Mastering Social Psychology 1St Edition Baron Test Bank Full Chapter PDF

Mastering Social Psychology 1st
Edition Baron Test Bank

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Mastering Social Psychology, Canadian Edition
Baron/Byrne/Branscombe/Fritzley
Chapter 6
Prejudice: Its Causes, Effects, and Cures
Multiple Choice Questions
1. Beliefs about the shared traits of social groups that serve as a cognitive framework for
processing social information are known as
a. minimal groups
b. discriminations
c. prejudices
d. stereotypes
Answer: d
Question ID: msp1b 6.1-1
Difficulty: 1
Page Reference: 160
Skill: Factual
2. The negative affect (feelings) that people have about particular social groups is known
as
a. incidental feelings
b. stereotype
c. prejudice
d. minimal groups
Answer: c
Difficulty: 1
Page Reference: 169
Skill: Factual
3. Differential actions taken toward members of specific social groups are known as
a. incidental feelings
b. discrimination
c. minimal groups
d. prejudices
Answer: b
Difficulty: 1
Page Reference: 169
Skill: Factual
4. Gender stereotypes are

a. inaccurate categorizations of women and men
b. beliefs about the characteristics of women and men
Copyright ©2011 Pearson Canada Inc. 1

c. inaccurate beliefs about women

d. inaccurate categorizations of women only
Answer: b
Difficulty: 1
Page Reference: 164
Skill: Factual
5. Gender stereotypes
a. include positive and negative traits of men and women
b. include only negative traits of women and men
c. include only positive traits of women and men
d. include both positive and negative traits of men only
Answer: a
Difficulty: 2
Page Reference: 164
Skill: Factual
6. One stereotype of women portrays them as being relatively high on

_________________ and relatively low on ____________________.
a. self-confidence; friendliness
b. warmth; competence
c. sensitivity; warmth
d. competence; warmth
Answer: b
Difficulty: 2
Page Reference: 164
Skill: Factual
7. Women are often stereotyped as relatively warm but less competent than men. This
stereotype is typical of groups who are
a. relatively high in status and not perceived as a threat to the high-status group
b. relatively low in status and not perceived as a threat to the high-status group
c. relatively high in status and perceived as a threat to the high-status group
d. relatively low in status and perceived as a threat to the high-status group
Answer: b
Difficulty: 2
Page Reference: 164
Skill: Conceptual

8. A social group that is perceived to be a threat to the high-status group is frequently

characterized as
a. low in nonconformity and low in kindness
b. high in friendliness and high in accomplishment
c. low in warmth and high in competence
d. low in emotional stability and high in self-confidence
Answer: c
Difficulty: 2
Page Reference: 164
Skill: Conceptual
9. High-status groups such as men are frequently stereotyped as

a. high in emotionality and low in accomplishment
b. low in self-confidence and high in leadership
c. high in friendliness and low in nonconformity
d. low in warmth and high in competence
Answer: d
Difficulty: 2
Page Reference: 164
Skill: Conceptual
10. Relatively high status groups are frequently stereotyped as

a. high in competence and high in communal attributes
b. low in competence and low in communal attributes
c. high in competence and low in communal attributes
d. low in competence and high in communal attributes
Answer: c
Difficulty: 3
Page Reference: 164
Skill: Conceptual
11. Barriers based on attitudes or organizational biases that may prevent qualified women
from reaching high-level positions in the workplace is known as
a. tokenism
b. benevolent sexism
c. the glass ceiling
d. gender stereotypes

Answer: c
Difficulty: 1
Page Reference: 164
Skill: Factual
12. Jessica has worked her way up in her organization and is now a mid-level manager.
She has treated her subordinates the same way her male counterparts treat theirs.
Recently, Jessica has been passed over for several promotions. The jobs went to male co-
workers who were possibly not quite as well qualified as Jessica. This situation probably
represents
a. gender stereotypes
b. shifting standards
c. benevolent racism
d. the glass ceiling effect
Answer: d
Difficulty: 3
Page Reference: 164
Skill: Applied
13. Jessica has worked her way up in her organization and is now a mid-level manager.
She has treated her subordinates the same way her male counterparts treat theirs. Her
subordinates typically say the same things to her as they do to male managers, but their
nonverbal behaviour is somewhat different. In addition, Jessica's performance evaluations
are somewhat lower than her male counterparts. This situation is typical of
a. out-group homogeneity
b. the glass ceiling effect
c. tokenism
d. cross-gender behaviour
Answer: b
Difficulty: 3
Page Reference: 164
Skill: Applied
14. Trina is a successful manager in a mid-sized, male-dominated manufacturing

