Which of the following is the BEST definition of stereotyping

The back of the menu, like the club name, inverted another old female stereotype, this time women's supposed cattiness among themselves.

This article will argue that this stereotype is equally unacceptable.

It was further decided to compare the evaluations of stereotypes by young and older adults.

Not surprisingly, stronglybuttressed social stereotypes are extremely tenacious; nevertheless, they can be a poor basis for scientific work.

Drawings as well as travel accounts were used as a database of ready-made stereotypes for those who used the literature of travel as referential background.

However, in an earlier stage to collaborative approaches, the user modeling community provided a different answer, namely the stereotype approach.

It is little wonder that many elderly people should try to dissociate themselves personally from the false stereotype.

These essays challenge the stereotype of a male pioneer migration, establishing patterns and decisions that women would later follow.

Currently, stereotypes are always "hand-crafted", based on empirical observations like user type analysis or sales data.

It refers to a supposed subculture stereotyped as uneducated, uncultured and prone to antisocial or immoral behavior.

This is evident when cultural stereotypes become self-fulfilling prophecies.

Second, once formulated, speaker stereotypes are amenable to strategic manipulation to the extent that they are consciously grasped by social actors.

Besides deviant, the more popular stereotype of the convent was that it was both unnatural and unproductive.

Is it that feminine girls report more contradictions in contexts where they feel they may be acting inappropriately by violating feminine stereotypes of behavior?

The contradictions and overdeterminations of their construction as stereotypes in the newspapers, cartoons, fictions, and polemics of the period are obvious.

These examples are from corpora and from sources on the web. Any opinions in the examples do not represent the opinion of the Cambridge Dictionary editors or of Cambridge University Press or its licensors.

The process of stereotyping is one in which the subtle differences and nuances that distinguish one individual older person from another are dissolved in order to transform aging into one uniform process.

From: Encyclopedia of Gerontology (Second Edition), 2007

B-Cell Chronic Lymphocytic Leukemia/Small Lymphocytic Lymphoma, Monoclonal B-Cell Lymphocytosis, and B-Cell Prolymphocytic Leukemia

Elaine S. Jaffe MD, in Hematopathology, 2017

CLL Immunoglobulin Structure and Stereotyped Receptors

B-cell immunoglobulin genes undergo rearrangement in vivo, allowing generation of a large spectrum of unique proteins, each recognizing a different antigen. This rearrangement uses VDJ chains, which are combined in a semi-random fashion and are different in individual cells. Certain chains are associated with increased affinity for certain antigens. Following exposure to antigen, somatic hypermutation occurs, leading to further increased antigen affinity. CLL demonstrates both unmutated and hypermutatedIg genes. CLL clones show a preferential usage of certain V regions, with VH4-34 often seen in cases with hypermutation and VH1-69 and VH4-39 seen in unmutated cases. In addition, 30% of CLL cases show highly similar amino acid sequences in their B-cell receptors, referred to asstereotyped receptors. These findings indicate that antigen stimulation by specific structures is likely a key component in CLL pathogenesis. A number of possibilities have been explored to identify these antigens. In some cases, autoantigens have been implicated including epitopes that may be exposed during apoptosis.124 Superantigens includingStaphylococcus aureus protein A and CMV phosphoprotein pUL32 have also been suggested.125

Stereotyping

L. Rosenthal, N. Overstreet, in Encyclopedia of Mental Health (Second Edition), 2016

Introduction

Stereotypes are generalizations about the personal attributes or characteristics of a group of people (e.g., Allport, 1954). Societal stereotypes exist about a broad range of social groups and can vary by context or situation. Many stereotypes have a long history and were created as a result of specific economic, political, or social circumstances. Stereotyping is a cognitive process in that it involves associating a characteristic with a group, but it can also involve, lead to, or serve to justify an affective reaction toward people from other groups (e.g., Allport, 1954; Link and Phelan, 2001).

Stereotypes are learned, and can be both explicitly and implicitly taught or reinforced to people through many different social influences, including but not limited to friends and family, neighbors, teachers, peer groups, as well as larger societal influences. As one important example, the media have often been studied and discussed in terms of the role that they play in creating, promoting, and sustaining stereotypes of many different groups through the representations that they present, as the media have a large influence on many people. Some groups are generally underrepresented in the media, yet the images that do exist in the media are disproportionately stereotypical (e.g., Mastro and Greenberg, 2000). These media representations can affect people’s endorsement of stereotypes, especially if people do not have frequent, close contact with members of the groups being represented outside of what they see in the media.

