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Tanriverdi V, Yurdagül A, Tulum EA, Ozbilgin MF. Watch the tone of your voice! An exploration of dehumanization of women by gender nonconformity based on tone of voice, occupation and appearance. Front Psychol 2024; 15:1387876. [PMID: 38813556 PMCID: PMC11135130 DOI: 10.3389/fpsyg.2024.1387876] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2024] [Accepted: 04/30/2024] [Indexed: 05/31/2024] Open
Abstract
Dehumanization refers to the act of likening others to objects or animals. This, in turn, mitigates feelings of conscience, guilt, and moral obligation in the face of behaviors such as violence, mistreatment, or discrimination against the dehumanized individuals. The aim of this study is to determine the extent of which women with mismatching vocal tone, occupation and appearance to their gender expectations are dehumanized by others. To achieve this, we conducted a between-groups factorial design experiment. In the experiment, participants looked at the photo and listened to the voice of a target woman with either a gender congruent or incongruent vocal tone, occupation, or appearance. Participants indicated the extent to which human attributes were appropriate for this individual. The results revealed that the main effects of vocal tone and occupation were significant for both mechanistic and animalistic dehumanization. A target woman with a mismatched vocal tone and occupation was more dehumanized compared to those with a matched vocal tone and occupation. However, the interaction effect of vocal tone, occupation type, and appearance was found to be significant only for mechanistic dehumanization. Our study provides evidence to recent concerns that women may experience dehumanization due to their vocal tone and occupation.
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Affiliation(s)
- Veysi Tanriverdi
- Department of Psychology, Bülent Ecevit University, Zonguldak, Türkiye
| | - Aydan Yurdagül
- Department of Psychology, Bülent Ecevit University, Zonguldak, Türkiye
| | - Ezgi Aze Tulum
- Department of Psychology, Bülent Ecevit University, Zonguldak, Türkiye
| | - Mustafa F. Ozbilgin
- Brunel Business School, College of Business, Arts and Social Sciences, Brunel University London, London, United Kingdom
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Sainz M, Vázquez A. Not all ballots should be considered equal: How education-based dehumanization undermines the democratic social contract. BRITISH JOURNAL OF SOCIAL PSYCHOLOGY 2024; 63:658-680. [PMID: 37970755 DOI: 10.1111/bjso.12697] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2023] [Revised: 10/18/2023] [Accepted: 10/26/2023] [Indexed: 11/17/2023]
Abstract
Less educated people are viewed negatively and their opinions are belittled in our society. Besides, along with other groups, they are underrepresented in the political arena which questions the legitimacy of democratic systems. Despite the existence of education-based devaluation, research on how people dehumanize individuals and groups with lesser education and minimize their democratic rights is scarce. In this project, we provide correlational evidence that less (vs. highly) educated individuals and groups are dehumanized (Study 1a, N = 304) and their democratic rights (voting, running for office) are questioned (Study 1b, N = 504). Furthermore, we identified that dehumanization tendencies of the less (vs. highly) educated targets predict support for denying them voting rights or the capability to run for public candidacies (Study 2, N = 447). Finally, an experimental study confirmed that the target's educational background influences attributions of humanity, which in turn seem to affect the denial of democratic rights to the target (Study 3, N = 470). These findings suggest that education-based dehumanization might undermine the inalienable democratic rights of lesser educated individuals and groups thus endangering the foundations of democratic systems.