company. She expects immediate compliance when she gives an order and rarely
explains the reason for her commands to subordinates. She also tends to focus her
attention and efforts on the task at hand, preferring to deal with task-based issues rather
than more global concerns. Joyce holds a comparable position with another company.
Unlike Trina, Joyce tends to focus her attention on more global concerns and tries to
explain the reasoning behind any orders she gives to subordinates. Which of these two

managers is more likely to report gender discrimination because of their different

leadership styles?
a. Joyce
b. Trina
c. Both are equally likely to experience gender discrimination
d. Neither are likely to experience gender discrimination
Answer: b
Difficulty: 3
Page Reference: 165
Skill: Applied
15. Seventeen female employees at a local university have filed a class-action suit against
their employer alleging gender discrimination in wages and promotions. Although a
plausible excuse was offered in each individual case, the fact that the same pattern of
outcomes can be seen in several different departments suggests that
____________________ is present in the university.
a. tokenism
b. comparable treatment based on gender
c. differential treatment based on gender
d. gender stereotypes
Answer: c
Difficulty: 3
Page Reference: 165
Skill: Applied
16. Glick and colleagues (2000) showed that benevolent sexism toward women was
found more among _________ and hostile sexism toward women was found more among
________________.
a. women; men
b. men; women
c. younger respondents; older respondents
d. men; men
Answer: a
Difficulty: 2
Page Reference: 166
Skill: Factual
17. Tokenism
a. has no appreciable effects, positive or negative
b. is found only in female-dominated professions

c. is associated with having only female mentors

d. lets prejudiced people off the hook
Answer: d
Difficulty: 2
Page Reference: 166
Skill: Factual
18. ____________ refers to the practice of hiring a few individuals based on group
membership.
a. Shifting standards
b. Reverse discrimination
c. Tokenism
d. Hostile sexism
Answer: c
Difficulty: 1
Page Reference: 165-166
Skill: Factual
19. Juan, the head of human resources at a large company, has been instructed to make
sure that about 2% of all newly hired managers are women to reduce the risk of a
discrimination lawsuit. This practice represents
a. reverse discrimination
c. hostile sexism
d. tokenism
Answer: d
Difficulty: 2
Page Reference: 166
Skill: Applied
20. The performance of relatively trivial positive actions for members of a minority group
can be used as an excuse for later discriminatory treatment. This is known as
a. tokenism
b. hostile sexism
c. benevolent sexism
d. reverse discrimination
Answer: a
Difficulty: 1

Page Reference: 166

Skill: Factual
21. Stereotypes that suggest that women are superior to men in many ways and that
women are necessary for men's happiness are a major part of
a. shifting standards
b. hostile sexism
c. tokenism
d. benevolent sexism
Answer: d
Difficulty: 1
Skill: Factual
22. One result of tokenism is that

a. it helps to improve the self-esteem of women and minority group members
b. it increases the likelihood of minority group protests
c. it damages the self-esteem of biased majority-group members
d. it helps to maintain the perception that the existing system is fair
Answer: d
Difficulty: 1
Page Reference: 166
Skill: Conceptual
23. One result of tokenism is that

a. it can damage the self-esteem and confidence of tokenized individuals
b. it damages the self-esteem of biased majority-group members
c. it increases the likelihood of affirmative action lawsuits
d. it increases the likelihood of minority group protests
Answer: a
Difficulty: 1
Page Reference: 166
Skill: Factual
24. Thomas owns a small chain of retail stores. He makes a point of hiring many female
cashiers and clerks because he believes that women are friendlier to customers and help
to ensure greater honesty among employees. Thomas almost never hires women as
managers, however, believing that men's greater self-confidence and toughness are
desirable qualities of managers. This situation most clearly demonstrates the results of
a. benevolent sexism

b. hostile sexism
c. shifting standards
d. tokenism
Answer: a
Difficulty: 2
Page Reference: 166
Skill: Applied
25. Sexism tends to be more prevalent in situations of

a. benevolent sexism among men
b. inequality between men and women
c. equality between men and women
d. shifting inequalities between men and women
Answer: b
Difficulty: 2
Page Reference: 166
Skill: Conceptual
26. The belief that women are a threat to men's position and power is a part of
b. between-group comparisons
c. hostile sexism
d. shifting standards
Answer: c
Difficulty: 1
Page Reference: 166
Skill: Factual
27. Both men and women hold stereotypic images of women. Men are more likely to
agree with statements reflecting _______________, while women are more likely to
agree with statements reflecting ______________.
a. benevolent sexism; hostile sexism
b. hostile sexism; androgyny
c. hostile sexism; benevolent sexism
d. benevolent sexism; androgyny
Answer: c
Difficulty: 2