Some people, including some researchers, argue that stereotypes can reflect reality and can be based on the prevalence of characteristics in groups (e.g., Wolsko et al., 2000), which can justify stereotypes and suggest they are not necessarily bad or harmful. However, even the argument that stereotypes are based on some kernel of truth becomes problematic when stereotypes are overgeneralized to all members of a particular group because these overgeneralizations are inaccurate. Stereotype inaccuracy and overgeneralization have consequences that can be harmful in many ways for the mental health and general well-being of the targets of these stereotypes. We aim here to describe research findings on the adverse effects of stereotyping for mental health and general well-being that can occur in the following ways: (1) through stereotype threat, (2) through internalization of stereotypes, and (3) through stereotypes leading to discrimination. Further, we will discuss how intersectionality theory may better help us to understand the effects of stereotypes. Thus, the goal of this article is to provide a better understanding of the ways that stereotypes can affect mental health and general well-being for many different social groups targeted by stereotypes, as well as of the importance of future research and policy interventions focused on stereotypes.

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URL: https://www.sciencedirect.com/science/article/pii/B9780123970459001695

Autism Spectrum Disorder

Robert M. Kliegman MD, in Nelson Textbook of Pediatrics, 2020

Stereotyped Motor Movements or Speech

Stereotyped (or stereotypic) movements and repetitive behaviors may include hand flapping, finger movements, body rocking and lunging, jumping, running and spinning, and repetitive speech such as echoing words immediately after they are said. Repetitive patterns of play may be present, such as lining up objects, repetitively turning light switches on and off or opening and closing doors, spinning objects, or arranging toys in a specific manner. These repetitive patterns may not be seen in very young toddlers but may develop as they get older. Stereotyped movements can change over time and in older children are seen more often in individuals with lower cognitive functioning.

Lifestyle Risks

Joel J. Heidelbaugh MD, Gary Yen MD, in Clinical Men's Health, 2008

Introduction

The stereotyping of males from a young age has included such typical characteristics as self-reliance, participation in dangerous activities, dominance, independence, being physically active, and aggression, among others.1 Although this list is probably an oversimplification of the subtleties in gender difference, some of the behaviors listed above play a significant role in the challenge of caring for male patients. The image of the male as a risk taker is reflected in numerous health-related statistics. For example, in the 10–24-year-old age group, 71% of deaths can be attributed to motor vehicle crashes and other unintentional injuries, homicide, and suicide.2 Delve deeper into the statistics and one discovers a greater male prevalence in risky behavior in the majority of categories. Fewer males wear motorcycle or bicycle helmets and seat belts and are more likely to drive while intoxicated.2 In addition, males are more likely to carry a firearm or any form of weapon and are more likely to engage in a physically violent altercation.2 Overall, accidents ranked as the fifth leading cause of death in the United States in 2003, with males exhibiting a disproportionate ratio of 2.2 over females.3

Despite these statistics, risk taking is not exclusive to the male youth demographic, and it is not solely limited to the possession of an object or substance that could lead to bodily harm to one's self or others. Risk taking is also reflected in how males choose to obtain their healthcare as well as the lifestyle choices they make as adolescents and adults. Fewer males report identifying a regular doctor and are less likely to have medical checkups and office visits for both acute and chronic medical care.4 Males have an average life expectancy that is 5.3 years shorter than females, and of the 15 leading causes of death in the United States, males are noted to have a higher rate of death in 12 of the categories (see Chapter 4, Men and the Problem of Help Seeking).3 The largest gender differences in mortality rates are noted in the categories of suicide, homicide, unintentional injuries, chronic liver disease and cirrhosis, Parkinson's disease, cancer, and heart disease.3 It should come as no surprise, then, that males have a higher prevalence of obesity, smoking, and alcohol consumption.5

This chapter highlights statistics on four major high-risk behaviors prominent in men: smoking, alcohol consumption, illicit drug abuse, and tattoos and body piercing. Ensuring the proper and adequate health of male patients lies in the realization that, statistically, they are at a disadvantage in a number of health outcomes routinely measured. The challenge for clinicians is to empower men to invest in the importance of their health, to start addressing risk-taking behavior early in life, and to take advantage of every healthcare encounter as a counseling opportunity.

