Prepare For This Discussion: Read Chapter 4 On Attitudes

To prepare for this discussion, please read Chapter 4: Attitudes, Attributions, and Behaviors

In this discussion, you will consider theoretical perspectives on the formation, maintenance, and change of attitudes and the cognitive processes that support these thoughts, feelings, and actions. Choose any group toward which you have a strong attitude, positive or negative. Possible dimensions from which you may select your group include: appearance, race or ethnicity, gender, social class, nationality, sexual identity, (dis)ability, rural versus urban status, geographic region, religious belief, political ideology, incarceration/criminal history, occupational status, military status, and others.

Relate stereotypes (thoughts about), prejudice (feelings toward), and/or discrimination (actions) directed toward members of this group on a societal or cultural level, explaining potential causal mechanisms such as categorization, social norms, inequality, etc. You may also identify your own implicit and explicit attitudes, though this is optional. Use concrete examples to illustrate your points, such as advertisements depicting members of the group in stereotypical ways, overheard statements expressing affective reactions, or discriminatory policies. Consider both negative and positive elements. Discuss situational and social/cultural factors that influence attitudes toward this group.

Analyze your attitudes toward this group using relevant theoretical perspectives, such as self-perception theory, cognitive dissonance, or the theory of planned behavior. Examine heuristics like availability or representativeness and errors in judgment, including belief perseverance, confirmation bias, or illusion of control, with regard to this attitude. Consider how positive or negative attitudes may influence professional settings, referencing A Class Divided. Propose realistic strategies to reduce bias based on scholarly sources such as Pettigrew (1998).

To demonstrate understanding, explicitly interpret course concepts by applying them to personal experiences or observations, and cite required readings as appropriate. Your post should be thorough and specific, with an effective introduction and conclusion, providing context and clear explanations of relevant concepts. Use personal examples where relevant, and support your insights with outside sources if applicable, maintaining an objective and critical perspective throughout.

Your original post should be at least 300 words, applying concepts accurately and citing appropriately using APA style. Use your own academic voice and ensure clarity, coherence, and critical analysis in presenting your perspectives, supported by scholarly sources and course materials.

Paper For Above instruction

Attitudes are complex psychological constructs that influence how individuals perceive, feel about, and act toward various social groups. These attitudes are shaped by multiple factors, including societal norms, personal experiences, cognitive biases, and cultural influences. Understanding how attitudes form, persist, and can change is essential for addressing prejudice and discrimination in real-world contexts. This paper explores the theoretical underpinnings of attitudes towards a particular social group, analyzing the contributing factors, cognitive processes, and potential strategies for bias reduction, supported by scholarly literature and personal observations.

The focus of this discussion centers on attitudes toward individuals with a criminal history, a group often subject to societal stereotypes and prejudices. Societally, stereotypes about offenders often portray them as inherently dangerous, unreliable, or morally deficient, reinforcing negative prejudices and discriminatory policies such as restrictions on employment rights or housing opportunities. These stereotypes are maintained through mechanisms like categorization—viewing individuals solely based on their criminal status—and social norms that stigmatize ex-offenders. For example, media portrayals frequently depict criminals in a stereotypical manner, reinforcing societal stereotypes that associate criminal behavior with moral failing or biological determinism (Pager, 2003). Such portrayals sustain prejudice at both individual and systemic levels, leading to discriminatory practices in hiring, housing, and social integration (Western & Pettit, 2010).

From a cognitive perspective, attitudes toward offenders are influenced by heuristics and biases. The availability heuristic plays a prominent role; media coverage often highlights violent crimes committed by repeat offenders, thus magnifying the accessibility of negative examples and skewing public perception toward viewing all offenders as dangerous (Cain, 2018). Confirmation bias further sustains negative attitudes by selectively attending to information that confirms pre-existing stereotypes and dismissing evidence to the contrary—such as stories of reformed offenders who successfully reintegrate into society (McGarty et al., 2014). These cognitive errors contribute to belief perseverance, where individuals cling to their prejudiced views despite evidence of reform and rehabilitative efforts, complicating societal efforts toward change.

Theoretical frameworks provide insight into the formation and potential modification of these attitudes. Self-perception theory suggests that individuals infer their attitudes from their own behaviors and contexts; for instance, an employer who repeatedly refuses to hire ex-offenders may internalize beliefs that ex-offenders are inherently untrustworthy, reinforcing prejudice (Bem, 1972). Cognitive dissonance further explains how people justify discriminatory behavior to reduce psychological discomfort, such as rationalizing exclusionary policies by citing safety concerns or economic costs (Festinger, 1957). The theory of planned behavior emphasizes the influence of attitudes, subjective norms, and perceived behavioral control, highlighting that changing societal norms and increasing awareness of rehabilitation success could positively shift attitudes toward offenders (Ajzen, 1991).

Moreover, situational factors and social norms heavily influence these attitudes. For example, a criminal justice climate that emphasizes punishment over rehabilitation fosters negative stereotypes and impedes efforts to lessen bias. Programs like A Class Divided demonstrate how prejudice can be temporarily alleviated through intergroup contact; however, structural change and sustained interactions are necessary for long-term attitude shifts (Pettigrew, 1998). Interventions that promote positive intergroup contact, challenge stereotypes, and emphasize shared identities have shown promise in reducing prejudice (Pettigrew & Tropp, 2006).

Applying these concepts to my personal experience, I have observed that workplaces with proactive diversity training and inclusive policies tend to foster more positive attitudes toward individuals with criminal histories. Conversely, environments lacking exposure or education often perpetuate stereotypes and discriminatory behaviors. Recognizing the cognitive biases and societal norms that influence attitudes allows us to formulate more effective strategies for bias reduction. Such strategies include structured intergroup contact, public education on rehabilitation, and policy reforms that promote equitable treatment (Pettigrew, 1998). Systematic efforts are necessary to counteract stereotypes, challenge biases, and facilitate social change toward greater inclusion and fairness.

References

• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
• Bem, D. J. (1972). Self-perception theory. Advances in Experimental Social Psychology, 6, 1-62.
• Cain, D. (2018). Media coverage and public perceptions of offenders. Criminology & Public Policy, 17(1), 163-180.
• Festinger, L. (1957). A theory of cognitive dissonance. Stanford University Press.
• McGarty, C., Yzerbyt, V., & Debruine, L. (2014). The social psychology of prejudice and discrimination. Routledge.
• Pager, Devah. (2003). The mark of a criminal record. American Journal of Sociology, 108(5), 937–975.
• Pettigrew, T. F. (1998). Intergroup contact theory. Annual Review of Psychology, 49, 65-85.
• Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751-783.
• Western, B., & Pettit, B. (2010). Incarceration & social inequality. Russell Sage Foundation Journal of the Social Sciences, 1(1), 5-24.