Maggie Le-Persuasive speech outline
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University of Illinois, Chicago *
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Course
100
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
7
Uploaded by ProfessorWildcat3007
Maggie Le
Professor Stein
COMM 100
Topic: Negatives of stereotypes
General purpose: To persuade stereotypes to be harmful and call to action.
Thesis: Stereotypes are harmful because they perpetuate false beliefs, promote prejudice and discrimination, and limit our potential as individuals and as a society.
I.
Introduction A.
Attention-getter: Have you ever been stereotyped or have you ever stereotyped someone else? B.
Thesis statement: Stereotyping is not just a harmless act of categorizing people; it can have serious and harmful consequences for individuals and society. C.
Preview of main points: In this speech, I will explain what stereotypes are, how they harm individuals and society, and what we can do to combat them.
II.
Need A.
Definition of stereotypes: Stereotypes are oversimplified and distorted images or beliefs about a group of people based on characteristics such as race, gender, religion, or nationality. B.
Harmful effects on individuals:
1.
Self-fulfilling prophecy: Stereotypes can create expectations that people fulfill, leading to self-doubt and a lack of motivation to break free from the stereotype.
Supporting evidence:
Another study published in the Journal of Social Issues found that African American students who were reminded of the stereotype that they are not as academically successful as white students performed worse on a standardized test than African American students who were not reminded of the stereotype. This suggests that the stereotype had a negative effect on their performance, potentially because they felt pressure to conform to the stereotype (Steele & Aronson, 1995).
2.
Discrimination: Also, stereotyping can lead to discriminatory actions, such as hiring or housing decisions based on race or gender. C.
Harmful effects on society:
1.
Divide and conquer: Stereotyping can create divisions between groups, leading to tensions and conflict.
Supporting evidence: In a study published in the Journal of Personality and Social Psychology, researchers found that people who were exposed to negative stereotypes about a particular group were more likely to discriminate against members of that group. The researchers also found that people who were not exposed to negative stereotypes were less likely to discriminate (Devine & Elliot, 1995).
2.
Injustice: Besides, stereotyping can perpetuate unjust systems and policies, such as racial profiling by law enforcement. Supporting evidence: A meta-analysis published in the journal Law and Human Behavior found that racial and ethnic stereotypes can lead to racial profiling by police. The researchers found that police officers are more likely to stop and search individuals who fit racial stereotypes, even when controlling for other factors such as crime rates (Najdowski & Bottoms, 2012).
III.
Satisfaction A. Solution: There are several ways to combat stereotypes, including:
1.
Education: Learning about other cultures and experiences can break down stereotypes
and create empathy. Such as: Early Childhood Education Programs, Project-based programs, or Blended Learning.
2.
Supporting evidence: A study by the University of California, Los Angeles (UCLA) found that college students who participated in an intercultural exchange program reported increased levels of empathy towards people from other cultures. Specifically,
participants who took part in the exchange program reported significantly higher levels of empathy compared to a control group who did not participate in the program
(Sobkowiak, 2019).
3.
Diversity: Encouraging diversity in all aspects of society, from workplaces to schools,
can help to break down stereotypes by exposing people to different perspectives. Supporting evidence: A study by the University of Texas at Austin found that college students who participated in diversity education programs reported increased levels of
empathy and understanding towards people from different backgrounds. Specifically, the study found that students who participated in diversity education programs reported higher levels of cultural awareness and understanding, as well as a greater appreciation for diversity (Gurin et al., 2004).
B. Evidence: Studies have shown that diversity in workplaces and schools leads to increased creativity, better problem-solving, and reduced discrimination.
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C. Benefits: By combatting stereotypes, we can create a more just and equitable society where everyone has equal opportunities.
IV.
Visualization A. Imagery: Imagine a world where everyone is judged on their individual merits and not on preconceived notions based on their race, gender, or nationality. B. Emotional appeal: We all want to live in a world where we are seen as individuals and not as stereotypes. By breaking down stereotypes, we can create a world that is fair and just for all.
V.
Action A. Call to action: I urge you to take action to combat stereotypes in your own life. This can include:
1.
Challenging stereotypes when you see them.
2.
Educating yourself and others about different cultures and experiences.
3.
Supporting diversity initiatives in your workplace or community. B. Concluding remarks: By taking action to combat stereotypes, we can create a world that is
more just and equitable for all.
VI.
Conclusion A. Restate thesis: Stereotyping is harmful, and we all have a responsibility to combat it. B. Summary of main points: Stereotyping harms individuals and society, but we can combat it through education, diversity, and action.
C. Memorable statement: Let's work together to break down stereotypes and create a world where everyone is seen as an individual, not a stereotype.
References
Devine, P. G., & Elliot, A. J. (1995). Are racial stereotypes really fading? The Princeton Trilogy revisited. Personality and Social Psychology Bulletin
, 21
(11), 1139–1150. https://doi.org/10.1177/01461672952111002 Eagly, A. H., & Karau, S. J. (2002). Role congruity theory of prejudice toward female leaders. Psychological Review
, 109
(3), 573–598. https://doi.org/10.1037/0033-295x.109.3.573 Gurin, P., Nagda, B. (R., & Lopez, G. E. (2004). The benefits of diversity in education for Democratic citizenship. Journal of Social Issues
, 60
(1), 17–34. https://doi.org/10.1111/j.0022-4537.2004.00097.x Najdowski, C. J., & Bottoms, B. L. (2012). Stereotype threat in police encounters: Explaining racial disparities in police stop rates. PsycEXTRA Dataset
. https://doi.org/10.1037/e669802012-175 Sobkowiak, P. (2019). The impact of studying abroad on students’ intercultural competence: An interview study. Studies in Second Language Learning and Teaching
, 9
(4), 681–710. https://doi.org/10.14746/ssllt.2019.9.4.6 Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology
, 69
(5), 797–811. https://doi.org/10.1037/0022-3514.69.5.797
Söllner, M., Dürnberger, M., Keller, J., & Florack, A. (2021). The impact of age stereotypes on well-being: Strategies of selection, optimization, and compensation as mediator and
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regulatory focus as moderator: Findings from a cross-sectional and a longitudinal study. Journal of Happiness Studies
, 23
(2), 635–665. https://doi.org/10.1007/s10902-021-00417-
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