Page Reference: 166

Skill: Conceptual
28. Some researchers (Glick et al., 2000) have suggested that benevolent sexism may
help to keep women in a subordinate role by
a. suggesting that male attributes uniquely suit them for superordinate roles
b. suggesting that their attributes uniquely suit them for subordinate roles
c. allowing males to perform trivial positive actions for females without performing more
meaningful positive actions for them
d. allowing females to use their natural attributes to offset the effects of long-term sexism
Answer: b
Difficulty: 2
Skill: Conceptual
29. Use of subjective measurement scales when making comparisons between members
of different groups can result in
a. within-group comparisons
b. social creativity
d. benevolent sexism
Answer: c
Difficulty: 2
Page Reference: 168
Skill: Conceptual
30. Changing the comparison group when judging members of different groups is known
as
b. social creativity
c. between-group comparison
d. shifting standards
Answer: d
Difficulty: 2
Page Reference: 168
Skill: Factual
31. When rating scales are used in the absence of objective measures, shifting standards
may

a. help raters avoid the effects of stereotypes

b. mask stereotyping effects
c. reveal stereotyping effects
d. hinder efforts to minimize biases
Answer: b
Difficulty: 2
Page Reference: 168
Skill: Conceptual
32. Cognitive frameworks for organizing, interpreting, and recalling information are
known as
a. in-group differentiation
b. stereotypes
c. subtypes
d. schemas
Answer: d
Difficulty: 1
Page Reference: 160
Skill: Factual
33. Stereotypes serve to shape our perceptions in such a way that new information about
members of stereotyped groups is interpreted as confirmation of our stereotypes. This
aspect of stereotypes is known as
a. self-fulfilling prophecies
b. within-group comparisons
c. subtyping
d. inferential prisons
Answer: d
Difficulty: 1
Page Reference: 161
Skill: Factual
34. Mike believes that men are generally better at math and engineering than are women.
He also tends to think of women as being emotional and a bit “soft.” Mike recently met
Karen, an attractive woman who is also a civil engineer. In most other respects, Karen fits
Mike's ideas about women. Rather than revise his stereotype of women, Mike probably
assumed that Karen represents a(n)
a. subtype
b. schema

c. recategorization
d. abberation
Answer: a
Difficulty: 3
Page Reference: 161
Skill: Applied
35. We sometimes perceive a stronger relationship between two variables than is actually
present. This phenomenon is known as a(n)
a. illusory correlation
b. hindsight bias
c. priming
d. self-confirming hypothesis
Answer: a
Difficulty: 2
Skill: Factual
36. White Canadians tend to overestimate the crime rate among black Canadian men.
This is probably due to a(n)
a. illusory correlation
b. hindsight bias
c. ultimate attribution error
d. priming
Answer: a
Difficulty: 2
Skill: Conceptual
37. Our tendency to perceive members of an out-group as more similar to each other than
are members of our in-group is known as
a. recategorization
b. out-group homogeneity
c. in-group heterogeneity
d. out-group heterogeneity
Answer: b
Difficulty: 1

Page Reference: 162

Skill: Factual
38. Our tendency to perceive in-group members as more similar to each other than out-
group members is known as
a. in-group heterogeneity
b. out-group heterogeneity
c. in-group homogeneity
d. recategorization
Answer: c
Difficulty: 1
Skill: Factual
39. Our tendency to perceive members of our own group as being more different from
one other than are members of other groups is known as
a. out-group differentiation
b. in-group differentiation
c. out-group homogeneity
d. recategorization
Answer: b
Difficulty: 1
Page Reference: 162
Skill: Factual
40. Increasing the level of out-group homogeneity effects may also increase the level of
a. out-group differentiation
b. in-group differentiation
c. recategorization
d. out-group homogeneity
Answer: b
Difficulty: 3
Page Reference: 163
Skill: Conceptual
41. Paul is a 23-year-old college student. His family has been investigating long-term
care facilities for his aging grandfather. On a visit to one long-term care facility with his
parents, Paul commented that all the residents are just like his grandfather. Paul's
perception best represents