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URL: https://www.sciencedirect.com/science/article/pii/B9781416030003100176

Providing culturally competent health care

Tamara S. Ritsema PhD, MPH, MMSc, PA-C/R, in Ballweg's Physician Assistant: A Guide to Clinical Practice, 2022

Bias and stereotyping

The termstereotype was coined by Walter Lippman, a journalist, in 1922 and refers to a printing plate made to duplicate a particular type of page. He used it to refer to the tendency of people to form mental images based on preconceptions that members of a particular group are alike in certain ways.11 These mental images make it easier to associate another person with something that conforms to the stereotype than with something discordant. In other words, congruent associations are automatic, and incongruent associations are just a little slower. The entire process is subconscious and based in our culture, the images we see every day, and the world around us, not in our own logical thoughts or beliefs. Over the past few decades, the process of stereotyping has been evaluated through multiple techniques. Since the advent of computers, the easiest method has been to simply measure the time it takes to associate two items, words, or pictures. This process is repeated with random allocation of right and left, positive and negative associations on a wide variety of subjects. You can test your own automatic associations at Harvard University’s Project Implicit:https://implicit.harvard.edu/implicit. Keep in mind that this is not a test of your values but of the way your world pulls you to automatically respond. It should be used to increase your awareness of the potential for stereotyping so that you can focus your efforts on interrupting the process through further assessment both of your patient and of your own thoughts and feelings.

Bias and stereotyping are important in clinical care because they have a demonstrated influence on diagnosis and management in a discriminatory way. The associationbetween a negative automatic association and reduced quality of care has been shown in computer-based patient scenarios2 and in patient care.12 Misperceptions can lead to misdiagnoses and inadequate or inappropriate treatment (Fig. 17.1).

Prejudice, Discrimination, and Stereotypes (Racial Bias)

D.M. Marx, S.J. Ko, in Encyclopedia of Human Behavior (Second Edition), 2012

Traditional theories in stereotyping have proposed that stereotyping is a purely category-based phenomenon. For example, all females are caring and all males are analytical. In other words, people's perceptions of social groups or categories are so homogenous that a member of a given category is, in essence, perceived as the same as any other member of that category. Researchers more recently have branched out to explore how subtle variations in physical cues that occur between individuals within a category also impact stereotyping. For example, Emily and Aly are female; however, their voices vary in the degree to which they sound feminine within their gender category: Emily's voice is the most feminine while Aly's voice is the least feminine. This variation in within-category ‘vocal femininity’ itself elicits different gender stereotypic inferences such that speakers with more feminine-sounding voices are more strongly associated with female than male stereotypes just as speakers with less feminine-sounding voices are more strongly associated with male than female stereotypes, regardless of the speaker's gender. Within-category cue-based, as compared to the more traditional between-category-based, biases may better capture the modern state of stereotyping and prejudice.

Over the past half-century or so, strong proscriptive norms have evolved that discourage overt category-based stereotyping and prejudice. On the surface, this seemed effective as numerous studies reported significant reductions in overt expressions of prejudiced attitudes. However, it was soon discovered that more subtle measures focusing on implicit or automatic evaluations and beliefs suggested no discernable reduction in stereotyping and prejudice. In other words, modern-day biased attitudes are just better hidden and/or reflect a more nuanced perception of groups and their members. What makes within-category cue-based stereotyping distinct from other similar subtle measures is the fact that it does not have to rely on perceivers being unaware of the true purpose of the task. People are usually unaware of its effects but even when perceivers are explicitly told that the cues can bias their judgments, they are unable to control their impact. This is because, unlike category-based judgments, which are easier to control because they are a matter of curbing dichotomous decisions (e.g., male vs. female, Black vs. White), within-category cue-based judgments rely on the more fine-grained variation in physical cues. For example, there are many acoustic cues that constitute vocal femininity such as pitch, resonance, variability in pitch, and intensity just to name a few. Moreover, the experience of within-category variation in vocal femininity comes not only from the variation in one of these myriad of cues but also the variation in the constellation of all of these cues. Consequently, curbing within-category cue-based stereotyping would require monitoring the influence coming from the variation in all of these cues at once, which as one can imagine is probably not feasible.

Within-category cue-based stereotyping has some surprising real-world implications. In modern-day criminal sentencing for instance, there no longer seems to be a relationship between racial category (i.e., Black vs. White) of offenders and sentence length as was the case in the past. However, both Blacks and Whites, within their respective racial category, vary in the extent to which they have Afrocentric cues and this within-category variation in Afrocentric cues strongly impacts sentence length. Specifically, the stronger the within-category Afrocentric cues of the offender, the longer the offender's sentence, regardless of the offender's racial category. This finding seems to hint at a process that involves the relationship between category and within-category cue-based stereotyping. Both category and within-category cues are capable of affecting stereotypic inferences but the former effect seems to be easier to control than the latter. Given societal pressures over the years to curb category-based stereotyping and prejudice, people may have become well practiced at suppressing such biases. Ironically, suppressing category-based biases seems to lead perceivers to rely more on within-category cues as a basis for biased perceptions or even discriminatory behavior. Moreover, researchers have shown that the more perceivers suppress using category, the more they use within-category variation in cues as a basis for biased judgments. In sum, norms that censor people from acknowledging any differences between social categories for the purposes of reducing biased judgments may ironically defeat the purpose because it may make people more susceptible to biases based on cues that are related to a given category, but vary more subtly within the category.

