WHAT IS A NORM? Unwritten social rules that govern our behavior. (not a law or a “rule” in the structured sense) What is the “norm” you violated – start with what people expected you to do. How/where did you violate the norm? How did you feel before? How did you feel after? How did people respond (behaviors only, unless you explain how you know the internal stuff)?

GROUP INFLUENCE Social Facilitation Social Loafing Altruism Bystander Effect Prejudice

OUR SOCIAL BEHAVIOR Social Facilitation Social Loafing  What is it?  Improved performance on a task when others are present  Your performance is “facilitated” (made better) in a social environment.  When does this help us perform better?  When the task is simple/well-known  Free Throws  When does this hinder (make worse) our performance?  When the task is difficult  Giving a speech  What is this?  Doing LESS when you are part of a group working toward a common goal.  Why does it happen?  You are anonymous  You can “hide”  You lose your own self-awareness

OUR SOCIAL BEHAVIOR Social Facilitation and Social Loafing are behaviors that take place socially and may be the result of: DEINDIVIDUATION, The loss of restraint when one is anonymous and/or aroused by a group.

SOCIAL TRAPS Social trap is a term used by psychologists to describe a situation in which a group of people act to obtain short-term individual gains, which in the long run leads to a loss for the group as a whole. What did individuals try to gain? What did the group lose?

ALTRUISM AND RELATIONSHIPS  Do the math …  You are “A”  C = Cost  B = Benefits/Other Person  Reciprocity  A = B  Social Exchange  Help = f(B – C)  Social Responsibility  A<B

GROUP INFLUENCE Bystander Intervention Bystander Effect  NOTICE  INTERPRET  ASSUME RESPONSIBILITY  *The presence of bystanders affects the interpretation and assumption of responsibility  =IJqhWkTGu5o =IJqhWkTGu5o  v=unkjsauq1gE v=unkjsauq1gE  Kitty Ginovese/Article (attached)  Takooshian – Why does this happen?  Situations Ambiguous  Don’t Know How Danger  Fear  Apathy (minor part)

GROUP INFLUENCE  When will we help? Darley and Latane  Person needs/deserves help  Similarity  Observational learning  Not rushed  Small towns/demographics  Guilt/reciprocity/responsibility  Focused  Good mood

DEFINITIONS OF PREJUDICE  A bias for or against something formed without sufficient basis.  Webster’s Dictionary  Attitudes and beliefs involving a tendency to prejudge people, usually negatively and usually on the basis of a single personal characteristic (race, sex, religion, hair length, etc.), without any objective basis for making such judgment.  Social Psychology  A positive or negative attitude, judgment, or feeling about a person that is generalized from attitudes or beliefs about the group to which the person belongs.  Psychology

PREJUDICE  Do you know somebody who has a prejudice?  Fill in the blanks …  A – Affect (What is their emotion regarding the object of prejudice?)  B – Behavior (How do they act toward their object of prejudice?) - Discrimination  C – Cognition (What do they THINK about the person/group?)– Stereotyping/Justifying

 A social “divide” has occurred on the WXHS campus as a result of some larger social issue in the state of Utah.  Faculty and students are experiencing serious conflict (B and C)  Students aren’t working during classes and are openly oppositional to teacher practices/assignments/lessons. (B)  These issues stem from an article in local newspaper that students are “better” than teachers.  The article was part of a report on current legislation that serves to reduce teacher pay unless test scores and school grades increase.  Teachers have to feel threatened (A) due to openly hostile behavior from students and parents (B). There are current rumors about a school-wide boycott by students. Teacher belongings have been vandalized and stolen.

 Teachers have become the objects of student prejudice.  A  B  C  Teachers have to feel threatened (A) due to openly hostile behavior from students and parents (B). There are current rumors about a school-wide boycott by students. Teacher belongings have been vandalized and stolen. Students have started to stereotype and buy into the belief that they are truly BETTER and should be in control (C).

JUSTIFICATION OF PREJUDICE  In talking with each other, students have begun to justify their behaviors and thoughts. This justification process has perpetuated the prejudice. Their conversations and quotes in local papers reflect each of the following terms related to prejudice.  Social InequitiesUs and Them (Ingroup)  ScapegoatingFundamental Attribution Error  CategorizationVivid Cases  Just World PhenomenonSocial Traps

THE ANSWERS  Social Inequities  Teachers get better/more __________ …  Students never get __________ …  Therefore, they DESERVE student hatred/discrimination  Us and Them (Ingroup)  The more time you spend with your group members (in), the less you are able to see things from another’s perspective (them). This lack of perspective leads to group polarization and group think.  Scapegoating  I’m angry about my __________________, so I blame teachers for ________________.  Fundamental Attribution Error  Teachers are bad because of _____ (dispositional factor)  Students are okay because of ______(situational factor)

THE ANSWERS  Categorization  Simplifying the world into general groups (teachers vs. student). This generalization often creates in-group bias and group polarization.  Vivid Cases  Justifying your prejudice based on a few/one vivid case (confirmation bias)  This ONE time, a teacher ______________, so ALL teachers are like that (stereotyping).  Just World Phenomenon  People get what they deserve. Reward good/punish bad.  After years of mooching off of us tax payers, it is only fair that teachers get to feel threatened. We pay their salary …. They work for us!  Social Traps  People undermine the group by working for individual interest.  Nobody getting a good education when teachers feel threated all because a few vivid cases cause people to work against teachers in an effort to fulfill their own desires (good grades/pay less in taxes toward education)

MENDING PREJUDICE/ALTRUISM  Foot in the Door  Get students to agree to small request (meet with a teacher), may agree to a larger request (go to class, be kind, etc.)  Social Exchange Theory  Benefits outweigh the costs (education vs. aggression)  Reciprocity Norm  Students or teachers do something kind, feel obligated to do something kind in return. Mutual liking grows.  Social-Responsibility Norm  Expect those who are in power to help those that need help.  Teachers will help as long as students allow them to.

MENDING PREJUDICE/ALTRUISM  (Cooperation) Super-ordinate Goals  Larger task to work toward – school service project  Cooperation takes them away from minutia of in-group activities and allows for each group to see the other members as less generalized.  Robbers Cave Experiment  Conciliation/GRIT  Graduated and Reciprocated Initiatives in Tension Reduction  Foot in the Door (gradual)  Reciprocity Norm  Conciliation (compromise)  Teac hers ________________, so students and parents _______________, so legislators __________________, so teachers ____________, so students and parents ______________ …..  Mere Exposure Effect/Contact  Super-Ordinate Goals allow the groups to spend time together. This contact reduces the potential for polarization and the FAE.  More time = More liking  Mediation/Communication  Allow a third party to come in and open the door to hear each side of the issue.  Openly communicate in a non-threatening environment  Reduces Tension

2.Your presentation must be 1-3 minutes and include: a.D - A definition of your concept b.A -A thorough explanation of how you will use it to mend the prejudice. What will you do? What will the members of the two groups (students and teachers) need to do? c.A -A role-play for how this will look as the prejudiced group changes – Teachers vs. Students coming together. *Help us to understand why this will help. Remember, you’re taking people out of their comfort zones (teachers are afraid (victims of prejudice) /students are still prejudiced and may be uncomfortable in an interactive role.)

ASSIGNMENT D -DEFINE each justification for the prejudice – what does it mean? A -APPLY to STUDENTS’ behaviors and thoughts toward teachers. If you saw/heard people using this justification or could listen to their thoughts, what would it look like/sound like?  A - How might the students act or speak or treat the teachers? Your application might be helped if you can describe a specific problem that involves a student and the object of their prejudice.