0:00:01.833,0:00:04.520
- Okay, so what do you think[br]about people who wear glasses?

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I think people who wear glasses[br]look incredibly intelligent.

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In fact, I think just[br]wearing a pair of glasses

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can add ten points to your IQ.

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What about people who live in cities?

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I thought people who live[br]in cities to be abrasive,

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to be rude, to be terribly impolite.

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What am I doing by making these comments?

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Well, what I'm doing is I am stereotyping.

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And what stereotyping means[br]is that I'm attributing

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a certain sorts, a certain cognition,

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to a group of individuals.

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I am over generalizing.

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And stereotyping doesn't just[br]involve a pair of glasses,

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not what people wear or where they live,

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but it can also involve race,[br]gender, culture, religion,

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even shoe size, so it can[br]be pretty all-encompassing.

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Doesn't stereotyping[br]have some disadvantages?

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Yeah and it should be somewhat obvious.

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A major disadvantage is[br]that it's pretty inaccurate.

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On the other hand, does[br]stereotyping have an advantage?

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The answer is yes.

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Stereotyping actually[br]allows us to rapidly assess

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large amounts of social information.

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So in that regard, it's[br]actually a useful tool,

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even though it does have its drawbacks.

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What I want to do now is to talk to you

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about a different concept[br]and this is, again,

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perhaps a negative[br]characteristic of stereotyping.

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And this is the concept[br]of stereotype threat.

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Let's take two groups of students.

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One, the red students and[br]two, the blue students.

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And these students are two equally capable

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group of students.

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And now let's make them sit in exam.

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How do they score? How do they test?

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When this situation,[br]their scores are equal.

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They're the same, both red[br]and blue get the same score.

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Now let's do something else.

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Let's make them sit[br]their exam but this time,

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let's expose the students[br]to some negative stereotypes

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about the blue students[br]not being good at exams,

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not being academic.

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Well, what happens now?

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Well, the red students score the same,

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but this time we noticed the blue students

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take a hit in their performance.

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Their performance drops.

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But this is what we see as[br]being the stereotype threat.

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This is when the exposure[br]to a negative stereotype

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surrounding a task can[br]actually cause a decrease

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in the performance of an[br]individual when attempting a task.

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So here the stereotype[br]actually threatens performance.

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Now since I've been[br]talking about city folk,

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city dwellers being so rude,[br]let's put that down here.

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So when we put that down[br]here, what are we really--

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What are we really thinking about?

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So this is a thought[br]process or a cognition.

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And what we've said before[br]is when we think about

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cognitions, we're actually stereotyping.

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So if I think city dwellers[br]are rude, then I may say that,

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"Hmm, you know what. I don't like them.

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"And you know what, if I[br]don't like a group of people,

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"I'm probably not going to[br]spend a lot of time with them.

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"I'm gonna probably avoid them."

0:03:30.949,0:03:34.761
Well, let's have a look at[br]these two other statements.

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"I don't like them."

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I'm attaching an affect,[br]which is an emotion

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that can be positive or[br]negative to the city dwellers.

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So now, there is an[br]affective component to this.

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And when we have an affective component,

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we move from stereotyping to prejudice.

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And then moving from[br]the affective component,

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we start to avoid them.

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What happens there?

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When we avoid them,

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we are actually demonstrating[br]a behavioral component.

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And when we demonstrate[br]a behavioral component,

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we're actually moving from[br]prejudice to discrimination.

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So as we can see here,[br]the difference between

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stereotyping, prejudice and discrimination

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is one of cognition, affect, and behavior.

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Well, let's go back to[br]these city dwellers.

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If I avoid them, what[br]do you think is gonna--

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What do you think is gonna happen there?

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Well, you know what, let's[br]take their viewpoint.

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If I avoid them, maybe they're[br]going to start thinking

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that I am rude,

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So notice that may become[br]their cognition now.

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And then if they think I am[br]rude, they might not like me.

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And if they don't like me,[br]they may try to avoid me.

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And if they avoid me,[br]then I may start to think

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that they're rude.

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This actually feeds back here.

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This positively feeds back on itself.

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And suddenly we have this circle that can

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continuously feed back on itself.

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And notice that they have done,

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the same things that I did to them.

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A cognition, in that they think I am rude.

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An affective component,[br]in that they may start

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to not like me.

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And a behavioral component, in[br]which they start to avoid me.

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Well, what are we actually seeing here?

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Well, what we're seeing is a development

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of a self-fulfilling prophecy.

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And that's to say that our[br]initial thought or cognition,

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that city dwellers are[br]rude becomes more true

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and more affirmed over time,

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either directly or indirectly[br]because of our own actions.

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To us, our initial stereotype[br]that city dwellers are rude,

0:05:52.685,0:05:55.687
becomes more true as[br]we perceive them to be

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ruder and ruder over time in[br]response to our own behavior.

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This is the positive feed back,

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that we see in a self-fulfilling prophecy.