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Affiliation(s)
- Mario Sainz
- Departamento de Psicología Social y de las Organizaciones, Facultad de Psicología, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain
| | - Alexandra Vázquez
- Departamento de Psicología Social y de las Organizaciones, Facultad de Psicología, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain
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3
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Johnson DL, Obhi SS. Don't worry, they get the idea: instructions have no impact on dehumanization ratings on the Ascent of Human Scale. THE JOURNAL OF GENERAL PSYCHOLOGY 2024:1-19. [PMID: 38217484 DOI: 10.1080/00221309.2023.2300145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2023] [Accepted: 12/15/2023] [Indexed: 01/15/2024]
Abstract
A common method for assessing blatant dehumanization asks participants to rate "how evolved" they think members of various social groups are using the Ascent of Human scale (AOH) that transitions in stages from a crawling ape to a fully upright modern human. However, little is known about how task instructions affect participant ratings. In this pre-registered study, participants saw alternative forms of instruction including the traditional instructions emphasizing "evolution", a prompt without any reference to evolution, and a prompt that clearly explained that the scale assesses dehumanization. Instruction type had no effect on dehumanization ratings on the AOH scale. These results support the idea that the AOH scale is a robust means of assessing blatant dehumanization.
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Affiliation(s)
- Devin L Johnson
- Department of Psychology, Neuroscience and Behaviour, McMaster University
| | - Sukhvinder S Obhi
- Department of Psychology, Neuroscience and Behaviour, McMaster University
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Kim SY, Cheon JE, Kim YH. A Cross-Cultural Examination of Blatant and Subtle Dehumanization of Autistic People. J Autism Dev Disord 2024:10.1007/s10803-023-06217-x. [PMID: 38217799 DOI: 10.1007/s10803-023-06217-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/05/2023] [Indexed: 01/15/2024]
Abstract
PURPOSE This cross-cultural study examined various domains of dehumanization, including both blatant (viewing autistic people as animal-like, child-like, or machine-like) and subtle (denying agency and experience capabilities) dehumanization, of autistic individuals by Koreans and Americans. METHODS A total of 404 Koreans and 229 Americans participated in an online survey, assessing blatant and subtle dehumanization, knowledge about autism, stigma toward and contact with autistic people, cultural factors, and demographic information. Robust linear mixed-effects regressions were conducted to examine the impact of the target group (autistic vs. non-autistic) and the country (South Korea vs. the US) on dehumanization. Additionally, correlations and multiple regressions were employed to identify individual variables associated with dehumanization. RESULTS Both Koreans and Americans exhibited more dehumanizing attitudes towards autistic individuals than non-autistic individuals across all domains. Koreans showed greater dehumanization of autistic individuals than Americans in all domains except for the machine-like domain. Stigma toward autistic people was associated with all dehumanization domains among Koreans and with some of the domains among Americans. Individual variables associated with dehumanization varied across countries and domains. Positive contact quality frequently predicted lower dehumanization in both cultures. CONCLUSIONS Non-autistic individuals consistently rated autistic people as less human than non-autistic people. Future research examining how autistic characteristics or societal perceptions that influence the consideration of an autistic person's humanness vary across cultures is needed. Implementing interventions aimed at enhancing non-autistic people's understanding of autistic individuals' agency and experience capabilities and promoting high-quality contact opportunities with autistic individuals may help reduce dehumanizing attitudes.
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Affiliation(s)
- So Yoon Kim
- Department of Teacher Education, Duksung Women's University, 33, Samyang-ro 144-gil, Dobong-gu, Seoul, 01369, Republic of Korea
| | - Jeong Eun Cheon
- Department of Psychology, Yonsei University, 50, Yonsei-ro, Seodaemun-gu, Seoul, 03722, Republic of Korea
| | - Young-Hoon Kim
- Department of Psychology, Yonsei University, 50, Yonsei-ro, Seodaemun-gu, Seoul, 03722, Republic of Korea.