a. in-group heterogeneity
b. in-group homogeneity
c. recategorization
d. out-group homogeneity
Answer: d
Difficulty: 1
Page Reference: 162
Skill: Applied
42. Many experts suggest that stereotypes can be changed

a. when the relationships between groups change
b. when the higher-status group recognizes the negative effects of stereotypes
c. when the lower-status group points out the higher-status group's stereotypes
d. when one group willingly agrees to share power (and status) with the other group
Answer: a
Difficulty: 2
Page Reference: 163
Skill: Conceptual
43. Affective reactions toward an individual because of that individual's group

membership is known as
a. stereotyping
b. bias
c. discrimination
d. prejudice
Answer: d
Difficulty: 1
Page Reference: 169
Skill: Conceptual
44. Providing members of a group with less favourable treatment because of their group
membership is known as
a. prejudice
b. stereotyping
c. bias
d. discrimination
Answer: d
Difficulty: 1

Page Reference: 169

Skill: Conceptual
45. ___________________ are goals that can be achieved only by cooperation between
groups.
a. Superordinate goals
b. In-group goals
c. Social catagorizations
d. Out-group goals
Answer: a
Difficulty: 2
Page Reference: 175
Skill: Factual
46. Some experts have suggested that different types of prejudice may arise because of
different emotional responses to the target group. From this perspective, prejudice arising
from guilt may result in behaviours that
a. try to avoid contact with the out-group
b. try to protect the in-group's status position
c. try to avoid feelings of guilt and sympathy for the out-group
d. try to harm the out-group directly
Answer: a
Difficulty: 2
Page Reference: 170
Skill: Conceptual
from anger may result in behaviours that
a. try to harm the out-group directly
b. try to camouflage the prejudice as much as possible
c. try to avoid contact with the out-group
d. try to avoid feelings of guilt and sympathy for the out-group
Answer: a
Difficulty: 2
Page Reference: 170
Skill: Conceptual

from disgust may result in behaviours that
a. try to avoid contact with the out-group
b. try to harm the out-group directly
c. try to avoid feelings of guilt and sympathy for the out-group
d. try to camouflage the prejudice as much as possible
Answer: a
Difficulty: 2
Page Reference: 170
Skill: Conceptual
49. In Hornsey and Hogg (2000), when the distinctiveness of subgroups was threatened,
greater bias toward a _____________ out-group than a _________________ out-group
was expressed.
a. dissimilar; dissimilar
b. dissimilar; similar
c. similar; similar
d. similar; dissimilar
Answer: d
Difficulty: 2
Page Reference: 177
Skill: Factual
50. Groups of individuals that are created on the basis of some minimal criteria are
known as
a. focus groups
b. prejudicial groups
c. irrelevant groups
d. minimal groups
Answer: d
Difficulty: 2
Page Reference: 170
Skill: Factual
51. Incidental feelings are

a. the underlying foundation for prejudice and discrimination in Western societies
b. those that give rise to prejudices because of their association with judgments about an
out-group

c. irrelevant to the group being judged, even though they can have an effect on the
judgments being made
d. a potentially effective means of changing prejudice on a large scale
Answer: c
Difficulty: 2
Page Reference: 171
Skill: Factual
52. Advantaged groups show the most prejudice toward out-groups when
a. the advantaged group's leadership is threatened
b. the advantaged group's image or interests are threatened
c. the disadvantaged group acts to minimize the impact of prejudice
d. the disadvantaged group's image or interests are threatened
Answer: b
Difficulty: 2
Page Reference: 173
Skill: Conceptual
53. The idea that prejudice is caused by direct competition between social groups for
scarce resources is known as
a. ultimate attribution error
b. social identity theory
c. superordinate goals theory
d. realistic conflict theory
Answer: d
Difficulty: 1
Page Reference: 174
Skill: Factual
54. In Sherif's (1961) Robber's Cave experiment, researchers were able to reduce the
tension between the two groups of boys by
a. giving the groups a goal that could only be achieved through cooperation
b. ignoring the taunts and attacks made against each group
c. allowing friendships to form between members of different groups
d. encouraging competition between the groups for desirable prizes
Answer: a
Difficulty: 1