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URL: https://www.sciencedirect.com/science/article/pii/B9780123750006003888

Foundations

Anu Asnaani, ... Manuel Gutierrez Chavez, in Comprehensive Clinical Psychology (Second Edition), 2022

1.11.5.8.2 Ageism and Mental Health

Ageism is defined as stereotyping, prejudice, and discrimination against people on the basis of their age (WHO, 2017). Ageism is steeped in legislation, media, and our beliefs. Older adults are a part of an outgroup that has yet to be appreciated like race, gender, or sexuality. The American Psychological Association began to reject ageism, formally, in the year 2002. Additionally, negative aging stereotypes regarding unproductiveness and overdependence on caregivers are rampant in America (Cuddy et al., 2005) and shape the way older adults are perceived and treated, becoming even more detrimental when they are internalized.

Internalized ageism's negative effects on physical and mental health have been well documented (Fawsitt and Setti, 2017). Numerous studies have shown that priming older adults with negative stereotypes before completing memory tests impairs their performance when compared to controls who are given either a neutral or positive stereotype (Weiss, 2018). These negative stereotypes have also been shown to trigger cardiovascular responses in older adults (Weiss, 2018). Moreover, older adults who blame age for their ailments have a higher mortality rate than those who do not (Levy et al., 2002). Fortunately, holding positive stereotypes of aging can buffer the effect of negative stereotypes when performing cognitive tasks. For instance, having positive perceptions of aging (PoA) has also been associated with a significantly slower decline in older adults' functional health over time when compared to those who have negative PoA (Levy et al., 2002).

Perceptions of what is to come late in life have the potential of becoming self-fulfilling prophecies; for example, negative PoA are associated with lower rates of treatment seeking and higher mortality rates (Levy et al., 2002). These negative beliefs are reinforced by society through stereotyping (Cuddy et al., 2005). With the population of older adults continuing to quickly grow, it is imperative that these negative stereotypes are minimized while positive traits of aging are highlighted, in line with our current understanding about how perceptions of age impact mental health.

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URL: https://www.sciencedirect.com/science/article/pii/B9780128186978000819

Equity and Justice in Developmental Science: Implications for Young People, Families, and Communities

Rebecca S. Bigler, ... Kiara L. Sanchez, in Advances in Child Development and Behavior, 2016

4.8 Developmental Changes in Intergroup Attitudes

Children show evidence of stereotyping and prejudice towards many social groups by 4 years of age (Doosje et al., 2011; Raabe & Beelmann, 2011). Most contemporary theoretical models posit that intergroup attitudes are the result of interactions between the organismic characteristics (e.g., cognitive constraints and proclivities) that children bring to their social worlds and the contexts in which they are embedded. For instance, Bigler and Liben (2006) suggest that children look to adults for cues about which dimensions of human variation are important. According to developmental intergroup theory, the presence of social category labeling and the explicit and implicit sorting of individuals along particular dimensions (e.g., race and gender) renders some social categories psychologically salient and, in turn, leads children to categorize groups on those particular dimensions. These categorizations develop into stereotypes and prejudices as a result of internally driven (e.g., essentialist thought) and externally driven (detecting group-attribute links in the environment) processes. Importantly, age-related increases in the sophistication and flexibility of children's cognitive skills generally produce reductions in children's social stereotyping and prejudice (Bigler & Liben, 2006). However, relatively little is known about how the process of friendship formation intersections with children's cognitive abilities and intergroup attitudes.

It may be that younger children are less able than older children to construct a self-identity that includes outgroup members, even as they form outgroup friendships. Indeed, young children lack hierarchical and multiple classification abilities, which may prevent them from viewing themselves as sharing a superordinate identity with outgroup members (e.g., males and female are both humans) or as having traits or skills that are associated with both ingroups and outgroups (e.g., liking both dolls and trucks). Conversely, it is possible that young children's cognitive limitations are facilitative of some cross-group friendships. For example, preschool children tend to center on some particular dimension (e.g., color) of stimuli and have difficulty turning their attention to alternative dimensions (e.g., shape). It is possible that children center on one particular dimension of their peers (e.g., gender), undermining their attention to other categories. Thus, for example, two boys of differing ethnicities may be more likely to become friends in earlier than later childhood.

