PSY 355 Project Two

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PSY 355 Project Two 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 is a negative attitude which one is unaware of. When one belongs to a group, there are unconscious feelings about attitudes, language, and actions that could include stereotyping, racism, and prejudice. The biases are shaped by experiences and are learned associations (American Psychological Association, 2022). Implicit bias is seen the most in groups. When in a group, the members tend to all lean to the values and beliefs of most of the group. The beliefs that are seen inside the group come from the environments the members grew up in which include school, family, and community. Implicit bias can change to explicit bias when a person realizes and understands that they in fact are being prejudice or racist and continue to act on those feelings. The best way to unlearn this type of bias is to listen to all aspects of a situation. You must think for yourself without the influence of other members of the group. Implicit bias changes as you develop new habits through things that you do, and explicit bias can change when you educate yourself about situations and start to think for yourself (Myers & Twenge, 2019). When forming your own opinion and beliefs about someone or something, it should be based on education and understanding of the situation. 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 a person’s fear that their actions and/or behaviors will put negative thoughts and ideas about a group to which they belong into people’s minds (Heaning, 2023). An example would be if “group A” were told that they were less intelligent and capable than “group B”. After being primed that they are worse than group b, group A is given a 1

diagnostic test to test their intellectual abilities. Group A would perform worse than group B every time. The psychosocial well-being of a group will suffer from a negative stereotype. This type of stereotype can leave misrepresentation and suffering towards people that are in the group. For example, when Covid 19 was new and everyone was in a panic, the Asian community (especially Chinese) were targeted and stereotyped. Even if the person was born and raised in the U.S., they were still categorized with the people from China. A way to stop or even reduce negative stereotypes are reflecting on us, addressing the negative stereotypes, and talking about the negative stereotypes around our communities (Countering Stereotype Threat, 2015). This type of proactive behavior will address the stereotype threat, negative stereotypes, and help us to welcome in positive stereotypes. 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? According to Psychology Today, a growth mindset is “the belief that a person’s capacities and talents can be improved over time” (Psychology Today, 2020). Our worlds begin to change as we get older. Our appearance, our perception, our ideas, our thought process, all tend to change as we age. The reason that this happens is due to personal events and our daily interactions with the world and people that we know. We start to understand and become more aware of the implicit biases that we have in our lives, allowing us to choose how we react and respond to them. This helps us as individuals to be able to make our own decisions on how we respond and react to certain events in our lives. Growth mindset helps a person improve their way of thinking and their way of life. People begin to get wiser and more understanding of the things that happen around them. With the newfound understanding, people can decide whether they want to be stereotypical or are they going to look at the whole picture and think for themselves. To be able to switch from a fixed mindset to a growth mindset, you must be open minded and have a deep understanding of where people are coming from with their opinions and/or lifestyles. We must understand that the way we view life during our childhood is going to change the older we get. We start to interact with more and more people resulting in us learning about all different walks of life. This can help transition from a fixed mindset to a growth mindset. 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: 2

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