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Johnson DL, Obhi SS. Salience Matters: Filler groups on the ascent of human scale impact ratings for target groups. PLoS One 2023; 18:e0293398. [PMID: 37948447 PMCID: PMC10637698 DOI: 10.1371/journal.pone.0293398] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Accepted: 10/11/2023] [Indexed: 11/12/2023] Open
Abstract
Researchers using the ascent of human scale (AOH) to study dehumanization typically include filler groups in addition to the main comparator groups, to hide the true intent of the study. However, there is little work examining the impact of filler group choice on dehumanization ratings between groups of interest. Across two studies (including one pre-registered study) we manipulated the salience of a target out-group (i.e., the extent to which the group stood out) by embedding it within lists of other groups. By comparing AOH ratings across three conditions in which the target out-group was either high salience, medium salience, or low salience, we were able to determine the effects of target out-group salience on dehumanization. In study 1, we included participants' in-group (Canadian) in the list, and in study 2, we did not include participants in-group in the list. Results from study 1 showed that group salience had no impact on AOH ratings for the out-group when the participant in-group was included in the list. However, in study 2, when participant in-group was removed from the list, ratings for the out-group in the high salience condition were significantly lower than both the medium and low salience conditions. Implications for both theoretical and methodological issues in investigations using the AOH scale are discussed.
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Affiliation(s)
- Devin L. Johnson
- Department of Psychology, Neuroscience, and Behaviour, McMaster University, Hamilton, Canada
| | - Sukhvinder S. Obhi
- Department of Psychology, Neuroscience, and Behaviour, McMaster University, Hamilton, Canada
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6
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Morehouse KN, Maddox K, Banaji MR. All human social groups are human, but some are more human than others: A comprehensive investigation of the implicit association of "Human" to US racial/ethnic groups. Proc Natl Acad Sci U S A 2023; 120:e2300995120. [PMID: 37216551 PMCID: PMC10235955 DOI: 10.1073/pnas.2300995120] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2023] [Accepted: 03/30/2023] [Indexed: 05/24/2023] Open
Abstract
All human groups are equally human, but are they automatically represented as such? Harnessing data from 61,377 participants across 13 experiments (six primary and seven supplemental), a sharp dissociation between implicit and explicit measures emerged. Despite explicitly affirming the equal humanity of all racial/ethnic groups, White participants consistently associated Human (relative to Animal) more with White than Black, Hispanic, and Asian groups on Implicit Association Tests (IATs; experiments 1-4). This effect emerged across diverse representations of Animal that varied in valence (pets, farm animals, wild animals, and vermin; experiments 1-2). Non-White participants showed no such Human=Own Group bias (e.g., Black participants on a White-Black/Human-Animal IAT). However, when the test included two outgroups (e.g., Asian participants on a White-Black/Human-Animal IAT), non-White participants displayed Human=White associations. The overall effect was largely invariant across demographic variations in age, religion, and education but did vary by political ideology and gender, with self-identified conservatives and men displaying stronger Human=White associations (experiment 3). Using a variance decomposition method, experiment 4 showed that the Human=White effect cannot be attributed to valence alone; the semantic meaning of Human and Animal accounted for a unique proportion of variance. Similarly, the effect persisted even when Human was contrasted with positive attributes (e.g., God, Gods, and Dessert; experiment 5a). Experiments 5a-b clarified the primacy of Human=White rather than Animal=Black associations. Together, these experiments document a factually erroneous but robust Human=Own Group implicit stereotype among US White participants (and globally), with suggestive evidence of its presence in other socially dominant groups.
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Affiliation(s)
| | - Keith Maddox
- Department of Psychology, Tufts University, Medford, MA02155
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7
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Sin KF, Yang L, Ye FTF. Self-dehumanization and other-dehumanization toward students with special educational needs: examining their prevalence, consequences and identifying solutions-a study protocol. BMC Psychol 2023; 11:137. [PMID: 37106457 PMCID: PMC10141916 DOI: 10.1186/s40359-023-01178-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2023] [Accepted: 04/19/2023] [Indexed: 04/29/2023] Open
Abstract
BACKGROUND Students with special educational needs (SEN) often face dehumanization, which negatively impacts their mental health, daily functioning, and educational outcomes. This study seeks to address the research gap in dehumanization literature by examining the prevalence, dynamics, and consequences of self-dehumanization and other-dehumanization among SEN students. Moreover, by utilizing psychological experiments, the study aims to identify potential intervention strategies and make recommendations to minimize the negative psychological consequences derived from the dual model of dehumanization. METHODS This two-phase, mixed-methods study incorporates cross-sectional surveys and quasi-experimental designs. Phase 1 investigates the self-dehumanization of SEN students and other-dehumanization from non-SEN peers, teachers, parents, and the public. Phase 2 involves four experimental studies to evaluate the effectiveness of interventions emphasizing human nature and uniqueness in reducing self-dehumanization and other-dehumanization of SEN students, as well as their associated negative consequences. DISCUSSION The study fills a research gap by examining dehumanization in SEN students, applying dyadic modeling, and identifying potential solutions to ameliorate dehumanization and its negative consequences. The findings will contribute to the advancement of the dual model of dehumanization, increase public awareness and support for SEN students in inclusive education, and promote changes in school practice and family support. The 24-month study in Hong Kong schools is expected to provide significant insights into inclusive education in school and community settings.
