PSY 355 Project Two 10-15-2023 Final

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PSY 355 Project Two Template Complete this template by replacing the bracketed text with the relevant information. Part One: Analyzing the Impact of Implicit Bias and Stereotype Threat on DEI Develop a 2- to 3-paragraph summary for each of the following rubric criteria as they relate to the ability to view others through a DEI lens. 1. Describe the socio-psychological implications of implicit bias on our ability to view others through a DEI lens. Address the following in your response: A. How can the assumptions we make about social groups unconsciously influence our attitudes, language, and actions in subtle ways? B. Given the shift from unconscious to conscious perception, describe how an implicit bias could become an explicit bias. C. Given the notion of bias as a learned construct, describe what you believe is the most effective step that a person could take to unlearn bias. Implicit bias, constituting our unconscious attitudes and stereotypes toward social groups, significantly impacts our engagement with Diversity, Equity, and Inclusion (DEI). These concealed biases influence our perceptions, attitudes, language, and actions, often operating beneath our conscious awareness. Paradoxically, individuals may overtly express support for a specific social group while simultaneously holding unconscious biases against them. Importantly, both implicit and explicit biases can coexist within an individual. Moreover, implicit biases may transition into explicit biases when individuals consciously grapple with and determine how to address these preconceptions (Ruhl, 2023). In my personal work experience from the early 1980s, during the hiring process for a receptionist, initial assessments were grounded in a merit-based evaluation encompassing educational and work experience criteria (most qualified candidate was Black). Notably, the senior partner's decision to hire the least qualified candidate (White candidate) based solely on appearance shed light on the significant role of implicit biases in the hiring and decision-making process at the firm. Subsequent conversations elucidated how these unconscious biases influenced judgments linked to race, gender and hiring practices. This real-life scenario vividly emphasizes the paramount importance of recognizing and addressing implicit biases to cultivate fairness and equity in various life domains, including the context of the hiring process. A lesson learned. Implicit biases can transition from the unconscious to conscious sphere through introspection, education, or social experiences. Once individuals consciously acknowledge these biases, a pivotal choice emerges whether to challenge and counteract these biases or allow them to solidify into explicit prejudices. This underscores the need to foster environments that nurture self-awareness and active efforts against these biases, thus preventing their transformation into overt forms. For instance, the TED Talk by Kim Scott and Trier Bryant illustrates the significance of establishing shared vocabulary and norms within teams, enabling open, non-defensive conversations about bias. This approach shifts the focus from blame to understanding and learning, providing an effective means for individuals to unlearn bias and advance inclusivity in the workplace. (Scott & Bryant, 2021) 1

2. Describe the socio-psychological implications of stereotype threat on our ability to view others through a DEI lens. Address the following in your response: A. What are the factors that could place a person at risk of confirming a negative stereotype about their own social group? B. If your group suffers from a negative stereotype, what are the implications of this judgment on psychosocial well-being? C. Assuming that biases and stereotypes are defined by values, what are some useful strategies for reducing stereotype threat? Stereotype threat, as defined by Steele and Aronson (1995), refers to the anxiety individuals experience when they believe their actions or performance might validate harmful stereotypes associated with their social group. It commonly occurs in situations where negative stereotypes are prevalent, causing individuals to worry about reinforcing these stereotypes. A notable example from Steele and Aronson's research demonstrates this, with black students performing poorly on a test they believed assessed their intellectual ability, ultimately reinforcing negative racial stereotypes. (Heaning, E. 2022) As Russell McClain highlights in his TED Talk, when people confront negative stereotypes about their social group, they face the phenomenon known as stereotype threat. This threat generates a fear that their actions might confirm these stereotypes, burdening them with excessive cognitive load, akin to cluttering mental space with distractions. Consequently, this anxiety and cognitive overload can impair memory, hinder optimal performance, and lead to academic underachievement. The consequences of such judgments can be harmful, contributing to heightened stress, reduced self-esteem, and diminished abilities, thereby creating a detrimental cycle that impacts an individual's psychosocial well-being. This issue extends beyond education and can affect any situation where intelligence is a concern. Effective interventions, such as promoting a growth mindset that underscores the brain's capacity for growth and learning, can help alleviate the impact of stereotype threats. (McClain, R. 2018) To mitigate stereotype threat, cultivating an inclusive and supportive environment that emphasizes individual capabilities and reduces the significance of stereotypes can be highly effective. Strategies such as reframing challenges as learning opportunities and highlighting positive role models from the same social group can assist individuals in minimizing the impact of stereotype threat, ultimately enhancing their performance and psychosocial well-being. 3. Describe how cultivating a growth mindset can help to reduce biased, stereotypical thinking and promote DEI. Address the following in your response: A. In what ways can a growth mindset help us to become aware of our implicit biases? B. How can a growth mindset help us to reduce stereotypical thinking? C. Assuming that people can be influenced to change their minds, what are some practical strategies for shifting from a fixed mindset to a growth mindset? Cultivating a growth mindset offers several advantages, particularly in the realm of inclusion. Research suggests that a growth mindset can mitigate stereotyping. The belief in whether people possess fixed or mutable characteristics significantly influences the extent of stereotypical judgments made. Embracing a 2

