Written Assignment Unit 4

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University of the People SOC 1502: Introduction to Sociology Course Instructor: Tony Reyna Written Assignment Unit 4

Written Assignment Introduction According to Jr and Srull (2014), stereotypes are “abstract knowledge structures linking a social group to a set of traits or behavioral characteristics.” Stereotyping based on gender, race, or ethnicity is something that has become quite common in our society today. One example of this deep-rooted bias can be observed in everyday workplace interactions, where women are often subjected to the gender stereotype of being less competent in certain technical or leadership roles. Stereotyping in Everyday Life Professionally, women frequently experience gender-based stereotyping that assumes they are less proficient in certain fields, especially science, technology, engineering, and mathematics (STEM), or leadership roles (Bobbitt-Zeher, 2011). For instance, a woman expressing interest in a managerial position might face subtle skepticism or she might be met with the assumption that her leadership style would be more nurturing than authoritative. This type of stereotypes reinforces biased notions about the abilities and qualities of individuals based on their gender. Contribution to Institutionalized Discrimination Stereotyping contributes significantly to the perpetuation of institutionalized discrimination by reinforcing biased beliefs and practices within societal structures (Ghavami & Peplau, 2012). In the workplace, gender stereotyping can result in women being disproportionately underrepresented in leadership positions, leading to a lack of diverse perspectives in decision- making processes (Ghavami & Peplau, 2012). This institutionalized discrimination not only hinders individual career advancement but also fosters a workplace culture that may be exclusionary, affecting the overall organizational climate. Eliminating Stereotyping and Institutionalized Discrimination 1. Education and Awareness: For stereotyping to be eliminated, it is crucial to raise awareness and educate people about unconscious biases (Link & Phelan, 2001). Training programs that address stereotypes and their impact can be introduced in professional development initiatives, and in the workplace. 2. Diverse Representation: It is also important to actively promote diverse representation at all levels in an organization in order to challenge and reshape stereotypes. When individuals from underrepresented groups hold

leadership roles, it challenges the stereotypes associated with their gender, race, or ethnicity, thereby, fostering a more inclusive environment. 3. Inclusive Policies: To eliminate stereotypes, organizations need to implement inclusive policies that go beyond the basic diversity quotas (Sneed, 1996). Organisations need to create and implement policies focuses on creating an inclusive culture that provides equal opportunities for career advancement, and ensures fair compensation regardless of gender, race, or ethnicity. 4. Accountability Measures: Another key ingredient for eliminating stereotypes is establishing accountability measures for discriminatory behaviors. This includes implementing reporting mechanisms for discrimination, conducting regular diversity audits, and holding individuals accountable for perpetuating stereotypes through performance evaluations or promotions. 5. Intersectional Approaches: Also, it is important to recognize and address intersectionality— that is, how various aspects of an individual's identity intersect— in order to ensure a more nuanced understanding of discrimination. Using this approach acknowledges that individuals may face multiple forms of bias based on intersecting identities. Conclusion Stereotyping based on gender, race, or ethnicity is very dangerous as it constrains and limits the potentials of individuals. It is therefore important to take active steps in eliminating these stereotypes in the society. By so doing, we can reduce or even completely eliminate stereotypes and pave the way for a more equitable and inclusive society.

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References Bobbitt-Zeher, D. (2011). Gender discrimination at work: Connecting gender stereotypes, institutional policies, and gender composition of workplace. Gender & Society , 25 (6), 764–786. https://doi.org/10.1177/0891243211424741 Fiske, S. T. (2017). Prejudices in cultural contexts: Shared stereotypes (gender, age) versus variable stereotypes (race, ethnicity, religion). Perspectives on Psychological Science , 12 (5), 791–799. https://doi.org/10.1177/1745691617708204 Ghavami, N., & Peplau, L. A. (2012). An intersectional analysis of gender and ethnic stereotypes. Psychology of Women Quarterly , 37 (1), 113–127. https://doi.org/10.1177/0361684312464203 Jr, R. S. W., & Srull, T. K. (2014). Handbook of Social Cognition. In Google Books (Volume 2). Psychology Press. https://books.google.com.ng/books? hl=en&lr=&id=e0rrAgAAQBAJ&oi=fnd&pg=PA1&dq=what+are+stereotypes+&ots=YI lFD_3Fbg&sig=XwX0rv4A8lEDfprvwRM94YxtcTo&redir_esc=y#v=onepage&q=what %20are%20stereotypes&f=false Link, B. G., & Phelan, J. C. (2001). Conceptualizing stigma. Annual Review of Sociology , 27 (1), 363–385. https://doi.org/10.1146/annurev.soc.27.1.363 Little, W. (2016). Introduction to sociology -- 2nd Canadian Edition. BCcampus. Licensed under CC BY 4.0. Sneed, M. (1996). The class culture of proverbs: Eliminating stereotypes. Scandinavian Journal of the Old Testament , 10 (2), 296–308. https://doi.org/10.1080/09018329608585098

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