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Affiliation(s)
- Kuen-Fung Sin
- Centre for Special Educational Needs and Inclusive Education, The Education University of Hong Kong, Tai Po, Hong Kong SAR, People's Republic of China
| | - Lan Yang
- Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong SAR, People's Republic of China
| | - Frank Tian-Fang Ye
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, People's Republic of China.
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8
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Lantos D. Dehumanization propensity as an individual difference. Curr Opin Behav Sci 2023. [DOI: 10.1016/j.cobeha.2023.101259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/06/2023]
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9
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Golossenko A, Palumbo H, Mathai M, Tran HA. Am I being dehumanized? Development and validation of the experience of dehumanization measurement. BRITISH JOURNAL OF SOCIAL PSYCHOLOGY 2023. [PMID: 36861855 DOI: 10.1111/bjso.12633] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Accepted: 09/23/2022] [Indexed: 03/03/2023]
Abstract
Scholarly interest in the experience of dehumanization, the perception that one is being dehumanized, has increased significantly in recent years, yet the construct lacks a validated measurement. The purpose of this research is therefore to develop and validate a theoretically grounded experience of dehumanization measurement (EDHM) using item response theory. Evidence from five studies using data collected from participants in the United Kingdom (N = 2082) and Spain (N = 1427), shows that (a) a unidimensional structure replicates and fits well; (b) the measurement demonstrates high precision and reliability across a broad range of the latent trait; (c) the measurement demonstrates evidence for nomological and discriminant validity with constructs in the experience of dehumanization nomological network; (d) the measurement is invariant across gender and cultures; (e) the measurement demonstrates incremental validity in the prediction of important outcomes over and above conceptually overlapping constructs and prior measurements. Overall, our findings suggest the EDHM is a psychometrically sound measurement that can advance research relating to the experience of dehumanization.
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Affiliation(s)
- Artyom Golossenko
- Newcastle University Business School, Newcastle University, Newcastle upon Tyne, UK
| | - Helena Palumbo
- Department of Economics and Business, Pompeu Fabra University, Barcelona, Spain
| | - Mariya Mathai
- School of Management, Swansea University, Swansea, UK
| | - Hai-Anh Tran
- Alliance Manchester Business School, University of Manchester, Manchester, UK
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10
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Chen G, Dang J. Crowds’ malice behind the screen: The normative influences of online dehumanization on discrimination against foreigners. GROUP PROCESSES & INTERGROUP RELATIONS 2022. [DOI: 10.1177/13684302221127228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
With the ubiquitous presence of the Internet, comments that dehumanize foreigners are frequently found on social networking platforms. These comments may function as dehumanizing norms and facilitate discrimination against foreigners in the offline world. In the current research, three studies were conducted to explore this possibility. Study 1 was a correlational study that revealed a positive association between dehumanizing norms and discrimination against foreigners. Studies 2 and 3 manipulated dehumanizing norms and found that these norms promoted discrimination against foreigners via increased prejudice toward them. Study 3 further measured perceived online anonymity and revealed that decreasing perceived online anonymity buffered the destructive influences of dehumanizing norms. In conclusion, to our knowledge, the current research represents the first attempt to empirically explore the normative influences of dehumanization on discrimination against foreigners and provides practical implications for comment management on the Internet.