growth mindset makes individuals more inclined to ascribe stereotypical attributes to environmental factors rather than inherent traits. Additionally, a growth mindset positively impacts the judgment-making process by promoting the collection of more information before reaching conclusions. In contrast, individuals with a fixed mindset tend to require less context before decision-making, potentially leading to unintended and adverse outcomes. Importantly, the benefits of a growth mindset extend beyond those who might engage in stereotyping. It also aids individuals who are targets of "stereotype threat," a phenomenon where individuals from certain groups underperform due to the expectation that they should not excel. Research indicates that a growth mindset can mitigate the effects of stereotype threat, allowing individuals to perform more in line with their true potential. (Ray, J. et al. 2019) Part Two: Responding to the Challenges of Instituting DEI In a 2- to 3-paragraph summary, you will use the knowledge you have acquired pertaining to DEI, coupled with theories of social psychology, to develop recommendations designed to encourage members of your university system to adopt diversity, equity, and inclusivity as core values of community well-being. Address the following rubric criteria in your recommendations: 1. Using one theory of social psychology to support your position, develop recommendations to help the university system promote diversity . 2. Using one theory of social psychology to support your position, develop recommendations to help the university system promote equity. 3. Using one theory of social psychology to support your position, develop recommendations to help the university system promote inclusivity . Tajfel's Social Identity Theory (1970) delves into the psychology of social categorization, exploring how individuals categorize themselves and others into social groups. This categorization process contributes to the formation of self-concept based on group memberships, which can result in in-group favoritism and out-group discrimination. Leveraging this theory, universities can employ effective strategies to foster diversity, equity, and inclusivity within their systems. By emphasizing a common identity and recategorization, universities can mitigate in-group favoritism and out-group bias. Focusing on shared goals, values, and a collective academic identity, students and staff can develop a sense of unity that transcends individual group affiliations (McLeord, S. 2023). To foster inclusivity in academia, engage all stakeholders and align the selection process with the institution's mission for diversity. For equity, implement policies ensuring equal access and addressing systemic biases. To make diversity actionable, conduct comprehensive assessments that encompass various aspects beyond retention data. Ensure diverse representation throughout the academic community. Open dialogues on race, cultural competency, and bias is crucial. Some universities appoint a Chief Diversity Officer for added commitment. While forming task forces and using inclusive language is a step forward, tangible, measurable outcomes are necessary for progress. (Martinez-Acosta, V. et al., 2018) 3

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Reference: Heaning, E. (2022, January 13). Stereotype Threat: Definition and Examples - Simply Psychology . Www.simplypsychology.org. https://www.simplypsychology.org/stereotype-threat.html Martinez-Acosta, V. G., & Favero, C. B. (2018). A Discussion of Diversity and Inclusivity at the Institutional Level: The Need for a Strategic Plan. Journal of Undergraduate Neuroscience Education : JUNE : A Publication of FUN, Faculty for Undergraduate Neuroscience , 16 (3), A252–A260. PMID: 30254540; PMCID: PMC6153014 McClain, R. (2018, November). Implicit Bias, Stereotype Threat and Higher Education . Www.ted.com. https://www.ted.com/talks/russell_mcclain_implicit_bias_stereotype_threat_and_higher_educati on McLeod, S. (2023, October 5). Social Identity Theory: Definition, History, Examples, & Facts . Simply Psychology. https://www.simplypsychology.org/social-identity-theory.html Ray, J., Weller, C., & Derler, A. (2019, January 3). Why Growth Mindset Is Crucial to Inclusion . NeuroLeadership Institute. https://neuroleadership.com/your-brain-at-work/growth-mindset- crucial-inclusion/ 4

Ruhl, C. (2023, August 2). Implicit or unconscious bias . Www.simplypsychology.org. https://www.simplypsychology.org/implicit-bias.html Scott, K. S., & Bryant, T. (2021, October). How to reduce bias in your workplace . Www.ted.com. https://www.ted.com/talks/kim_scott_and_trier_bryant_how_to_reduce_bias_in_your_workplace Swartz, T. H., Palermo, A.-G. S., Masur, S. K., & Aberg, J. A. (2019). The science and value of diversity: Closing the gaps in our understanding of inclusion and diversity. The Journal of Infectious Diseases , 220 (2), S33–S41. https://doi.org/10.1093/infdis/jiz174 5

PSY 355 Project Two 10-15-2023 Final

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