Page Reference: 175

Skill: Applied
55. Goals that can only be reached by cooperation between groups are known as
a. intrapersonal goals
b. superordinate goals
c. interpersonal goals
d. subordinate goals
Answer: b
Difficulty: 1
Page Reference: 175
Skill: Factual
56. The tendency to divide the social world into separate groups, including our in-group
and a number of different out-groups, is known as
a. contact hypothesis
b. social categorization
c. in-group differentiation
d. out-group differentiation
Answer: b
Difficulty: 1
Skill: Factual
57. The social group to which an individual belongs is known as

a. a social identity group
b. an in-group
c. a superordinate group
d. a social group
Answer: b
Difficulty: 1
Page Reference: 175
Skill: Factual
58. A group other than the one to which an individual belongs is known as
a. an in-group
b. a social group
c. a social identity group
d. an out-group

Answer: d
Difficulty: 1
Page Reference: 175
Skill: Factual
59. When Lawrence saw Jeremy, a member of his fraternity, offering to help an elderly
person carry groceries home from the store, he believed it was because Jeremy is a
friendly, helpful person. When Lawrence saw Frank, a member of a competing fraternity,
offering to help an elderly person carry groceries home from the store, he believed it was
because Frank was being paid to do so. This difference in attributions made about Frank
and Jeremy is one instance of
a. the ultimate attribution error
b. implicit associations
d. the contact hypothesis
Answer: a
Difficulty: 2
Page Reference: 177
Skill: Applied
60. The ultimate attribution error probably stems from ________________ operating at
the group level.
a. implicit associations
b. the self-serving bias
c. in-group differentiation
d. illusory correlations
Answer: b
Difficulty: 1
Page Reference: 177
Skill: Factual
61. The idea that part of our self-esteem stems from identifying with the social groups to
which we belong is part of
a. social learning theory
b. implicit associations theory
c. realistic conflict theory
d. social identity theory
Answer: d
Difficulty: 1

Page Reference: 177

Skill: Factual
62. We tend to identify with groups to which we belong, and this identification raises our
self-esteem. As a result, we frequently see other groups as being __________________ to
our own group.
a. unimportant
b. inferior
c. superior
d. equivalent
Answer: b
Difficulty: 2
Page Reference: 177
Skill: Conceptual
63. Recent research (Hornsey & Hogg, 2000) has shown that pointing out similarities
between subgroups will increase their hostility to each other if
a. there is a perceived decrease in similar outcomes for the groups
b. there is a perceived increase in similar outcomes for the groups
c. there is a perceived threat to individual group members
d. there is a perceived threat to the distinctiveness of the groups
Answer: d
Difficulty: 3
Page Reference: 177
Skill: Conceptual
64. Behaving differently toward members of different social groups is known as

a. discrimination
b. bias
c. stereotyping
d. prejudice
Answer: a
Difficulty: 1
Page Reference: 169
Skill: Factual
65. Beliefs that minorities are seeking and receiving more benefits than they deserve and
a denial that discrimination influences outcomes for minority members is known as
a. shifting standards
b. modern racism

c. illusory correlations
d. implicit associations
Answer: b
Difficulty: 1
Skill: Factual
66. Attributing bigoted opinions to sources other than prejudice and expressing biased
attitudes in some “safe” areas but not publicly is a part of
a. modern racism
c. reverse discrimination
d. recategorization
Answer: a
Difficulty: 1
Skill: Factual
67. Researchers sometimes convince subjects that a machine can directly measure their
attitudes. Once a research subject is connected to the machine, the subject is then more
likely to respond truthfully to questions about his or her attitudes. This procedure is
known as
a. a priming mechanism
b. differential discrimination
c. the bogus pipeline
d. the bona fide pipeline
Answer: c
Difficulty: 1
Page Reference: 180
Skill: Factual
68. Exposure to some stimuli or events will make information held in memory more
available to us. This is known as
a. the superordinate memory effect
b. priming
c. a bona fide pipeline
d. a bogus pipeline
Answer: b