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11
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Zhou W, Hare B. The Early Expression of Blatant Dehumanization in Children and Its Association with Outgroup Negativity. HUMAN NATURE (HAWTHORNE, N.Y.) 2022; 33:196-214. [PMID: 35666461 DOI: 10.1007/s12110-022-09427-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/07/2022] [Indexed: 06/15/2023]
Abstract
Dehumanization is observed in adults across cultures and is thought to motivate human violence. The age of its first expression remains largely untested. This research demonstrates that diverse representations of humanness, including a novel one, readily elicit blatant dehumanization in adults (N = 482) and children (aged 5-12; N = 150). Dehumanizing responses in both age groups are associated with support for outgroup inferiority. Similar to the link previously observed in adults, dehumanization by children is associated with a willingness to punish outgroup transgressors. These findings suggest that exposure to cultural norms throughout adolescence and adulthood are not required for the development of outgroup dehumanization.
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Affiliation(s)
- Wen Zhou
- Department of Evolutionary Anthropology, Duke University, Durham, NC, USA.
| | - Brian Hare
- Department of Evolutionary Anthropology, Duke University, Durham, NC, USA
- Center for Cognitive Neuroscience, Duke University, Durham, NC, USA
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12
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Destin M, Silverman DM, Rogers LO. Expanding the social psychological study of educators through humanizing principles. SOCIAL AND PERSONALITY PSYCHOLOGY COMPASS 2022. [DOI: 10.1111/spc3.12668] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Mesmin Destin
- Department of Psychology Northwestern University Evanston Illinois USA
- School of Education & Social Policy Northwestern University Evanston Illinois USA
- Institute for Policy Research Northwestern University Evanston Illinois USA
| | | | - Leoandra Onnie Rogers
- Department of Psychology Northwestern University Evanston Illinois USA
- Institute for Policy Research Northwestern University Evanston Illinois USA
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13
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Priming attachment security and outgroup humanization: The mediation role of intergroup emotions. PLoS One 2022; 17:e0265714. [PMID: 35303033 PMCID: PMC8932561 DOI: 10.1371/journal.pone.0265714] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Accepted: 03/07/2022] [Indexed: 11/19/2022] Open
Abstract
Individuals tend to dehumanize the outgroup. In this paper, we explore whether the activation of attachment security can attenuate dehumanization. Two studies were performed. In Study 1, attachment security was primed by showing pictures that depicted relationships with attachment figures; the outgroup was the homeless and humanization was measured considering the attribution of uniquely human and non-uniquely human emotions to this group. In Study 2, the sense of interpersonal security was activated by inviting participants to relive a recent interaction that left them with a feeling of safety and warmth. Outgroup members were the Roma, and humanization was measured considering the attribution of uniquely human and human nature traits to them. In Study 2, the mediation effect of intergroup emotions was investigated. In both studies, outgroup humanization effects were highlighted. In Study 2, these effects were mediated by increased empathy toward the outgroup. Interestingly, the positive impact of security activation was not moderated by chronic attachment orientations. Findings suggest strategies that can be used to improve intergroup relations in specific contexts and in society at large.
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14
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Kteily NS, Landry AP. Dehumanization: trends, insights, and challenges. Trends Cogn Sci 2022; 26:222-240. [PMID: 35042655 DOI: 10.1016/j.tics.2021.12.003] [Citation(s) in RCA: 26] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 12/11/2021] [Accepted: 12/17/2021] [Indexed: 11/15/2022]
Abstract
Despite our many differences, one superordinate category we all belong to is 'humans'. To strip away or overlook others' humanity, then, is to mark them as 'other' and, typically, 'less than'. We review growing evidence revealing how and why we subtly disregard the humanity of those around us. We then highlight new research suggesting that we continue to blatantly dehumanize certain groups, overtly likening them to animals, with important implications for intergroup hostility. We discuss advances in understanding the experience of being dehumanized and novel interventions to mitigate dehumanization, address the conceptual boundaries of dehumanization, and consider recent accounts challenging the importance of dehumanization and its role in intergroup violence. Finally, we present an agenda of outstanding questions to propel dehumanization research forward.
