2. LEARNING OUTCOME
SC.2.C. Evaluate social identity theory, making
reference to relevant studies.
Evaluate: Weigh the pros and cons of the Social
Identity Theory.
3. TUALATIN & TIGARD WARM-UP
From what you know about each school, create a list comparing
and contrasting the two high schools and their students.
Which school do you think comes out ahead?
How does this conclusion make you feel?
4. SOCIAL IDENTITY THEORY
The part of one’s self-concept based on the knowledge of
membership in social groups.
Individuals make comparisons between in-groups and out-groups which
impact their self-concept.
The comparison can result in positive or negative feelings. We generally want
to be positive.
Social
Categorization
In-Groups
(Positive)
Social
Comparison
Out-groups
(Negative)
5. TAJFEL (1970)
Aim: To investigate if grouping would lead to in-group favoritism
or out-group discrimination
Method: Arbitrarily placed 64 boys into groups based on their
preference of a painting. Participants were brought into a
separate room and asked to distribute virtual money to other
participants. They were only aware of what group they belonged
to.
Findings: Most participants awarded more money to participants
from their own group (in-group) than the other group (Out-Group).
Conclusion: The participants adopted in-group favoritism.
Critical Thinking: Ecological Validity? Sample size? Population?
6. CIALDINI (1976)
Aim: To Discover if Basking in Reflective Glory (BIRGing) was
real.
Procedure: Recorded the percentage of college students in 7
psychology courses at different colleges would wear school shirts
after football games.
Finding: Students were more likely to wear their school apparel
the Monday after a win than following a loss. They were also more
likely to refer to the team as “we” after a win and “they” after a
loss.
Conclusion: Students display SIT in relation to sports.
Critical Thinking: Ecological Validity? Sample Size? Population?
Other features?
7. EVALUATION OF S.I.T
Strengths of S.I.T Limitations of S.I.T
• Shows that conflict between
groups is not necessary to lead to
discrimination.
• Explains how “positive
distinctiveness” occurs for in-groups.
• Helps us understand in-group
favoritism, conformity to group
norms, and stereotypes
• Tajfel’s research has been
criticisized for low ecological
validity.
• Does not fully explain why in-group
favoritism may result in
violent behavior towards out-groups.
• Does not explain why constraints
such as poverty could play a
bigger role than SIT.
9. WHAT IS A STEREOTYPE?
A generalization that is made about a group and then applied to
individual members of that group. They can be either positive or
negative.
Explained as a result of schema processing
10. FORMATION OF STEREOTYPES
Choose a stereotype that you will focus on as a group.
Read each explanation on the formation of stereotypes and
record your response to the theory (strengths and limitations).
Explain how your chosen stereotype would have been created by
this theory.
Explain which theory you most agree with.
Be prepared to share.
11. THEORY #1:
SOCIAL CATEGORIZATION - TAJFEL
Based on his Social Identity Thoery, Tajfel argues that
humans use Social Categorization to categorize
humans based on shared characteristics (race, age,
gender, religion, sexual orientation). This creates In-
Groups and Out-Groups. Tajfel would argue that
stereotypes form because people associate negative
traits to the Out-groups and positive traits to the In-
Groups. This helps us maintain a positive self-image.
12. THEORY #2: GRAIN OF TRUTH
HYPOTHESIS: CAMPBELL (1967)
Campbell argues that stereotypes have some basis in
reality. Specifically, Campbell believes that there are two
sources of stereotypes:
1. Our personal experiences and interactions with
members of a particular group.
2. Gatekeepers: The media, parents, and other
members of our culture.
From these experiences, Campbell created the Grain of
Truth Hypothesis, which argues that observations
about a group will be generalized to the group because
observers feel that even one confirmation is enough.
13. THEORY #3:
ILLUSIONARY CORRELATIONS:
HAMILTON & GIFFORD (1976)
Hamilton and Gifford argue that stereotypes are the
result of Illusionary Correlations. This means that
humans see relationships between two variables
(women & poor mathematics) even when there is
none. Furthermore, Hamilton & Gifford argue that
humans use Confirmation Bias to defend their
stereotypes. This means that humans look for
evidence and examples that defend their beliefs and
ignore the evidence and examples that do not fit.
14. STEREOTYPE DISCUSSION
QUESTIONS
How do you think stereotypes
impact human behavior? Do you
think you are impacted by
stereotypes?
Can having stereotypes be
avoided?
Should we care about avoiding
stereotypes?
15. RACISM AND
SOCIAL COGNITION
“Racism doesn’t require the presence
of malice, only the presence of bias
and ignorance, willful or otherwise.”
“Racism is interpersonal and
structural; it is current and historical; it
is explicit and implicit; it is articulated
and silent.”
~Charles W. Blow (NY Times Editorialist on
12/3/2014 )
