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Программа дисциплины

2023/2024

Социальная психология предубеждения

Статус: Маго-лего
Кто читает: Департамент психологии
Когда читается: 3, 4 модуль
Охват аудитории: для всех кампусов НИУ ВШЭ
Преподаватели: Ананьева Ольга Алексеевна, Котова Марина Викторовна
Язык: русский
Кредиты: 6
Контактные часы: 48

Программа дисциплины

Полная версия программы учебной дисциплины

Аннотация

Курс рассчитан на студентов первого курса магистратуры и основан на полученных знаниях ранее изученных курсов программы («Продвинутая социальная психология», «Качественные и количественные методы исследования в психологии», «Кросс-культурная психология»). Главная задача курса - познакомить студентов с основными открытиями и новыми направлениями в области исследования предрассудков. Конкретные темы, которые будут рассмотрены: о природе предрассудков, «старые» предрассудки и современный расизм; формирование предрассудков: легко войти в контакт, но трудно выйти из него; групповая идентичность, поиск козлов отпущения и угроза стереотипов «помощи» в формировании и усилении предрассудков; техники снижения предубеждений: сильные и слабые стороны. Курс рассчитан на студентов с базовым знаниями в области психологии, которые, в свою очередь, обеспечивают основу для изучения лекционной информации.
Цель освоения дисциплины

Цель освоения дисциплины

  • The main objectives of the course are: • to acquaint students with basic theories and investigations in the area of prejudice and discrimination research; • to develop students’ abilities to analyze and compare different research approaches; to identify prejudice reducing techniques strengths and weaknesses; • to develop students' abilities to present their ideas, analyze research design and results, and to organize the scientific discussion.
Планируемые результаты обучения

Планируемые результаты обучения

  • Student is able to analyze scientific literature, argue his or her point of view, and participate in a scientific discussion, specifically, student is able to make a theoretical overview of a particular course topic and organize a part of seminar discussion.
  • Student is able to assess and verify information required for professional performance and synthesize new information if it is needed
  • Student is able to plan and conduct an independent research project according to international academic standards, specifically, student is able to propose the research plan based on course materials, conduct a study, and present research results correctly.
  • Student is able to present the results of scientific work in a written and verbal form in English, specifically, student is able to write a theoretical overview of a particular course topic in English and present this work using illustrations (e.g. Power Point slides).
  • Student is able to use modern IT technologies for information search and analysis, specifically, student is able to find appropriate literature in the electronic library database of HSE.
  • Student is familiar with the core theoretical and methodological backgrounds of humanitarian knowledge, specifically, student is familiar with the core theoretical and methodological backgrounds in the area of prejudice research.
  • Student is familiar with the research methods of social psychology and their application in the particular research field, specifically, student is familiar with the research methods application in the area of prejudice research.
Содержание учебной дисциплины

Содержание учебной дисциплины

  • Introduction: Overview of the course
  • Differences in prejudice definitions and research methodology
  • “Old” prejudice and modern racism
  • Prejudice formation and categorization: easy to get in touch, hard to get rid of
  • Group identity and prejudice formation and enhancing
  • Stereotyping, scapegoating and prejudice
  • Intergroup threat and its consequences for intergroup relations
  • Prejudice reducing techniques: strengths and weaknesses
  • Crossed-categorization, ‘re-‘ and ‘de-‘ categorization, dual identities and its effects
  • Particular prejudice reducing practice analysis
  • Research practice
Элементы контроля

Элементы контроля

  • неблокирующий Class participation
  • неблокирующий Short home assignments
Промежуточная аттестация

Промежуточная аттестация

  • 2023/2024 учебный год 4 модуль
    Промежуточная аттестация: 0.200 Активность на семинаре (индивидуальная) (при необходимости в онлайн формате на платформе Zoom) 0.200 Активность на семинаре (групповая) (при необходимости в онлайн формате на платформе Zoom) 0.200 экзамен (письменный тест) в lms 0.200 Проект в форме презентации 0.200 промежуточные тесты по разделам 1-4 в форме письменных тестов в lms. Формула оценки: Оитог= 0,2* Оактив. инд. +0,2* Оактив. груп. + 0,2* Опроект + 0,2*(( Отест 1+ Отест 2 + Отест 3 + Отест 4)/4) + 0,2* Оэкзамен
Список литературы