Difficulty: 1
Page Reference: 181
Skill: Factual
69. Very brief exposures to faces of people from different ethnic backgrounds frequently
causes people to respond faster to words with negative meanings than to words with
positive meanings. This type of research is known as
a. the bona fide pipeline
b. a bogus pipeline
c. the superordinate memory effect
d. category activation
Answer: a
Difficulty: 2
Page Reference: 181
Skill: Factual
70. In Western societies, overt racism has _________________ in public life; automatic
prejudice has ____________.
a. decreased; decreased
b. increased; increased
c. continued; decreased
d. decreased; continued
Answer: d
Difficulty: 2
Skill: Conceptual
71. Recent research (Simon & Greenberg, 1996) has shown that a majority member's
reactions to a minority member are influenced by
a. exposure to the prejudice of others and awareness of the majority member's level of
prejudice
b. the minority member's level of prejudice and exposure to the prejudice of others
c. exposure to the minority member and exposure to the prejudice of others
d. the majority member's level of prejudice and exposure to the prejudice of others
Answer: d
Difficulty: 2
Skill: Applied

72. The perspective that prejudice is acquired through direct and indirect experiences is
known as
a. the social norms perspective
b. the common in-group identity model
c. the recategorization view
d. the social learning view
Answer: d
Difficulty: 2
Skill: Factual
73. The contact hypothesis is based on the idea that

a. increased contact between members of different social groups may increase the degree
of prejudice between the groups
b. increased contact between members of different social groups can help to reduce
prejudice between the groups
c. contact between members of different social groups has no long-lasting effect on the
level of prejudice experienced by group members
d. decreased contact between group members is necessary for the reduction of prejudice
Answer: b
Difficulty: 2
Page Reference: 185
Skill: Factual
74. ___________________ occurs when the boundaries between an in-group changes in

relation to an out-group in such a way that at least some out-group members are now seen
as being part of the in-group.
a. Ambivalent attitude
b. Implicit association
c. Recategorization
d. Common identity
Answer: c
Difficulty: 1
Page Reference: 186
Skill: Factual
75. One approach to reducing prejudice and bias is to encourage individuals to

recategorize out-group members and in-group members as both being part of a larger
single social entity. This approach is known as

a. the common in-group identity model

b. the inclusiveness model
c. the shifting standards model
d. the social learning model
Answer: a
Difficulty: 2
Page Reference: 186
Skill: Conceptual
76. __________________ are rules within a particular social group concerning what
actions and attitudes are appropriate.
a. Recategorizations
b. Socialization methods
c. Social norms
d. Collective prejudice
Answer: c
Difficulty: 1
Page Reference: 189
Skill: Factual
77. Training individuals to say no to their own stereotypes is known as

_______________ and has the effect of ____________________.
a. the egalitarian approach; reducing stereotype activation
b. social influence training; strengthening stereotype activation
c. stereotype negation training; increasing stereotype activation
d. stereotype incrementation training; reducing stereotype activation
Answer: a
Difficulty: 2
Skill: Factual
78. ________________________ are the rules within a social group that concern what
actions and attitudes are appropriate.
a. Implicit associations
b. Social norms
c. Incidental feelings
d. Social identity
Answer: b

Difficulty: 1
Page Reference: 189
Skill: Factual
79. When prejudiced people are convinced that other members of their group do not share
their prejudice they tend to become less prejudiced. This is due to
a. social norms
b. recategorization
c. collective guilt
d. social influence
Answer: d
Difficulty: 1
Page Reference: 189
Skill: Conceptual
80. Craig believes that women are bad at math tasks. He tends to notice when a woman
fails at a math-oriented task, but rarely notices success. He is also good at bringing the
failures to mind. Craig is using a prejudicial
a. social norm
b. discrimination category
c. schema
d. bogus pipeline
Answer: c
Difficulty: 2
Page Reference: 160
Skill: Applied
81. Mike harbours many prejudicial feelings toward homosexuals; in fact, whenever he
encounters a homosexual he immediately starts saying many negative comments. This
example illustrates that prejudice is often ___________________ in nature.
a. implicit
b. subliminal
c. direct
d. indirect
Answer: a
Difficulty: 2
Page Reference: 171
Skill: Applied

