PSY 355 Project Two Template

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Southern New Hampshire University *

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355

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Psychology

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Jan 9, 2024

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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 refers to the unconscious attitudes or stereotypes that influence our perceptions and actions toward certain social groups. These assumptions can unconsciously influence our attitudes, language, and actions in subtle ways (MSEd, 2023). For example, if we hold a bias that associates certain social groups with negative traits, we may inadvertently treat members of those groups differently, even if we do not consciously hold those beliefs. This can lead to discriminatory behaviors and perpetuate inequalities within a community. To unlearn bias, one effective step is to engage in self-reflection and self-awareness, becoming conscious of our own biases and actively challenging them through exposure to diverse perspectives and experiences. 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 refers to the fear or anxiety that individuals from negatively stereotyped groups experience when they are in situations that may confirm those stereotypes. This can lead to underperformance and hinder individuals' ability to view others through a DEI lens. Factors such as being aware of negative stereotypes about their social group, fear of confirming those stereotypes, and the pressure associated with representing their entire group can place individuals at risk of confirming negative stereotypes. This judgment can have significant effects on their psychosocial well-being, resulting in decreased self-esteem, motivation, and belongingness. To reduce stereotype threat, it is important to create an inclusive and supportive environment that emphasizes individuals' unique abilities and strengths rather than defining them by stereotypes. Providing positive role models, emphasizing growth and effort over innate 1

abilities, and promoting a sense of belonging can help reduce stereotype threat (Casad & Bryant, 2016). 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 can help reduce biased and stereotypical thinking and promote DEI. A growth mindset is the belief that abilities and intelligence can be developed through effort and learning rather than being fixed traits. It helps us become aware of our implicit biases by fostering a sense of curiosity and openness to learning about different perspectives and challenging our own assumptions (Staff, 2021). A growth mindset also helps us reduce stereotypical thinking by recognizing that individuals have the potential to grow and change beyond their social group stereotypes. Practical strategies for shifting from a fixed mindset to a growth mindset include seeking feedback and constructive criticism, embracing challenges and setbacks as opportunities for growth, and fostering a learning-oriented environment that encourages continuous learning and improvement. 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 . 1. Social Identity Theory can be used to support the recommendation of promoting diversity in the university system. This theory suggests that individuals derive a sense of identity and self-esteem from their group memberships. By creating a diverse community, the university system can provide opportunities for individuals to develop multiple and inclusive social identities (Mcleod, 2023). This can help foster a sense of belonging, reduce prejudice, and promote the appreciation of different perspectives. Recommendations include actively recruiting and supporting individuals from underrepresented groups, implementing inclusive admissions and hiring practices, and providing resources and support for cultural and affinity groups. 2. Equity Theory can be used to support the recommendation of promoting equity in the university system. This theory emphasizes the importance of fairness in interpersonal relationships. To promote 2

equity, the university system should strive to ensure that all individuals have access to the same opportunities, resources, and support to succeed. Recommendations include implementing policies and practices that address systemic inequalities, providing equal access to educational resources and support services, and promoting equal representation and participation in decision-making processes. 3. Contact Theory can be used to support the recommendation of promoting inclusivity in the university system. This theory suggests that intergroup contact can reduce prejudice and promote positive attitudes towards outgroups. To promote inclusivity, the university system should create opportunities for meaningful and positive interactions among individuals from different social groups (Rademaker et al., 2020). Recommendations include organizing intergroup dialogues, promoting cross-cultural understanding and awareness through education and cultural events, and fostering collaborative projects and initiatives that require diverse perspectives and contributions. Reference: Mcleod, S., PhD. (2023). Social Identity Theory In Psychology (Tajfel & Turner, 1979). Simply Psychology . https://www.simplypsychology.org/social-identity-theory.html Rademaker, F., De Boer, A., Kupers, E., & Minnaert, A. (2020). Applying the Contact Theory in Inclusive Education: A Systematic review on the impact of contact and information on the social participation of students with Disabilities. Frontiers in Education , 5 . https://doi.org/10.3389/feduc.2020.602414 eBusiness@Newcastle. (n.d.). Equity Theory - TheoryHub - Academic theories reviews for research and T&L . https://open.ncl.ac.uk/theories/5/equity-theory/ Staff, N. (2021, April 26). Why growth mindset is crucial to inclusion . NeuroLeadership Institute. https://neuroleadership.com/your-brain-at-work/growth-mindset-crucial- inclusion/ Casad, B. J., & Bryant, W. J. (2016). Addressing Stereotype Threat is Critical to Diversity and Inclusion in Organizational Psychology. Frontiers in Psychology , 7 . https://doi.org/10.3389/fpsyg.2016.00008 MSEd, K. C. (2023, April 1). How does implicit bias influence behavior? Verywell Mind . https://www.verywellmind.com/implicit-bias-overview-4178401 3

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