Список литературы

Рекомендуемая основная литература

  • Allbritten, D., Mainzer, R., & Ziegler, D. (2004). Will Students with Disabilities Be Scapegoats for School Failures? Educational Horizons, 82(2), 153–160. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ684754
  • Ashby, F. G., & Maddox, W. T. (2005). Human Category Learning. Annual Review of Psychology, 56(1), 149–178. https://doi.org/10.1146/annurev.psych.56.091103.070217
  • Cameron, J. A., Alvarez, J. M., Ruble, D. N., & Fuligni, A. J. (2001). Children’s Lay Theories About Ingroups and Outgroups: Reconceptualizing Research on Prejudice. Personality & Social Psychology Review (Lawrence Erlbaum Associates), 5(2), 118–128. https://doi.org/10.1207/S15327957PSPR0502_3
  • Ekehammar, B., Akrami, N., Gylje, M., & Zakrisson, I. (2004). What matters most to prejudice: Big Five personality, Social Dominance Orientation, or Right-Wing Authoritarianism? European Journal of Personality, 18(6), 463–482. https://doi.org/10.1002/per.526
  • Henry, P. J., & Sears, D. O. (2009). The Crystallization of Contemporary Racial Prejudice across the Lifespan. Political Psychology, 30(4), 569–590. https://doi.org/10.1111/j.1467-9221.2009.00715.x
  • Hewstone, M., Rubin, M., & Willis, H. (2002). Intergroup bias. Annual Review Of Psychology, 53, 575–604. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=mdc&AN=11752497
  • Hummel, J. H., Whatley, M. A., Monetti, D. M., Briihl, D. S., & Adams, K. S. (2009). Using the Sixth Edition of the APA Manual: A Guide for Students. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.B42304CD
  • Riek, B. M., Mania, E. W., & Gaertner, S. L. (2006). Intergroup threat and outgroup attitudes: a meta-analytic review. Personality And Social Psychology Review: An Official Journal Of The Society For Personality And Social Psychology, Inc, 10(4), 336–353. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=mdc&AN=17201592
  • Scheepers, D., Spears, R., Doosje, B., & Manstead, A. R. (2006). The social functions of ingroup bias: Creating, confirming, or changing social reality. European Review of Social Psychology, 17(1), 359–396. https://doi.org/10.1080/10463280601088773
  • Thomas F. Pettigrew. (n.d.). INTERPERSONAL RELATIONS AND GROUP PROCESSES A Meta-Analytic Test of Intergroup Contact Theory. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.E5FCBB03
  • Vezzali, L., Stathi, S., Giovannini, D., Capozza, D., & Trifiletti, E. (2015). The greatest magic of Harry Potter: Reducing prejudice. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.1E0C0E8
  • Wenzel, M., Mummendey, A., & Waldzus, S. (2007). Superordinate identities and intergroup conflict: the ingroup projection model. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.16D708AF