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Affiliation(s)
- Nour S Kteily
- Kellogg School of Management, Northwestern University, Evanston, IL 60208, USA.
| | - Alexander P Landry
- Graduate School of Business, Stanford University, Palo Alto, CA 94305, USA
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15
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Kachanoff FJ, Gray K, Koestner R, Kteily N, Wohl MJA. Collective autonomy: Why groups fight for power and status. SOCIAL AND PERSONALITY PSYCHOLOGY COMPASS 2021. [DOI: 10.1111/spc3.12652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Frank J. Kachanoff
- Department of Psychology and Neuroscience University of North Carolina at Chapel Hill Chapel Hill North Carolina USA
| | - Kurt Gray
- Department of Psychology and Neuroscience University of North Carolina at Chapel Hill Chapel Hill North Carolina USA
| | - Richard Koestner
- Department of Psychology McGill University Montreal Quebec Canada
| | - Nour Kteily
- Department of Management and Organizations Northwestern University Evanston Illinois USA
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16
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Lantos D, Harris LT. The humanity inventory: Developing and validating an individual difference measure of dehumanization propensity. JOURNAL OF THEORETICAL SOCIAL PSYCHOLOGY 2021. [DOI: 10.1002/jts5.114] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Affiliation(s)
- Dorottya Lantos
- Centre for Longitudinal Studies Social Research Institute University College London London UK
| | - Lasana T. Harris
- Department of Experimental Psychology University College London London UK
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17
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Handley G, Kubota JT, Li T, Cloutier J. Impact of interracial contact on inferring mental states from facial expressions. ROYAL SOCIETY OPEN SCIENCE 2021; 8:202137. [PMID: 34295514 PMCID: PMC8292755 DOI: 10.1098/rsos.202137] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/24/2020] [Accepted: 06/21/2021] [Indexed: 06/13/2023]
Abstract
Although decades of research have shown that intergroup contact critically impacts person perception and evaluation, little is known about how contact shapes the ability to infer others' mental states from facial cues (commonly referred to as mentalizing). In a pair of studies, we demonstrated that interracial contact and motivation to attend to faces jointly influence White perceivers' ability to infer mental states based on facial expressions displaying secondary emotions from both White targets alone (study 1) and White and Black targets (study 2; pre-registered). Consistent with previous work on the effect of motivation and interracial contact on other-race face memory, we found that motivation and interracial contact interacted to shape perceivers' accuracy at inferring mental states from secondary emotions. When motivated to attend to the task, high-contact White perceivers were more accurate at inferring both Black and White targets' mental states; unexpectedly, the opposite was true for low-contact perceivers. Importantly, the target race did not interact with interracial contact, suggesting that contact is associated with general changes in mentalizing irrespective of target race. These findings expand the theoretical understanding and implications of contact for fundamental social cognition.
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Affiliation(s)
- Grace Handley
- Department of Psychological and Brain Sciences, University of Delaware, DE, USA
| | - Jennifer T. Kubota
- Department of Psychological and Brain Sciences, University of Delaware, DE, USA
- Department of Political Science and International Relations, University of Delaware, DE, USA
| | - Tianyi Li
- College of Business Administration, University of Illinois Chicago, IL, USA
| | - Jasmin Cloutier
- Department of Psychological and Brain Sciences, University of Delaware, DE, USA
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18
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Turetsky KM, Sinclair S, Starck JG, Shelton JN. Beyond students: how teacher psychology shapes educational inequality. Trends Cogn Sci 2021; 25:697-709. [PMID: 34119420 DOI: 10.1016/j.tics.2021.04.006] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Revised: 04/08/2021] [Accepted: 04/09/2021] [Indexed: 11/30/2022]
Abstract
Although researchers investigating psychological contributors to educational inequality have traditionally focused on students, a growing literature highlights the importance of teachers' psychology in shaping disparities in students' educational achievement and attainment. In this review, we discuss recent advances linking teachers' attitudes, perceptions, and beliefs to inequality in students' outcomes. First, we identify specific aspects of teacher psychology that contribute to educational disparities, including teachers' biases, perceptions and expectations of students, beliefs about the nature of ability, and beliefs about group differences. Second, we synthesize mechanisms underlying the effects of teacher psychology on educational inequality, including teachers' disparate assessment of students' work and abilities, interpersonal interaction with students, and psychological impact on students. Implications for future research and interventions are discussed.
