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J F Dovidio

Publications and source records attributed to J F Dovidio.

9 recordsLinked to original sources
PubMed2000

Just say no (to stereotyping): effects of training in the negation of stereotypic associations on stereotype activation.

The primary aim of the present research was to examine the effect of training in negating stereotype associations on stereotype activation. Across 3 studies, participants received practice in negating stereotypes related to skinhead and racial categories. The subsequent automatic activation of stereotypes was measured using either a primed Stroop task (Studies I and 2) or a person categorization task (Study 3). The results demonstrate that when receiving no training or training in a nontarget category stereotype, participants exhibited spontaneous stereotype activation. After receiving an extensive amount of training related to a specific category, however, participants demonstrated reduced stereotype activation. The results from the training task provide further evidence for the impact of practice on participants' proficiency in negating stereotypes.

Attitude↗
PubMed2000

Aversive racism and selection decisions: 1989 and 1999.

The present study investigated differences over a 10-year period in whites' self-reported racial prejudice and their bias in selection decisions involving black and white candidates for employment. We examined the hypothesis, derived from the aversive-racism framework, that although overt expressions of prejudice may decline significantly across time, subtle manifestations of bias may persist. Consistent with this hypothesis, self-reported prejudice was lower in 1998-1999 than it was in 1988-1989, and at both time periods, white participants did not discriminate against black relative to white candidates when the candidates' qualifications were clearly strong or weak, but they did discriminate when the appropriate decision was more ambiguous. Theoretical and practical implications are considered.

Adult↗
PubMed1999

Reducing intergroup bias: elements of intergroup cooperation.

The authors examined the potentially separable contributions of 2 elements of intergroup cooperation, interaction and common fate, and the processes through which they can operate. The manipulation of interaction reduced bias in evaluative ratings, which supports the idea that these components are separable, whereas the manipulation of common fate when the groups were interacting was associated with lower bias in nonverbal facial reactions in response to contributions by in-group and out-group members. Whereas interaction activated several processes that can lead to reduced bias, including decategorization, consistent with the common in-group identity model (S. L. Gaertner, J. F. Dovidio, P. A. Anastasio, B. A. Bachman, & M. C. Rust, 1993) as well as M. Hewstone and R. J. Brown's (1986) group differentiation model, the primary set of mediators involved participants' representations of the memberships as 2 subgroups within a superordinate entity.

Cognition↗
PubMed1998

Intergroup bias: status, differentiation, and a common in-group identity.

The present research examined factors that moderate and mediate the reduction of intergroup bias. Two 3-person laboratory groups, which had first worked separately on a task, were informed prior to intergroup contact that (a) the groups were equal or unequal in status based on their task performance, and (b) they had been working on the same or on different task dimensions. Consistent with M. Hewstone and R. J. Brown's (1986) mutual intergroup differentiation model, bias was eliminated when the groups' areas of expertise were differentiated and equally valued (i.e., in the equal status-different dimensions conditions). Moreover, as expected on the basis of the common in-group identity model, more inclusive group representations mediated this effect. The findings of the present research thus offer a theoretical integration that can suggest interventions to facilitate positive intergroup contact.

Adult↗
PubMed1998

Relationship of solo status, academic rank, and perceived distinctiveness to job satisfaction of racial/ethnic minorities.

The relationships among solo status of racial/ethnic minorities in psychology departments, job satisfaction, and subjective feelings of distinctiveness were examined. Distinctiveness was defined as stigmatizing feelings associated with token status of racial/ethnic minorities in academia. It was hypothesized that minorities in positions of solo (relative to nonsolo) status within their departments, members of more stigmatized groups, and minorities occupying lower academic ranks would feel more distinctive and less satisfied with their jobs and that perceptions of distinctiveness would mediate job satisfaction. The data partially supported these hypotheses, most notably for African Americans. The implications of situational salience and the importance of recognizing differences among and between minority groups are considered.

Adult↗
PubMed1988

The relationship of social power to visual displays of dominance between men and women.

Two studies, with undergraduate subjects, investigated how sex and situation-specific power factors relate to visual behavior in mixed-sex interactions. The power variable in Study 1 was expert power, based on differential knowledge. Mixed-sex dyads were formed such that members had complementary areas of expertise. In Study 2, reward power was manipulated. Consistent with expectation states theory, both men and women high in expertise or reward power displayed high visual dominance, defined as the ratio of looking while speaking to looking while listening. Specifically, men and women high in expertise or reward power exhibited equivalent levels of looking while speaking and looking while listening. High visual dominance ratios have been associated with high social power in previous research. Both men and women low in expertise or reward power looked more while listening than while speaking, producing a relatively low visual dominance ratio. In conditions in which men and women did not possess differential expertise or reward power, visual behavior was related to sex. Men displayed visual behavior similar to their patterns in the high expertise and high reward power conditions, whereas women exhibited visual behavior similar to their patterns in the low expertise and low reward power conditions. The results demonstrate how social expectations are reflected in nonverbal power displays.

Adult↗
PubMed1984

The relationship between stressful life events and school-related performances of type A and type B adolescents.

Previous research indicates that an individual's style of coping with stress and the nature of stressful events combine to mediate responses to stress. The present study investigated the responses of Type A and Type B high school students to controllable and uncontrollable stressful life events. Specifically, the associations between life stress and gradepoint average, extracurricular activity, sports involvement, days absent, and delinquent behavior were examined. The results revealed a negative relationship between life stress and school-related performance that was more pronounced for Type B than for Type A adolescents. These findings are discussed in terms of different coping mechanisms used by Type A's and B's when encountering environmental stress.

Achievement↗
PubMed1975

Effects of stress and commonality of fate on helping behavior.

An experiment was performed in order to examine the joint effects of stress and commonality of fate on helping behavior. In a 2 times 2 factorial design, subjects were randomly assigned to one of four conditions in which (a) the subject and a confederate are both awaiting an experiment involving electric shock (high stress-common fate); (b) the subject is awaiting an experiment involving electric shock while the confederate is awaiting an innocuous word association experiment (high stress-dissimilar fate); (c) the subject is awaiting the word association experiment while the confederate awaits shock (low stress-dissimilar fate); and (d) the subject and the confederate are both awaiting an innocuous word association experiment (low stress-common fate). As predicted, a significant interaction, p less than .01, was obtained, indicating that high stress, as compared to low stress, facilitates helping if the potential recipient is in the same stressful situation but inhibits helping if the potential recipient is in a dissimilar and less stressful situation.

Adolescent↗