Seminar and practice 28.11.2017. Culture and personality. Ethnic stereotypes and prejudices презентация

Ethnic stereotypes - exercise "Guess Who We're Talking About"
4. Ethnic stereotypes - the Cooperative Map Exercise
5. Prejudices - exercise Childhood memories

of theories, the names of the researchers and the descriptions of the basic ideas of the theories.
2. You need to collect a puzzle: the name of the theory, researchers and basic ideas.
3. Some cards are superfluous
You have 10 minutes

group that is on the right for evaluation:
1 point per each fully correct “collected puzzle”
0.5 point per each partly correct “collected puzzle”: contain not the all necessary parts or include some wrong parts
0 point per each fully wrong “collected puzzle”

the 1930’s.
- Ruth Benedict
- Margaret Mead
- Abram Kardiner
- The main question on which the researchers of this approach sought the answer was: “How an individual’s personality is shaped by the ambient culture?”
- The researchers of this approach sought for common aspects that would characterize different peoples by their cultures. The study of culture and personality tried to understand the growth and development of personal or social identity

refers to a particular type of integration of the individuals in their cultural environment on the basis of the common socialization experience of this ethnic community members and their personal characteristics.
- The researchers of this theory found the following causal line: Primary Institutions (Including subsistence type, household form, and child rearing) ? Basic personality (Including shared anxieties, defences, and neuroses) ? Secondary institutions (Including religion mythology, and folklore)

most frequent type encountered in the sample and doesn’t assume that most of the society members share the same personality structure
- The researcher analyzed the Alorese society and hypothesized that the personality of an adult is shaped by the ways in which infants and young children are treated. How children are fed, when they are weaned, how much affection they receive: all these issues would shape personality.

Japanese
The researchers found the following personality traits in this culture: fanatical devotion to the Emperor, immediate willingness to change the side when they are captured, devotion to ingroup, guilt in a childhood, face in an adulthood, strong willing to repay both for benefits and insults

of the Germans
- Researchers analyzed of Hitler’s personality and behavior, the reasons for submission of the German people to Hitler’s dictatorial rule.
Researchers have found that the authoritarian personality (extremely obedient to authorities, contemptuous to subordinates, feel anxious to democratic institutions) is a particular feature of this people

the Russians
The researcher found two types of personality: traditional Russian personality («oral - expressive», warm, expansive, trusting, responsive, identification with primary group-personal loyalty, emphasis on «dependent passivity» ) and ideal Soviet personality («anal – compulsive», formal, controlled, distrustful, onspirational; loyalty directed upward to superiors, emphasis on «instrumental activity»)

American society
- This theory opened exciting new dimensions in our understanding of the psychological, political, and economic problems that confront the individual in contemporary American society.
- The researcher noted the following national characteristics: rejection of European ancestry, equality and resistance to authority, constant necessity to prove masculinity

believe that personality descriptors can be consistently grouped into a small number of factors.
The most widely used measure of this theory is Revised NEO Personality Inventory (NEO-PI-R)
Neuroticism (emotional instability, anxiety, hostility), Extraversion (positive emotions, sociability), Openness to experience (curiosity, imaginativeness, sophistication), Agreeableness (sensitivity, gentleness, warmth) , Conscientiousness (persistence, goal-directness, dependency, self-discipline
The results of the studies in different cultures supported the universality of the structure stated in this theory. Although the case for additional, indigenous factors is still discussed by some writers, it seems likely that this theory itself can be found in any culture.

JIVA is similar to personality
- The researcher identified following structure elements of JIVA concept:
Experince of bliss, Intellect, self-image, self-representation, «Mind» that coordinates sensory functions, «Breath of life», physiological processes, Body

self in a relational situation.
A different degree of selfhood is projected into the public image known as ‘face’
According to this concept for Individualistic cultures: Consistency between private and public self-image is very important, Face is an intrapsychic phenomena, Self is ideally free, Facework emphasizes perceiveing one’s own autonomy; for Collectivistic cultures The Self is a situationally and relationally based concept, Self is codified through the active negotiation of facework, Self is never free

Theory explains the cross-cultural characteristics of the personality more extensively than the Concept of Basic Personality
There are practically no distinctions between national stereotypes and a national character
Many studies of personality conducted by non-western psychologists are based on western scientific traditions.

likes to drink, fair, open
Polite, reserved, pedantic, uncommunicative, cold-headed, conservative, accurate, conscientious, elegant
Aggressive, greedy, vindictive, lazy, brash, dishonest, immoral, rude
Elegant, gallant, talkative, lying, charming, depraved, mean, frivolous,
Accurate, pedantic, executive, economical, uninteresting, meticulous, restrained, persistent, workable
Talented, kind, fair, hardworking, charming, strong, confident, honest
Proud, faithful to traditions, respecting the elders, revengeful, , hospitable, slightly arrogant

city on a blank sheet of paper.
On the map note neighborhoods (and their demo­graphic characteristics), cultural and historic sites, and anything which might be of interest to a foreign visitor.
The notations may be made in any combination of words, pictures, or symbols.

wrote in her diary such a story.

"There are 28 students in my 8th class. Many of the students have known each other since the age of 6-7. The class was cohesive, and we knew each other so much that we could easily distinguish the handwriting of everyone. Although we grew up together, we had our own "outcasts". From the second grade, a small group of "elite" students spent a lot of time chasing two or three "outcasts". I was one of these outcasts, although I don’t know why. In most cases, those are bullied who are in a bad physical form (not athletic), or read too much, or wear the wrong clothes, or belong to another race. But in my class we all read a lot and we all struggled with sport. We were also brought up with respect for a different races or cultures. Usually people become "outcasts" when they differ from the majority in something. But in my class there were no big differences in anything. It seemed like the group itself needed outcasts to exist.
The group's rejection was not explicit. It was manifested for example in a muffled chuckle when I was saying something or in rolling their eyes when I turned around. If I was outside the ground then when I approached a group of other students there, they often became silent. Sometimes somebody didn’t have enough time to notice me, and I could catch a scrap of joke addressing me.
I also remember something else. There were other children (Anya Ivanova, Shamil Gakaev, Yasha Gurevich)in our class, who were rejected as well as me. Some of them tried harder than me to be accepted by the group, and that attempts gave many reasons for jokes.
One day during lunch time I sat alone, watching some basketball game. One of the most popular girls in our class came to me and said that she wanted to show me something that, according to her, I would not want to miss. We went together to the corner of the ground, three or four other girls were there. One of them read loud some excerpts from a small book. They said that the book was Anya Ivanova's diary. I sat down with them and, literally cacked myself laughing. I heard my voice barely distinguishable among others. Now, looking back, I wonder how I could have mocked Anya, although I knew well what it was like to be the laughing stock. I would like to say that if I were in this situation now, I would have acted differently, but to be honest, I'm not sure. It is often more important to be accepted by others than to be self-approved even if this acceptance ends quickly.

Nellie realize that her classmates rejected her?
3. What was the best way for Nelly to react to the fact that classmates were treating her?
4. In your opinion, what did Nellie feel, watching how classmates were treating other children?
5. Bring at least two options for Nelly's possible behavior when she saw how classmates bully other children? Which option is better and why?
6. How did Nelly explain her involvement in mockery on other children?
7. What were her options for behavior when she was invited to have a dig at Anya Ivanova? Which option is better and why?
8. Sometimes people don’t do things that they think to be right. Why do they behave so?