People must be able to look past stereotypes of others that are of different from them if they want to live in a world of peace, humanity, and fairness for all. In todays society we see many divisions based on things like race, gender, age, and socio-economic status. The social dominance theory tells us that stereotypes are created and employed by a group in order to protect their group from the “outsiders”. There may have been some evolutional advantages to this way of thinking, in older time periods. The contact hypothesis suggests that these stereotypes can be overcome when certain criteria are met. Here is a recent example that shows how, looking past stereotypes and working with other groups can create a better environment for everyone.
In Westport, Massachusetts there is a great example of intergroup relations. The Westport Education Partners is composed of nine volunteer groups. These organizations “reflect a cross section of parents and senior” that work all year round in efforts that enhance the educational experience of all students in the community. The dynamic of the older members interacting with the younger members of the community is very important. Today we can see a disconnect between our elders and our youth; the youth carrying the attitude that the adults know nothing or very little (especially with the exponential growth of technology via computers and smartphones), while the elder members are not wanting to interact with the youngsters because they don’t understand the behavior of the “kids these days”. These are general stereotypes held by both groups that I’m throwing out there and there is much more that underlies the disconnect between the old and the young, but you get the gist of what I am saying; there is a disconnect between the two groups.
The social dominance theory suggests that different societal groups are in a hierarchy and people move in ways that maintain this hierarchy. The groups provide resources for their members. The individuals are motivated to protect their respective group, with the expectation that the group will protect them. The dominant or top-group wants to maintain the hierarchy because their group provides many resources and the highest social status. In order for them to maintain their top spot they must believe that they are better than the lower groups. They achieve this by always seeing their group in a good light (this is called in-group favoritism), while at the same time, promoting negative stereotypes of the out-groups (this is called out-group derogation). These negative stereotypes make it easier group members to discriminate against out-groups. The lower or bottom-groups want to maintain the hierarchy in hopes that they will be able to gain membership one day, reaping the benefits of the resources and high social status. When out-group members are rejected (due to the in-group members belief in negative stereotypes about them) they become frustrated and give up trying to behave in ways that will grant them access. They create negative stereotypes and attitudes about the dominant group (they are heartless and don’t care about other people, they are mean, they are not good people, and “I would never want to be a person like that even if it means I have to live poor.)” Now by this point those two groups have created such strong negative beliefs about the other group that It is very difficult for people to see the out-group members in a positive light. These negative beliefs get in the way of mixed-group interactions and this limits people getting to know many out-groups members personally, only knowing the stereotypes.
There are natural benefits that this type of thinking but they seem to be antiquated; for example, disease. Some people may have this disease while others may have that disease. If we our bodies are not familiar with a specific disease then they are vulnerable to them, never having the opportunity to create natural anti-bodies. We all know that hundreds of thousand (maybe more) Native Americans perished from disease brought by European conquerors. It would make evolutionary sense for us to naturally discriminate against other groups as to avoid coming into contact with diseases that our bodies are not built for (PSU, Canvas, Psych 424 course modules, Lesson 6 Intergroup Relations/Diversity). But those days are gone now. Today a man may visit over many countries all over the world in his lifetime. With modes of transportation like the plane, our societies have become inter-connected and we are no longer separated as we were in the past. Modern medicine such as vaccines can now protect us from foreign diseases. This evolutionary protection seems to have become useless, similar to the vestigial appendix organ, yet they still remain. How do we overcome the stereotypes that we have formed/learned in order to create a more humane society for all when, after all, it only seems natural?
Lets refer back to the Westport Education Partners. By these two groups (old and young aged people) working together with a common goal, they are implementing an intervention that uses the contact hypothesis. Our text tells us that the contact hypothesis asserts “the assumption [ ] that positive contact with members of an out-group could decrease negative stereotyping of the out-group by the in-group and lead to improved intergroup relations.” (Schneider, Gruman, and Coutts, Applied Social Psychology: Understanding and Addressing Social and Practical Problems. 2012). Out lesson commentary says that three are three criteria that must be met in order for the contact hypothesis to be effective; “equal status contact, common goals, and support by relevant institutions.” (Psu, Canvas).
The nine organizations that make up the Westport Education Partners all have different goals but they all implement these three criteria. Each organization are made up of older and younger people and they are a team. The elders are not more important than the youth and vice versa. Each organization has specific common goals that the old and they young work together to achieve. [For example, the organization known as The Dharma Voyage, has worked to bring in boat building courses to the Westport Community schools. The full credit course, now available to students, “is an excellent example of STEAM (Science, Technology, Engineering, Art, and Math) curriculum and hands-on learning” (Stanford Times, 2018).] The final criterion is met due to all of the other, relevant institutions that support the organizations. The school, the parents, partnering organizations and business, and local media are some example of relevant institutions that support the Westport Education Partner’s. The results have shown a better interaction between the young and the old through out the community; “Through programs and support they set an example for youth — and foster interactions between adults and youth throughout the town” (Stanford Times, 2018).
It seems that it is only natural for humans to form groups and engage in in-group favoritism and out-group derogation. But now it seems that this natural way of thinking is getting in the way of creating a fair and just society. Discrimination and stereotyping really have no place in the global society that our world is becoming; it is detrimental to the well being of all. With better understanding we can come up with ideas to counter-act our negative stereotypes of others. (After all, they are not based on reality or any actual evidence). The contact hypothesis seems to give us a great framework to create interventions and programs that can aide us in having positive interactions with out-group members, allowing us to become more open. One day, I believe, we will get to a point where out-group derogation and discrimination will be considered a foolish mans practice. But it starts with exposing people to the truth. That is exactly what the Westport Education Partner’s are trying to do; it seems like they have been able to erode the stereotypes of the participants about the other groups. The respect and cooperation from the old to the young and the young to the old has allowed them to accomplish things that has made the communities educational environment better for the kids, the future.
References:
The Stanford Times, Westport Education Programs boost student, schools. South Coast Today, Southcoasttoday.com. Retrieved from: http://www.southcoasttoday.com/news/20180216/westport-education-partners-boost-students-schools
Schneider, Gruman, and Coutts, Applied Social Psychology: Understanding and Addressing Social and Practical Problems. SAGE Publications, inc. Thousand Oaks, California. 201
Penn State University, Canvas, Psych 424 course modules, Lesson 6 Intergroup Relations/Diversity. Retrieved from: https://psu.instructure.com/courses/1924488/modules
Our society certainly places certain expectations on people because of their age and the contact hypothesis can be beneficial in addressing such expectations. I have been an “adult student” for the last three years and have had many expectations placed on me regarding my age. When I was working on my associate degree at a community college, my classes included students of all ages. I found this consistent interaction with those who were older and younger than me helped me better understand stereotypes regarding age. I found that many of my classmates have much in common with me, whether they were an 18-year-old living with their parents or a 60-year-old with grandchildren. We were all working toward something similar which allowed us to relate to one another. I found my experience at the community college to be very rich because I was able to learn and interact with people that I may not have in other settings.