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19
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Markowitz DM, Shoots-Reinhard B, Peters E, Silverstein MC, Goodwin R, Bjälkebring P. Dehumanization During the COVID-19 Pandemic. Front Psychol 2021; 12:634543. [PMID: 33643166 PMCID: PMC7904886 DOI: 10.3389/fpsyg.2021.634543] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2020] [Accepted: 01/21/2021] [Indexed: 11/18/2022] Open
Abstract
Communities often unite during a crisis, though some cope by ascribing blame or stigmas to those who might be linked to distressing life events. In a preregistered two-wave survey, we evaluated the dehumanization of Asians and Asian Americans during the COVID-19 pandemic. Our first wave (March 26–April 2, 2020; N = 917) revealed dehumanization was prevalent, between 6.1% and 39% of our sample depending on measurement. Compared to non-dehumanizers, people who dehumanized also perceived the virus as less risky to human health and caused less severe consequences for infected people. They were more likely to be ideologically Conservative and believe in conspiracy theories about the virus. We largely replicated the results 1 month later in our second wave (May 6–May 13, 2020; N = 723). Together, many Americans dehumanize Asians and Asian Americans during the COVID-19 pandemic with related perceptions that the virus is less problematic. Implications and applications for dehumanization theory are discussed.
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Affiliation(s)
- David M Markowitz
- School of Journalism and Communication, University of Oregon, Eugene, OR, United States.,Center for Science Communication Research, University of Oregon, Eugene, OR, United States
| | - Brittany Shoots-Reinhard
- School of Journalism and Communication, University of Oregon, Eugene, OR, United States.,Center for Science Communication Research, University of Oregon, Eugene, OR, United States.,Department of Psychology, The Ohio State University, Columbus, OH, United States
| | - Ellen Peters
- School of Journalism and Communication, University of Oregon, Eugene, OR, United States.,Center for Science Communication Research, University of Oregon, Eugene, OR, United States
| | - Michael C Silverstein
- Center for Science Communication Research, University of Oregon, Eugene, OR, United States.,Department of Psychology, University of Oregon, Eugene, OR, United States
| | - Raleigh Goodwin
- Center for Science Communication Research, University of Oregon, Eugene, OR, United States.,Department of Psychology, University of Oregon, Eugene, OR, United States
| | - Pär Bjälkebring
- Center for Science Communication Research, University of Oregon, Eugene, OR, United States.,Department of Psychology, University of Gothenburg, Gothenburg, Sweden
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20
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Borinca I, Tropp LR, Ofosu N. Meta-humanization enhances positive reactions to prosocial cross-group interaction. BRITISH JOURNAL OF SOCIAL PSYCHOLOGY 2021; 60:1051-1074. [PMID: 33644887 DOI: 10.1111/bjso.12435] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2020] [Revised: 12/03/2020] [Indexed: 01/11/2023]
Abstract
The present research investigated whether learning that an outgroup humanizes the ingroup (i.e., meta-humanization) enhances how people react to intergroup prosocial behaviours and their willingness to engage in intergroup contact. In three experiments conducted in two cultural contexts (Kosovo and North Macedonia; n = 601), we manipulated meta-humanization by informing participants that their ingroup is perceived to be as human as the outgroup by outgroup members. We compare this meta-humanization condition with a meta-dehumanization condition in which the participant's ingroup is perceived to be less human than the outgroup (Experiments 1 and 3), a meta-liking condition in which the participant's ingroup is liked as much as the outgroup (Experiment 2), and a control condition (Experiments 1 and 2). Overall, results showed that participants in the meta-humanization condition attributed more empathy and prosocial motives to a potential outgroup helper and were more willing to accept outgroup help and engage in future intergroup contact than participants in the other conditions. In addition, positive perceptions of the outgroup helper mediated the effect of meta-humanization on willingness to accept outgroup help and engage in intergroup contact. We discuss the theoretical and practical implications of these findings for intergroup relations and reconciliation efforts.