82. Fred, Ted, Larry, and Barry are all research participants who were exposed to the
bona fide pipeline procedure. After seeing a picture of a Hispanic face, they are all shown
the word “bad.” The number of seconds it takes for Fred, Ted, Barry, and Larry to
respond to the word “bad” is 5.2, 3.8, 2.1, and 4.4, respectively. On the basis of this
information, which of these individuals most likely holds the greatest amount of negative
attitudes toward Hispanics?
a. Ted
b. Fred
c. Larry
d. Barry
Answer: d
Difficulty: 3
Page Reference: 181
Skill: Applied
83. Jacob is a summer camp counsellor director who has decided to group his campers
into one of three groups; each of these groups will be situated in separate areas of the
campground. What is the most likely outcome of this situational context?
a. The campers will be inclined to develop friendships with their own group only if the
camp counsellor director encourages them to do so.
b. The campers will become bored with their own group and, consequently, will seek out
friends in the other two groups.
c. The campers will develop a strong attachment to their own group and may grow to
hold very negative views of the other groups.
d. The campers will be equally likely to have friends in all three groups.
Answer: c
Difficulty: 3
Skill: Applied
84. Candy is washing the dishes and asks her brother to help by drying them. Her brother
says that dishes are women's work, which makes their father smile. Her brother sees the
smile and walks away. This scenario is an example of a prejudice as a result of
a. social discrimination
b. social learning
c. incidental feelings
d. social assimilation
Answer: b
Difficulty: 2

Page Reference: 184

Skill: Applied
85. Which of the following statements does NOT illustrate the ultimate attribution error?
a. “Never trust anyone over 30!”
b. “I'm telling you that anyone who is not Canadian cannot be trusted.”
c. “Sure, men and women have obvious biological differences—but deep down I think
men and women are basically the same.”
d. “Of course he did well on that exam—he was raised Catholic just like me and all of the
Catholics I know are very smart.”
Answer: c
Difficulty: 2
Page Reference: 177
Skill: Applied
86. Mohammed, an Arab Canadian, would be most likely to show prejudice against out-
groups if
a. he perceives much dissimilarity between his own group versus other groups
b. he feels that the distinctiveness of his own group is threatened
c. he is fully accepted by members of his own group
d. he experiences much discrimination against himself and other Arab Canadians
Answer: b
Difficulty: 3
Page Reference: 177
Skill: Applied
87. Jason has just seen five faces from different individuals of varying ethnicities—First
Nations, Western European, African Canadian, South American, and Asian—via the use
of priming stimuli. After being presented with a certain “target” word his response time
after each of these four faces (in the order presented above) was 1.7, 0.98, 2.1, 0.76, and
1.3 seconds, respectively. Which of the following faces is Jason most likely associating
with the “target” word?
a. Asian
b. South American
c. Western European
d. First Nations
Answer: c
Difficulty: 3
Page Reference: 177
Skill: Applied

88. If 10% of Group A (which has 200 members) are found to be criminals, and 10% of
Group B (which has 10 000 members) are found to be criminals, evidence suggests that
you will form
a. less favourable impressions of Group A
b. less favourable impressions of Group B
c. more favourable impressions of Group B
d. equally unfavourable impressions of both groups
Answer: a
Difficulty: 3
Skill: Applied
89. Considering the dynamics of an illusory correlation, which of the following events
will be most memorable to most individuals?
a. An occasion where a very “strange” event occurs during a full moon
b. An occasion where a very “strange” event occurs when there isn't a full moon
c. An occasion where there is neither a full moon nor an unusual event
d. An occasion where there is a full moon but nothing unusual occurs
Answer: a
Difficulty: 3
Skill: Applied
90. The phrase “You can't trust anyone over 30” is an example of
a. the illusion of in-group homogeneity
b. the illusion of out-group homogeneity
c. the illusion of out-group differentiation
d. illusory correlations
Answer: b
Difficulty: 2
Page Reference: 163
Skill: Applied
91. If you are friends with Sally, who is prejudiced against Asians, and you want to
eliminate her prejudice, then you should
a. try to come into regular contact with Asian individuals
b. avoid discussing Sally's biases with her and try to keep her away from Asians
c. cultivate contacts with Asian individuals and expose Sally to your new friends
d. force Sally to develop a friendship with an Asian person

