Opinion: Alice Benningfield Posts On Module 7 DQ 1

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Describe the relationship between our attitudes and our behavior, focusing on the theory that best explains this connection. Consider how social identity, social norms, and prejudice influence behavior and attitudes. Discuss relevant psychological theories and provide supporting evidence from scholarly sources to elucidate this relationship. The paper should explore the mechanisms through which attitudes are transmitted or developed through social interactions and norms, and how these impact behaviors related to prejudice and discrimination. Incorporate an analysis of the social identity theory, contact hypothesis, and other relevant social psychological frameworks to provide a comprehensive understanding of the origins of prejudiced behaviors and their connection to attitudes.

Paper For Above instruction

Understanding the complex relationship between attitudes and behavior is fundamental in social psychology, especially when examining phenomena such as prejudice and discrimination. Among the various theories proposed, the social identity theory offers a compelling framework to elucidate how attitudes influence behavior, particularly in the context of group dynamics and intergroup relations. This theory posits that individuals derive part of their self-esteem and identity from the groups they belong to, such as ethnicity, nationality, or social class (Tajfel & Turner, 1979). As a result, normative behaviors within these groups become powerful determinants of individual attitudes and actions toward outsiders.

Social identity theory emphasizes that group membership creates in-group favoritism and out-group prejudice, which serve to reinforce positive self-concept and social cohesion within the group (Hogg, 2006). When group norms endorse discriminatory attitudes, members tend to conform, manifesting these prejudiced attitudes through behavior such as bias, exclusion, or hostility. Importantly, this conformity is driven by the need for group acceptance and self-esteem enhancement, linking attitudes directly to behavior (Tajfel & Turner, 1979). Consequently, biased attitudes are often transmitted indirectly through social norms and roles, thereby perpetuating systemic prejudice within societies.

Supporting this, Smith and DeCoster (1998) highlight that stereotypes and prejudiced attitudes can be acquired via social learning processes, including observation and imitation of group members. These attitudes become embedded within an individual's schema and influence subsequent behaviors unconsciously. Importantly, the development of prejudice is not solely a result of explicit beliefs but also a product of social categorization and heuristic processing, which simplify complex social environments but can lead to biased judgments (Fiske & Taylor, 1991). This underscores the reciprocal relationship: attitudes shape behavior, and behaviors reinforce attitudes, especially in contexts where social norms endorse prejudice.

The contact hypothesis, as proposed by Allport (1954), further complements this framework by suggesting that increased intergroup contact under certain conditions can reduce prejudice. When contact is equitable and cooperative, it challenges stereotypical attitudes and fosters positive behavior toward out-group members. However, as Swanson (2023) discusses in her inquiry into refugee integration, the mere contact is insufficient if other factors—such as perceived legitimacy of the out-group, social support, and societal norms—are not conducive to positive interactions. Contact must occur within an environment that discourages prejudice and promotes norms of equality to effectively alter attitudes and behaviors.

The role of social norms in shaping prejudice and behaviors aligns with the theory of normative influence, where individuals tend to conform to perceived societal expectations (Cialdini & Trost, 1998). When societal norms endorse inclusivity, individuals are more likely to exhibit tolerant behaviors, whereas prejudiced norms foster discrimination. This dynamic was evident historically in the American context, where institutionalized prejudice persisted through laws and societal standards, reinforcing discriminatory behaviors despite individual beliefs to the contrary (Feagin, 2010).

Moreover, theories addressing the moral and cognitive underpinnings of prejudice, such as the moral disengagement theory (Bandura, 1999), suggest that individuals rationalize discriminatory behavior by dehumanizing out-group members or minimizing harm. These cognitive mechanisms serve as bridges linking negative attitudes directly to harmful behaviors. When individuals disengage morally from their prejudiced attitudes, their behaviors become less restrained by personal moral standards, facilitating discrimination and violence.

In conclusion, the social identity theory remains a robust explanation of how attitudes are connected to behaviors, especially within group contexts where norms and identities heavily influence individual conduct. The theory underscores that attitudes are not merely internal states but are actively transmitted and reinforced through social norms and interactions. When societal conditions favor prejudice, attitudes and behaviors align, perpetuating discrimination. Conversely, fostering positive contact, promoting egalitarian norms, and addressing cognitive biases can disrupt this cycle, leading to more inclusive behaviors and attitudes. Understanding these mechanisms is crucial for developing interventions aimed at reducing prejudice and fostering social harmony.

References

• Allport, G. W. (1954). The nature of prejudice. Addison-Wesley.
• Bandura, A. (1999). Moral disengagement in processes of personal and collective violence. Journal of Moral Education, 28(3), 321-339.
• Cialdini, R. B., & Trost, M. R. (1998). Social influence: Social norms, conformity and compliance. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), The handbook of social psychology (4th ed., pp. 151-192). McGraw-Hill.
• Feagin, J. R. (2010). The persistent racism in America. American Sociological Review, 75(2), 271-290.
• Fiske, S. T., & Taylor, S. E. (1991). Social cognition. McGraw-Hill.
• Hogg, M. A. (2006). Social identity theory. In P. J. Burke (Ed.), Contemporary social psychological theories (pp. 13-36). Stanford University Press.
• Smith, E. R., & DeCoster, J. (1998). Knowledge acquisition, accessibility, and use in person perception and stereotyping: Simulation with a recurrent connectionist network. Journal of Personality and Social Psychology, 74(1), 21-35. https://doi.org/10.1037/.74.1.21
• Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33-47). Brooks/Cole.
• Swanson, J. (2023). Re: Re: Module 7 DQ 2: Application of the Contact Hypothesis. Unpublished class discussion post.