gotten superior grades, been offered great jobs, or are simply a success. Knowing this, what I want to learn is whether these women who are so highly praised and allowed the same success as men are still subjects to gender based expectations, more specifically in learning and education. In my study I will be deceiving the participants into thinking that only women will be successful in this study or to another group I will be saying only men will be successful. The way this will be done is by using simple high school level math tests. Before he test I will be falsely informing half of my participants (equal number of females and males) that only men will pass this test, and then I will repeat this with the other half of my participants but falsely informing them of the opposite. The fact that I will play on women’s vulnerability will allow me to learn whether these very empowered and successful women will still be so after being told th ey will fail before even trying. My hypothesis is that these women will be affected by such a statistic and depending on the false statistic they get, they will fulfill it. Methods Participants Forty eight undergraduate volunteers (24 males and 24 females) from Bryant University took part in this study. The average age of participants was recorded at 20. 22 years (SD=1. 13). No cultural or ethnic backgrounds were recorded. With help from different psychology professors a general description was given out within psychology classes and volunteers were recruited. To these participants in particular extra credit was allotted. The rest of the participants were recruited through word of mouth and e-mail in which they were once again given a general description of the study and asked whether they would be willing to volunteer. Each participant was tested individually and required approximately 15 minutes to complete study. Materials The study consisted of participants completing a standardized math test, four survey questions, and a deceptive article which can all be found in the appendix. The math test was found in an SAT math test practice site. This math test worked as the channel for the dependent variable (result on the test). The survey questions asked were simply used for collecting information. The questions did not ask sensitive information or anything that would put any participant at risk. Finally, the short article was written by myself and is completely fictional. It falsely informed the participants on information regarding SAT tests and reported false statistics on men outperforming women for half of the studies and the opposite for the other half. This was used as the deception part of the research which inconspicuously provided the participant with the independent variable (whether females or males pass this test) Procedures Forty eight students were recruited (24 females and 24 males) from Bryant University as the participants of my study. They were all recruited through psychology classes in which Professors gave a brief overview of what my study entailed and from there proceeded to recruit. The participants recruited in such a manner were rewarded with extra credit points in their class. The rest of the participants were recruited through word of mouth and group e-mails. With each participant recruited I have a brief explanation of what the study was comprised of, what it entailed, and more specifically what each participant would have to contribute. Once I recruited all participants which were necessary I began the research itself. At the start of their participation, each participant was handed a consent for in which they were asked to read thoroughly and if they agreed to the terms and conditions they were to sign and date. In the consent form participants were informed of their ability to leave the study at any time, their entitlement to any information and debriefing, on the confidentiality of the study and many more safety factors. To show the validity of the form I signed and dated on the same page each participant did right in front of them. Each participant agreed to the consent form allowing the study to continue. Once the consent form process was finished I would hand each participant the study packet. At this point they were told that each study was to be completed alone. The packet started off with an article which was entirely false and used to deceive each participant. On it there was made up information on the performance of genders on the SAT test throughout the past years. Each participant was informed that they would not be able to continue with the packet if they did not read these instructions. Once the instructions were read each participant could continue to the next section which consisted of the survey questions. These questions were purely used to collect data for analysis. Once the second part was completed each participant would continue on to the math portion of this study. The math portion of the test was a high school level standardized math test previously tested by college level participants. Each participant completed the math portion and would come to me to hand it in. when each individual would approach me I made sure to let them know the true nature of the study and informed them of the deceit. It was very important that no participant left the study with the false idea of one gender outperforming the other. I made sure each participant was thoroughly debriefed and had any questions they had answered. Results The data were analyzed using an ANOVA with the alpha level set at . 05. The main effect of gender participation was not significant, ? (1,44)=. 12, p=. 73, ? 2=. 003 and the main effect of gender test taking was not significant, ? (1,44)=. 00, p=1. 0, ? 2=. 00. However, the interaction between the gender participation and gender test was marginally significant, ? (1,44)=2. 97, p=. 9, ? 2=. 