Handbook of Prejudice, Stereotyping, and Discrimination

Handbook of Prejudice, Stereotyping, and Discrimination

Handbook of Prejudice, Stereotyping, and Discrimination

Handbook of Prejudice, Stereotyping, and Discrimination

Synopsis

This Handbook is a comprehensive and scholarly overview of the latest research on prejudice, stereotyping, and discrimination.

The Second Edition provides a full update of its highly successful predecessor and features new material on key issues such as political activism, economic polarization, minority stress, same-sex marriage laws, dehumanization, and mental health stigma, in addition to a timely update on how victims respond to discrimination, and additional coverage of gender and race.

All chapters are written by eminent researchers who explore topics by presenting an overview of current research and, where appropriate, developing new theory, models, or scales. The volume is clearly structured, with a broad section on cognitive, affective, and neurological processes, and there is inclusion of studies of prejudice based on race, sex, age, sexual orientation, and weight. A concluding section explores the issues involved in reducing prejudice.

The Handbook is an essential resource for students, instructors, and researchers in social and personality psychology, and an invaluable reference for academics and professionals in sociology, communication studies, gerontology, nursing, medicine, as well as government and policymakers and social service agencies.

Excerpt

Research on the development, maintenance, change, and outcomes of stereotyping, prejudice, and discrimination within social psychology is a literature that is rich, exciting, and potentially useful in informing public policy. The research findings have flowed with abundance and the journal reports have multiplied. There is also no shortage of reviews and encyclopedias available for the interested reader (Brown, 2011; Dovidio, Hewstone, Glick, & Esses, 2010; Fiske, 1998; Hamilton & Sherman, 1994; Major & O’Brien, 2005; Major, Quinton, & McCoy, 2003; Messick & Mackie, 1989; Nelson, 2002; Schneider, 2004).

We should be extremely proud of the accomplishments that we have made in this field. When we began our enterprise, less than 100 years ago, it was not clear how stereotypes and prejudice should be conceptually considered, or that they could be effectively operationalized. In less than a century we have created a generally accepted conceptualization of these important ideas, which we routinely assess using sophisticated implicit reaction time measures and brain-imaging techniques, in addition to our standard repertoire of behavior and self-report. We understand, at least to some extent, the sources of these beliefs and attitudes, and we have made some progress in understanding how to effectively change them. Most important, we have developed a substantial understanding of the influence of stereotypes and prejudice—as social expectations—on behavior. This represents a major conceptual advance in only a short period of time.

Our research has also been widely incorporated into other fields, including clinical, developmental, educational, health, legal, and organizational psychology. This suggests that the results of our endeavors are important and useful. On the other hand, we have had a tendency to focus on the easy problems and ignore the more difficult ones. Despite some important exceptions, we have tended to work in our labs rather than hitting the field (King & Hebl, 2013), we study college students who by and large are not prejudiced . . .

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