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URL: https://www.sciencedirect.com/science/article/pii/S0065240716300246

The Emotional Impact of Obesity on Children

Robert E. Cornette, in Global Perspectives on Childhood Obesity, 2011

Interventions

After considering the significant psychosocial and emotional impact associated with the stigmatization of obese children and adolescents, we can appreciate the need for interventions to address this issue. Interventions should not just focus on the reduction of weight, but rather interventions should be developed that reduce or eliminate the bias against obese individuals that is the source of the marginalizing of these youth. Research has demonstrated that bias against obesity can develop in children as young as 3 years of age [74], suggesting that the foundation of this bias may come from parents as well as from social and media sources. Research has determined that parents can convey weight bias in subtle forms such as portraying overweight characters in stories in negative manners or through their efforts to control their child’s weight [75]. To the child, these messages communicate that fat is synonymous with undesirable characteristics. Teachers and school officials who perpetrate the stereotypes discussed previously, only serve to reinforce these messages. Even healthcare professionals may, in their zeal to improve children’s health, convey a message that fat is bad and children should achieve and maintain a healthy weight. This illustrates that bias and victimization of obese youth is a socially sanctioned behavior among children and adults [76]. As a result, interventions to address the stigmatization of obese youth will need to challenge the sanctioning of these behaviors.

One theory states that negative stereotyping behavior will decrease if the perpetrator of the behavior believes that the obesity is not within the victim’s control [77]. Studies conducted to examine this theory found that when obese children were identified as being overweight because of a medical condition, perpetrators of negative stereotypes were less likely to victimize them but they tended to avoid interacting with the obese child [78]. This suggested that the medical explanation may have also served to illustrate the differences between the two children. Clearly, interventions intending to explain the cause of obesity are not as effective as interventions designed to abate the social sanctioning of behavior intended to marginalize an obese person. Interventions to decrease the social sanctioning of negative stereotyping should include the following:

Targeting parents by increasing their awareness of the intentional and unintentional messages they may convey to their children

Challenging the negative beliefs teachers may have toward obese children while increasing their awareness of the impact negative biases have on children

Instituting antiweight teasing rules in school to prevent portraying obese people in a negative manner in students’ lessons and to begin portraying them in a more positive manner

Targeting societal beliefs that fat is bad and changing media messages that promote weight bias [79]

In addition, interventions should be developed to help obese youth develop effective coping mechanisms to assist them in buffering the negative effects of weight bias, increasing supportive peer and family relationships, and providing obese children with supportive opportunities to participate in social and recreational activities [25, 58]. Finally, interventions should be framed in a manner that emphasizes positive behavioral changes such as monitoring television viewing time, sensible fast-food and sweets consumption, and physical activity, rather than motivating change through body-image modification [80].

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URL: https://www.sciencedirect.com/science/article/pii/B9780123749956100246

Skills for Culturally Sensitive Care

Richard B. Goldbloom, in Pediatric Clinical Skills (Fourth Edition), 2011

Dangers of Stereotyping

We all run the risk of stereotyping linguistic, cultural, or religious groups, frequently on the basis of very limited exposure to them. The populations of most countries are heterogeneous with respect to language, traditions, and customs, and beliefs and practices vary as much within as between groups. Characteristics that may be common within a cultural group do not necessarily predict those of a particular individual or family from that group. Do not assume, based on language, dress, or culture, what an individual's ideas or beliefs may be.

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URL: https://www.sciencedirect.com/science/article/pii/B9781437713978000022

Which is the best definition of stereotyping quizlet?

Which of the following is the BEST definition of "stereotyping"? D) Beliefs that associate groups of people with certain traits.

What is the definition of stereotyping quizlet?

Definition of Stereotyping. The categorisation of a person or group of people based on there visible cues. Examples of visible cues. Nationality, race, gender, hair color, glasses.

What is the concept of stereotyping?

A stereotype is a widely held, simplified, and essentialist belief about a specific group. Groups are often stereotyped on the basis of sex, gender identity, race and ethnicity, nationality, age, socioeconomic status, language, and so forth. Stereotypes are deeply embedded within social institutions and wider culture.

What is the meaning of stereotype and examples?

/ˈster.i.ə.taɪp/ C1. a set idea that people have about what someone or something is like, especially an idea that is wrong: racial/sexual stereotypes. He doesn't conform to/fit/fill the national stereotype of a Frenchman.