06. Figure 1 shows a cross-over interaction in which the two variables almost perfectly interact. My hypothesis stated that women’s scores would be more affected by the test gender and the deception then would the men’s. The results of the tests did not vary according to the gender of the participant or gender of the test. My hypothesis was not supported by the above da ta. There was, however, a notable factor in the results and the fact that they were similar in score for both genders. Discussion No significant main effect for test gender or participant gender occurred in this study. When taking a math test right after reading a deceitful article about the tendency of males or females to outperform the opposite sex, neither gender’s score seemed to be affected. This particular result is not what I predicted in my original hypothesis. Straying away from my belief that women would underperform the men once they were deceived into believing they would be outperformed, the results disproved my hypothesis. This outcome is consistent with the research of Fisher (2008) and Johnston (2005) in finding there is no significant gab in the performance of females and males in the subject of math. The results are not consistent though with those findings by Ghandi (2006) a researcher whose findings state that women do poorly on math when they are told their gender is to blame. Some factors which may have led to the inconsistency between my hypothesis and my results can be attributed to the limitation when conducting this research. Being part of such a small university, my research was very limited in the sample size it could use. Three thousand undergraduate students was a small population to choose just forty eight participants from. This also lead to what I believe was a biased sample since each and every participant was also my friend. The fact that the participants had a relationship with me could have caused an over performance level which would not usually happen. Some internal validity which should be looked at was the fact that many variables were simply not recorded. These factors include the race and ethnicity of the participant, whether English was their native language, if they understood the deceiving article in the start, and whether they understood every question asked in the math portion. Another internal validity factor is the way in which data was recorded. If this study were to be repeated, observation should definitely be an alternative way of recording data. There was so much happening as I observed each and every participant complete my study. Participants would get frustrated or smile the whole way through. Sometimes they would try to help each other out when I looked the other way or simply just guessed the answers since they did not want to be taking a math test. Using a standardized that does not give anything in return to these participants, should not have been my only source of data since it was not the best way to find results. Regardless of the limitations, new studies and research in the field of gender differences in education have resulted with outcomes very similar to mine. Although my hypothesis was not supported, the consistency it has with the studies of Fisher (2008) and Johnston (2005) only come to show that this study will be supporting much research in the psychology world. My results will be one more way to support the idea that there is little or no difference in gender performance in math. In addition to replicating my results, future research might extend the finding by examining other subjects in the world of education. Expanding the testing to be possibly in language, critical thinking, sciences and also math may give a better understanding on whether there is a discrepancy in women’s performance when they are told they are going to fail. Future research might also want to expand their sample by moving to younger generations in school, possibly in igh school, and older generations in and out of school. By doing so the outcome may result more accurately and allow a better understanding of the prediction. In conclusion, gender performance on standardized math tests do not have a direct link to the subject or the belief that one gender will outperform the other. After testing 48 participants (24 female and 24 male), giving each the same exact standardized math test but deceiving each to think they would outperform or underperform the opposite sex, no gender seemed to truly outperform. Each gender resulted close to equal. The results did not support my hypothesis but it led the way to a new hypothesis and a completely new approach to this study. References Goetz, J. (1996). In Education Expert: Classroom Gender Bias Persists. Cornell Cronicle. Retrieved from http://www. news. cornell. edu/chronicle/96/4. 25. 96/gender. html. Jordan, J (2008) The Myth of Gender Bias in School. Retrieved March 8, 2012. From http://www. parentdish. com/2008/05/20/the-myth-of-gender-bias-in-school/ Fisher, M (2008) Study: No gender differences in math performance. University of Wisconsin-Madison News. Retrieved from http://www. news. wisc. edu/15412 Johnston, T (2005) No evidence of innate gender differences in math and science, scholars assert. Stanford University News. Retrieved from http://news. stanford. edu/news/2005/february9/math-020905. html Gandhi, U. (2006) Gender bias in math skills doesn’t add up, scientists say. The Globe and Mail. Retrieved from http://www. theglobeandmail. com/news/technology/science/article197902. ece Chapman, A. (2012) Gender bias in education. Research Room. Retrieved from http://www. edchange. org/multicultural/papers/genderbias. html Table 1 Cross over interaction [pic] Appendix Survey questions Male/ Female (circle one) Date of Birth __________ Anticipated graduation year __________ Have you ever taken a standardized test (example: SAT) Math questions (standardized test) http://www. majortests. com/sat/problem-solving-test01 1. Of the following, which is greater than ? ? [pic]A. 2/5 [pic]B. 4/7 [pic]C. 4/9 [pic]D. 5/11 [pic]E. 6/13 2. If an object travels at five feet per second, how many feet does it travel in one hour? [pic]A. 30 [pic]B. 300 [pic]C. 720 [pic]D. 1800 [pic]E. 18000 3. What is the average (arithmetic mean) of all the multiples of ten from 10 to 190 inclusive? [pic]A. 90 [pic]B. 95 [pic]C. 100 [pic]D. 105 pic]E. 110 4. A cubical block of metal weighs 6 pounds. How much will another cube of the same metal weigh if its sides are twice as long? [pic]A. 48 [pic]B. 32 [pic]C. 24 [pic]D. 18 [pic]E. 12 5. In a class of 78 students 41 are taking French, 22 are taking German and 9 students are taking both French and German. How many students are not enrolled in either course? [pic]A. 6 [pic]B. 15 [pic]C. 24 [pic]D. 33 [pic]E. 54 6. If f(x) = Â ¦(x? – 50)Â ¦, what is the value of f(-5) ? [pic]A. 75 [pic]B. 25 [pic]C. 0 [pic]D. -25 [pic]E. -75 7. ( v2 – v3 )? = [pic]A. 5 – 2v6 [pic]B. 5 – v6 [pic]C. 1 – 2v6 [pic]D. 1 – v2 pic]E. 1 8. 