Following a broad overview that defines stereotypes, the book addresses how they are formed and developed in chapters that cover the social psychology of stereotypes, the impact of physical appearance on their formation, and methods of assessing their accuracy. Internationally renowned authors consider the function and use of stereotypes, exploring their complex interrelationship with linguistic biases, prejudice and discrimination, and intergroup and interpersonal perception. Chapters then discuss how stereotypes can be undermined, detailing social psychological interventions to improve intergroup relations and examining ways that individual targets of stereotyping might motivate others to change. A concluding chapter takes a historical view of stereotype research, tracing the evolution of the field and evaluating current theories and methodologies

The 21st century has brought with it unparalleled levels of diversity in the classroom and the workforce. It is now common to see in elementary school, high school, and university classrooms, not to mention boardrooms and factory floors, a mixture of ethnicities, races, genders, and religious affiliations. But these changes in academic and economic opportunities have not directly translated into an elimination of group disparities in academic performance, career opportunities, and levels of advancement. Standard explanations for these disparities, which are vehemently debated in the scientific community and popular press, range from the view that women and minorities are genetically endowed with inferior abilities to the view that members of these demographic groups are products of environments that frustrate the development of the skills needed for success. Although these explanations differ along a continuum of nature vs. nurture, they share in common a presumption that a large chunk of our population lacks the potential to achieve academic and career success.In contrast to intractable factors like biology or upbringing, the research summarized in this book suggests that factors in one's immediate situation play a critical yet underappreciated role in temporarily suppressing the intellectual performance of women and minorities, creating an illusion of group differences in ability. Research conducted over the course of the last fifteen years suggests the mere existence of cultural stereotypes that assert the intellectual inferiority of these groups creates a threatening intellectual environment for stigmatized individuals - a climate where anything they say or do is interpreted through the lens of low expectations. This stereotype threat can ultimately interfere with intellectual functioning and academic engagement, setting the stage for later differences in educational attainment, career choice, and job advancement.

By 2030 there will be about 70 million people in the United States who are older than 64. Approximately 26 percent of these will be racial and ethnic minorities. Overall, the older population will be more diverse and better educated than their earlier cohorts. The range of late-life outcomes is very dramatic with old age being a significantly different experience for financially secure and well-educated people than for poor and uneducated people. The early mission of behavioral science research focused on identifying problems of older adults, such as isolation, caregiving, and dementia. Today, the field of gerontology is more interdisciplinary. When I'm 64 examines how individual and social behavior play a role in understanding diverse outcomes in old age. It also explores the implications of an aging workforce on the economy. The book recommends that the National Institute on Aging focus its research support in social, personality, and life-span psychology in four areas: motivation and behavioral change; socioemotional influences on decision-making; the influence of social engagement on cognition; and the effects of stereotypes on self and others. When I'm 64 is a useful resource for policymakers, researchers and medical professionals.

Examines the role of what the author calls identity contingencies in the lives of individuals and in society as a whole, focusing on stereotype threat, arguing that people who believe they may be judged based on a bad stereotype do not perform as well, and showing how to overcome the problem.

This volume presents a collection of chapters exploring the interface of cognitive and affective processes in stereotyping. Stereotypes and prejudice have long been topics of interest in social psychology, but early literature and research in this area focused on affect alone, while later studies focused primarily on cognitive factors associated with information processing strategies. This volume integrates the roles of both affect and cognition with regard to the formation, representation, and modification of stereotypes and the implications of these processes for the escalation or amelioration of intergroup tensions. Reviewed Development, maintenance, and change of stereotypes and prejudice Interaction of affective and cognitive processes as antecendents of stereotyping and prejudice Affect and cognitive consequences of group categorization, preception, and interaction The interaction of cognitive and affective processes in social perception Award Winning Chapter "The Esses et al", was the 1992 winner of the Otto Klineberg award given by the Society for the Psychological Study of Social Issues, which cited the chapter as having offered, "a substantial advance in our understanding of basic psychological processes, underlying racism, stereotyping, and prejudice."

This volume presents a contemporary and comprehensive overview of the great diversity of theoretical interests, new ideas, and practical applications that characterize social psychological approaches to stereotyping and prejudice. All the contributions are written by renowned scholars in the field, with some chapters focusing on fundamental principles, including research questions about the brain structures that help us categorize and judge others, the role of evolution in prejudice, and how prejudice relates to language, communication, and social norms. Several chapters review a new dimension that has frequently been understudied—the role of the social context in creating stereotypes and prejudice. Another set of chapters focuses on applications, particularly how stereotypes and prejudice really matter in everyday life. These chapters include studies of their impact on academic performance, their role in small group processes, and their influence on everyday social interactions. The volume provides an essential resource for students, instructors, and researchers in social and personality psychology, and is also an invaluable reference for academics and professionals in related fields who have an interest in the origins and effects of stereotyping and prejudice.

Drawing on domestic and international law, as well as on judgments given by courts and human rights treaty bodies, Gender Stereotyping offers perspectives on ways gender stereotypes might be eliminated through the transnational legal process in order to ensure women's equality and the full exercise of their human rights. A leading international framework for debates on the subject of stereotypes, the Convention on the Elimination of All Forms of Discrimination against Women, was adopted in 1979 by the UN General Assembly and defines what constitutes discrimination against women. It also establishes an agenda to eliminate discrimination in all its forms in order to ensure substantive equality for women. Applying the Convention as the primary framework for analysis, this book provides essential strategies for eradicating gender stereotyping. Its proposed methodology requires naming operative gender stereotypes, identifying how they violate the human rights of women, and articulating states' obligations to eliminate and remedy these violations. According to Rebecca J. Cook and Simone Cusack, in order to abolish all forms of discrimination against women, priority needs to be given to the elimination of gender stereotypes. While stereotypes affect both men and women, they can have particularly egregious effects on women, often devaluing them and assigning them to subservient roles in society. As the legal perspectives offered in Gender Stereotyping demonstrate, treating women according to restrictive generalizations instead of their individual needs, abilities, and circumstances denies women their human rights and fundamental freedoms.