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Affiliation(s)
- Islam Borinca
- Department of Social Psychology, University of Geneva, Switzerland
| | | | - Nana Ofosu
- Department of Social Psychology, University of Geneva, Switzerland
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21
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A Social-Cognitive Perspective of the Consequences of Curricular Tracking on Youth Outcomes. EDUCATIONAL PSYCHOLOGY REVIEW 2021; 32:885-900. [PMID: 33456277 DOI: 10.1007/s10648-020-09521-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Research examining the effects of track placement in the United States has predominantly focused on racial/socio-economic differences in access to learning opportunities. However, track assignment might also create academic social groups within schools that shape students' social-cognitive processes. This article provides a conceptual model that describes ways track placement might have direct implications for students' self-perceptions, beliefs, and goals prior to starting middle school. Additionally, the model demonstrates how track placement shapes differences in student-teacher interactions and peer relationships to impact academic performance and behavior. Finally, the model suggests that student race and school demographics might shape differences in students' track placement experiences. This model is especially important in highlighting the ways curricular tracking might create systemic differences in students' social-cognitive development to perpetuate educational inequities.
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22
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Váradi L, Barna I, Németh R. Whose Norms, Whose Prejudice? The Dynamics of Perceived Group Norms and Prejudice in New Secondary School Classes. Front Psychol 2021; 11:524547. [PMID: 33488435 PMCID: PMC7817897 DOI: 10.3389/fpsyg.2020.524547] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2020] [Accepted: 11/25/2020] [Indexed: 11/13/2022] Open
Abstract
Ethnic prejudice can lead to exclusion and hinder social integration. Prejudices are formed throughout socialization, and social norms inform individuals about the acceptability of prejudice against certain outgroups. Adolescence is a crucial period for the development of intergroup attitudes, and young people are especially prone to follow the norms they perceive in their reference groups. At the same time, the effect of perceived norms on prejudice in school classes has been rarely studied. In Hungary, where prejudice against the Roma is widespread and there is no clear social norm proscribing prejudiced manifestations, this topic is especially relevant. In the present paper, based on multi-level analyses of panel data from Hungarian ninth-graders, we find that adolescents adjust their attitudes to those they perceive to be dominant among their classmates and that classmates serve as more important reference groups than teachers do. More contact with Roma is found to be associated with less prejudice against them. Looking at school classes, we find that at the beginning of the school year, many students underestimate the rejection of prejudiced expressions in their classes. By the end of the year, many students are found to adjust their own attitudes to the falsely perceived class norm. Based on our findings, we argue that school classes should be treated as important normative contexts for the socialization of intergroup attitudes and should receive special attention from both scholars and practitioners working in the fields of prejudice research and reduction. Furthermore, we suggest that teachers can most successfully hinder prejudices by working on a common, visible, shared class norm rather than "teaching" students that prejudices are not acceptable.
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Affiliation(s)
- Luca Váradi
- Nationalism Studies Program, Central European University, Budapest, Hungary
- Department of Minority Studies, Faculty of Social Sciences, Eötvös Loránd University, Budapest, Hungary
| | - Ildikó Barna
- Department of Social Research Methodology, Faculty of Social Sciences, Eötvös Loránd University, Budapest, Hungary
| | - Renáta Németh
- Department of Statistics, Faculty of Social Sciences, Eötvös Loránd University, Budapest, Hungary
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