230 + 230 + 230 + 230 = [pic]A. 8120 [pic]B. 830 [pic]C. 232 [pic]D. 230 [pic]E. 226 [pic] 9. Amy has to visit towns B and C in any order. The roads connecting these towns with her home are shown on the diagram. How many different routes can she take starting from A and returning to A, going through both B and C (but not more than once through each) and not travelling any road twice on the same trip? [pic]A. 10 [pic]B. 8 [pic]C. 6 [pic]D. 4 [pic]E. 2 [pic] 10. In the figure above AD = 4, AB = 3 and CD = 9. What is the area of triangle AEC ? [pic]A. 18 [pic]B. 13. 5 [pic]C. 9 [pic]D. 4. 5 [pic]E. 3

Domestic Violence And Its Effects On Society - 869 Words

Introduction Our existence can be illustrated by a work of art. As the artist uses their brush, each splash of paint is a sequence of schema’s that are strategically placed on the canvas. Each are needed to cultivate the appropriate psychological, emotional, and physical response. Regrettably, if one splash is too harsh, the painting can be altered, damaged, or destroyed. Comparatively, like the painting, our sense of self is delicately ever changing with each interaction and response to an internal and external factor. A caregiver with a neglectful nature and/or an imbalance of neurotransmitters can impact an individual’s development and overall self-image. Equally, an individual’s experience with domestic violence and its horrific ramifications can also impact a person’s psychological, emotional, physical, and social growth. Domestic Violence Domestic violence, is a virulent calamity that has woven its way into our society for thousands of years. It is not biased to a particular race, group, or culture. Grievously, it has an everlasting negative impact on its victims. Although; adult victims suffer a great amount of pain and anguish, research has shown that children who witness domestic violence undergo neurological, biological, emotional, physical, and social repercussions. According to The Consequences of Witnessing Family Violence on Children and Implications for Family Counselor’s article, there is â€Å"a rough estimate of 17.8 million children who are witnesses ofShow MoreRelatedDomestic Violence And Its Effects On Society1745 Words   |  7 Pages Domestic Violence in Literature Domestic violence entails transgressions that tend to exhibit regular occurrence worldwide. Domestic violence is substantially attributable to the psychological, physical, mental, and sexual forms of suffering or anguish. Domestic violence further refers to the family violence or spousal abuse that defines the evident pattern of violent behaviors executed by one spouse to the other in the close affiliations that include courtships, matrimony, family, or individualsRead MoreDomestic Violence And Its Effects On Society1204 Words   |  5 Pages a.INTRODUCTION Domestic violence is defined as a violent behavior or an act of abuse between couples in the home. It is called family violence. Usually most women are harmed and the witnesses of this violence are also effected. This abuse is frowned upon in todays society. In Chile domestic violence wasn t taken seriously because of the cultural norm which was that men controlled the women. There are many treatments for the abuse but they are only focused on the victim; the one committing theRead MoreDomestic Violence And Its Effects On Society1649 Words   |  7 PagesIn America most cases of Domestic Violence are never actually reported, many times these cases go unheard and the victims suffer in silence. The worn out cries of a battered woman as she lays on the ground clutching herself and begging her significant other to just stop. The bruises and cuts that remain unreported due to the victim claiming they accidentally fell yet again. The abusers tend to make the victim almost entirely depend able on them. An abuser will do this to gain control and to createRead MoreDomestic Violence And Its Effects On Society1859 Words   |  8 Pagesdoors. Domestic violence kills. The facts are startling; one in every four women will experience domestic violence in her lifetime, and those are just the cases that are reported. 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Although the issue of abusers being punished is a significant one, it must be realized that there are victims, and those victims need help. Some countries have no concern or sympathy for victims, as more than twenty countries have no laws against abuse (Domestic Violence in DevelopingRead MoreDomestic Violence And Its Effects On Society1431 Words   |  6 PagesDomestic violence is that dark little secret kept by your neighbor, your friend, your family member, or even yourself. It touches the lives of men, women, and children in every ethnic and economic group on the face of the earth. In order to stem the tide of this egregious and infectious behavior we cannot consider it solely a women’s issue. 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Few studies have researched how successful domestic violence victims have been with the legal processRead MoreDomestic Violence And Its Effects On The Society Essay1699 Words   |  7 PagesIntroduction Domestic violence is not is not just physical abuse, but is any behavior that is intended to control another person through the use of verbal assaults (*cite*) A huge social issue throughout the world today. Domestic violence is not only limited to spousal abuse but also includes sibling abuse, elder abuse and child abuse. Domestic violence may also be known as family violence, wife or child beating and domestic abuse. (cite) Domestic Violence s a very important social issue throughout