Рекомендуемая дополнительная литература

  • Binder, J. ( 1 ), Brown, R. ( 1 ), Zagefka, H. ( 2 ), Funke, F. ( 3 ), Kessler, T. ( 3 ), Mummendey, A. ( 3 ), … Leyens, J.-P. ( 4 ). (n.d.). Does Contact Reduce Prejudice or Does Prejudice Reduce Contact? A Longitudinal Test of the Contact Hypothesis Among Majority and Minority Groups in Three European Countries. Journal of Personality and Social Psychology, 96(4), 843–856. https://doi.org/10.1037/a0013470
  • Brown, R. (2002). Henri Tajfel’s “Cognitive aspects of prejudice” and the psychology of bigotry. British Journal of Social Psychology, 41(2), 195. https://doi.org/10.1348/014466602760060183
  • Crisp, R., Ensari, N., Hewstone, M., & Miller, N. (2003). A dual-route model of crossed categorisation effects. European Review of Social Psychology, 13(1), 35–73. https://doi.org/10.1080/10463280240000091
  • Durrheim, K., Quayle, M., & Dixon, J. (2016). The Struggle for the Nature of “Prejudice”: “Prejudice” Expression as Identity Performance. Political Psychology, 37(1), 17–35. https://doi.org/10.1111/pops.12310
  • Elizabeth Levy Paluck. (2009). Reducing intergroup prejudice and conflict using the media: A field experiment in Rwanda. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.C833680
  • Guglielmi, R. S. (1999). Psychophysiological Assessment of Prejudice: Past Research, Current Status, and Future Directions. Personality & Social Psychology Review (Lawrence Erlbaum Associates), 3(2), 123. https://doi.org/10.1207/s15327957pspr0302_3
  • Gulker, J., Mark, A., & Monteith, M. (2013). Confronting prejudice: The who , what , and why of confrontation effectiveness. Social Influence, 8(4), 280–293. https://doi.org/10.1080/15534510.2012.736879
  • Irene V. Blair, Pers Soc, & Psychol Rev. (2002). The malleability of automatic stereotypes and prejudice. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.4D20DD3F
  • Lai, C., Marini, M., Lehr, S., Cerruti, C., Shin, J. E., Joy-Gaba, J., … Nosek, B. (2016). Reducing Implicit Racial Preferences: I. A Comparative Investigation of 17 Interventions. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.8EC51516
  • Lamb, L., Bigler, R., Liben, L., & Green, V. (2009). Teaching Children to Confront Peers’ Sexist Remarks: Implications for Theories of Gender Development and Educational Practice. Sex Roles, 61(5–6), 361–382. https://doi.org/10.1007/s11199-009-9634-4
  • Legault, L., & Green-Demers, I. (2012). The protective role of self-determined prejudice regulation in the relationship between intergroup threat and prejudice. Motivation & Emotion, 36(2), 143–158. https://doi.org/10.1007/s11031-011-9242-9
  • Major, B., & O’Brien, L. T. (2005). The social psychology of stigma. Annual Review Of Psychology, 56, 393–421. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=mdc&AN=15709941
  • McFarland, S. (2010). Authoritarianism, Social Dominance, and Other Roots of Generalized Prejudice. Political Psychology, 31(3), 453–477. https://doi.org/10.1111/j.1467-9221.2010.00765.x
  • Mummendey, A., Klink, A., & Brown, R. (2001). Nationalism and patriotism: national identification and out-group rejection. The British Journal Of Social Psychology, 40(Pt 2), 159–172. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=mdc&AN=11446222
  • National identification and anti-immigrant prejudice: Individual and contextual effects of national definitions. (2009). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.121D340
  • Otten, S., & Mummendey, A. (1999). To Our Benefit or at Your Expense? Justice Considerations in Intergroup Allocations of Positive and Negative Resources. Social Justice Research, 12(1), 19–38. https://doi.org/10.1023/A:1023274223181
  • P. J. Henry, & David Sears. (2000). The symbolic racism 2000 scale. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.A0268342
  • Patricia G. Devine, E. Ashby Plant, David M. Amodio, Eddie Harmon-jones, & Stephanie L. Vance. (2002). The regulation of explicit and implicit race bias: The role of motivations to respond without prejudice. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.579F5081
  • Prejudice towards Muslims in The Netherlands: Testing integrated threat theory. (2008). British Journal of Social Psychology, 47(4). https://doi.org/10.1348/014466608x284443
  • Ramsay, J. E., & Pang, J. S. (2017). Anti-Immigrant Prejudice in Rising East Asia: A Stereotype Content and Integrated Threat Analysis. Political Psychology, 38(2), 227–244. https://doi.org/10.1111/pops.12312
  • Rebels with a cause: Group identification as a response to perceived discrimination from the mainstream. (2001). Personality and Social Psychology Bulletin, 27(9), 1204–1213. https://doi.org/10.1177/0146167201279012
  • Roccas, S., & Brewer, M. B. (2002). Social Identity Complexity. Personality & Social Psychology Review (Lawrence Erlbaum Associates), 6(2), 88–106. https://doi.org/10.1207/S15327957PSPR0602_01
  • Roets, A., & Van Hiel, A. (2011). The role of need for closure in essentialist entitativity beliefs and prejudice: An epistemic needs approach to racial categorization. British Journal of Social Psychology, 50(1), 52–73. https://doi.org/10.1348/014466610X491567
  • Scroggins, W., Mackie, D., Allen, T., & Sherman, J. (2016). Reducing Prejudice With Labels: Shared Group Memberships Attenuate Implicit Bias and Expand Implicit Group Boundaries. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.BCCAE642
  • Shi, Y., Dang, J., Zheng, W., & Liu, L. (2017). Dual Identity and Prejudice: The Moderating Role of Group Boundary Permeability. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.54EAE7C9
  • Susan T. F Iske. (n.d.). The Ambivalent Sexism Inventory: Differentiating Hostile and Benevolent Sexism. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.BB8295A9
  • Susan T. Fiske, Amy J. C. Cuddy, Peter Glick, & Department Of Psychology. (2002). A model of (often mixed) stereotype content: Competence and warmth respectively follow from perceived status and competition. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.4E3159ED
  • West, K., & Greenland, K. (2016). Beware of ‘reducing prejudice’: Imagined contact may backfire if applied with a prevention focus. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.AFF86C38