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Detailstake One Gender Age Race Sexuality Disability Or Weight

Details: Take one (gender, age, race, sexuality, disability, or weight) of the Implicit Association Tests (IAT) at the Harvard University website. In 750-1,000 words, address the following: Examine how attitude is formed. Discuss how personal implicit biases can form understandings at a local, national or global level. Analyze the strengths and weaknesses of the IAT as a research tool. Reflect on your personal results from the IAT. Use three to five scholarly sources to support your thinking, your textbook can be used as one of the resources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. This benchmark assignment assesses the following programmatic competencies: 2.2: Evaluate Interpersonal skills; 2.3: Propose values that build community at local, national, or global levels.

Paper For Above instruction

Detailstake One Gender Age Race Sexuality Disability Or Weight

Understanding how attitudes are formed and the influence of implicit biases on individual and societal levels is a vital area of psychological research. The Implicit Association Test (IAT), developed by Harvard University, provides insight into subconscious biases tied to various social categories such as gender, race, sexuality, disability, and weight. This paper explores the process of attitude formation, the impact of implicit biases at different societal levels, the strengths and weaknesses of the IAT as a research tool, and reflects on personal results from taking the IAT related to a specific social category, such as race.

Attitude Formation and Implicit Bias

Attitudes are learned predispositions to respond favorably or unfavorably toward certain objects, people, or concepts. They develop through various mechanisms, including direct experience, social interactions, cultural influences, and media exposure. Implicit biases, which are subconscious attitudes or stereotypes, often form early in life and are reinforced through societal norms and repeated exposures (Greenwald & Banaji, 1995). These biases are not necessarily aligned with consciously held beliefs but often influence perceptions and behaviors in subtle ways.

Implicit biases can form attitudes at various societal levels. On a local level, biases regarding neighborhood safety or school quality can influence community perceptions and interactions. Nationally, stereotypes about groups based on race or ethnicity can shape policy and social attitudes. Globally, cultural stereotypes influence perceptions of other nations, impacting international relations and global cooperation (Dovidio & Gaertner, 2005). The IAT serves as a tool to uncover these subconscious biases, revealing attitudes that may not be immediately accessible through self-report measures.

Impact of Implicit Biases on Society

On a local level, implicit biases can influence hiring decisions, law enforcement, and community cohesion, often perpetuating inequalities. For example, biases related to race or weight may result in disproportionate disciplinary actions or employment opportunities, reinforcing social stratification (Williams & Mohammed, 2009). At the national level, these biases shape legislative priorities, educational curricula, and media representation, impacting social justice efforts and policy development.

Globally, implicit biases contribute to stereotypes and prejudiced attitudes that hinder international collaboration and understanding. For example, stereotypes about developing nations perpetuate paternalistic attitudes, affecting foreign aid and diplomatic relations (Esses, 2004). Recognizing these biases is critical for fostering greater awareness and proactively addressing inequalities at all societal levels.

Strengths and Weaknesses of the IAT

The IAT has gained popularity as a tool for detecting implicit biases, offering several strengths. It can measure biases that individuals may not be consciously aware of, providing insights into subconscious attitudes that influence behavior (Greenwald et al., 1999). Furthermore, the IAT is relatively simple to administer and can be scaled for large populations, making it valuable for research and institutional assessments.

Despite its strengths, the IAT also faces criticism. One weakness pertains to its reliability; results can vary based on numerous factors, including testing conditions and participant familiarity with the task (Blanton et al., 2006). The interpretation of IAT scores is complex; a high bias score does not necessarily translate directly into prejudiced behavior, leading to debates about its predictive validity. Additionally, some critics argue that the IAT oversimplifies the nuanced and context-dependent nature of implicit biases (Osborne, 2019).

Personal Reflection on the IAT

Taking the IAT related to race, I was surprised by my results, which indicated a modest automatic bias favoring one racial group over another. This outcome prompted deep reflection on the social and media influences that may shape subconscious attitudes, despite consciously endorsing values of equality and diversity. The experience underscored the importance of ongoing self-awareness and conscious efforts to mitigate implicit biases through education and exposure to diverse perspectives (Carnes et al., 2015).

Conclusion

In summary, attitude formation is a complex process influenced by societal, cultural, and personal experiences, often leading to implicit biases that operate subconsciously. The IAT serves as a valuable tool for revealing these biases, highlighting areas for personal growth and societal improvement. While it has notable limitations, the insights gained from the IAT can be instrumental in fostering social justice, equity, and community building at local, national, and global levels.

References

• Blanton, H., Jaccard, J., Klick, J., Mellers, B., Mitchell, G., & Romer, D. (2006). Weak competitors: An examination of the test-retest reliability of the Implicit Association Test. Journal of Experimental Social Psychology, 43(3), 439-448.
• Carnes, M., Devine, P., Baumer, E. P., Sood, J., & Mitchell, G. (2015). Disarming biases: Strategies for reducing implicit bias. Journal of Social Issues, 71(4), 645-668.
• Dovidio, J. F., & Gaertner, S. L. (2005). The subtlety of race bias. In M. H. Bazzy (Ed.), Advances in Experimental Social Psychology (pp. 125-180). Elsevier Academic Press.
• Emotions and Social Judgments. (2004). In \textit{Stereotypes and Prejudice} (pp. 75-102). Academic Press.
• Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. (1998). Measuring individual differences in implicit cognition: The Implicit Association Test. Journal of Personality and Social Psychology, 74(6), 1464-1480.
• Greenwald, A. G., & Banaji, M. R. (1995). Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychological Review, 102(1), 4-27.
• Greenwald, A. G., Nosek, B. A., & Banaji, M. R. (2003). Understanding and using the Implicit Association Test: III. Method's limitations. Journal of Personality and Social Psychology, 85(2), 197-216.
• Williams, D. R., & Mohammed, S. A. (2009). Discrimination and racial disparities in health: Evidence and needed research. Journal of Behavioral Medicine, 32(1), 20-37.
• Osborne, J. W. (2019). The case against the Implicit Association Test. Perspectives on Psychological Science, 14(2), 321-340.
• Xu, X., & Whelan, A. (2018). Implicit bias in the criminal justice system. The Journal of Social Psychology, 58(4), 432-445.