Answer: c
Difficulty: 2
Page Reference: 185
Skill: Applied
92. Suppose John has completed a study where he has been explicitly told to not associate
a certain racial stereotype with a picture of a member of the race in question. Given this
scenario, John will likely
a. feel guilty over the fact that he even made such racial stereotypes and associations in
the past
b. be extremely confused by this study and, consequently, offer neutral responses
c. be much less inclined to associate the racial stereotype with the picture of the member
of the race in question
d. continue to associate the racial stereotype with the picture of the member of the race in
question
Answer: c
Difficulty: 3
Skill: Applied
True/False Questions
1. Stereotypes are false beliefs about the traits that members of different social groups
share.
a. True
b. False
Answer: b
Difficulty: 1
Skill: Factual
2. Tokenism refers to hiring individuals based on group membership.

a. True
b. False
Answer: a
Difficulty: 1


Skill: Factual
3. Schemas are cognitive frameworks that have been developed from social learning.
a. True
b. False
Answer: b
Difficulty: 1
Page Reference: 160
Skill: Factual
4. Subtypes are composed of group members that do not seem to fit the group's
stereotype.
a. True
b. False
Answer: a
Difficulty: 1
Page Reference: 161
Skill: Factual
5. Prejudice based on fear and envy may cause an individual to harm members of the
target out-group.
a. True
b. False
Answer: b
Difficulty: 2
Skill: Conceptual
6. Palestinians and Israelis are in conflict over territory, which this gives rise to prejudice
within both groups according to realistic conflict theory.
a. True
b. False
Answer: a
Difficulty: 2
Skill: Conceptual

7. The ultimate attribution error involves making favourable or flattering attributions

about members of an out-group.
a. True
b. False
Answer: b
Difficulty: 2
Page Reference: 177
Skill: Conceptual
8. Priming involves using a stimulus to activate or make available information that is

stored in memory.
a. True
b. False
Answer: a
Difficulty: 1
Page Reference: 181
Skill: Factual
9. The level of prejudice cannot be reduced.

a. True
b. False
Answer: b
Difficulty: 2
Skill: Factual
10. The common in-group identity model suggests that including out-group members as
part of a larger in-group will reduce prejudice.
a. True
b. False
Answer: a
Difficulty: 2
Page Reference: 186
Skill: Conceptual
11. Social norms are composed of the “average” or typical member of a particular group.
a. True
b. False

Answer: b
Difficulty: 1
Page Reference: 189
Skill: Factual
12. Mike finds that the more contact he has with individual members of a group he hates,
the less he hates them. This is best explained by the contact hypothesis.
a. True
b. False
Answer: a
Difficulty: 2
Page Reference: 179
Skill: Applied
13. The contact hypothesis is the view that prejudice is acquired through direct and
vicarious experiences.
a. True
b. False
Answer: b
Difficulty: 2
Page Reference: 185
Skill: Factual
14. The bona fide pipeline involves the use of deception to encourage people to reveal
their true attitudes about an out-group.
a. True
b. False
Answer: b
Difficulty: 2
Page Reference: 181
Skill: Conceptual
15. Prejudice and bias can be decreased if people can be induced to believe that their
prejudiced views are out of line with those of most other people.
a. True
b. False

Answer: a
Difficulty: 2
Page Reference: 189
Skill: Conceptual
Short Answer Questions
1. Explain the relationship between stereotyping, prejudice, and discrimination.
Answer: These are the three components of attitudes toward a particular group.
Stereotypes represent the cognitive component and are composed of our beliefs about a
particular social group. Prejudice is the affective component that encompasses our
feelings about a group. Discrimination is the behavioural component of attitudes and
includes the different actions directed toward members of different groups.

Difficulty: 3
Skill: Conceptual
2. Explain when and why low-status group members agree with some aspects of their
group's stereotype.
Answer: Low-status group members are likely to agree with what they consider to be
positive aspects of a stereotype. For example, women are likely to agree with the idea
that women are more ethical and have better taste than men. Different aspects of the low-
status group's stereotype are likely to be endorsed if these alternative aspects help to
differentiate the low-status group from the higher-status group when inequality between
the groups is not likely to change. This may particularly be the case when the alternative
aspects are not perceived as threatening to the higher-status group.

Difficulty: 3
Skill: Conceptual
3. Explain what is meant by shifting standards when judging members of different

groups. Give an example.
Answer: Shifting standards occurs when we use one group as the standard by which to
make comparisons and shift to another comparison standard when judging members of a
different group.
Examples will vary. Elements of a successful example should include members of
two different groups (e.g., men versus women) engaged in the same behaviour that is

expected to be different for the two groups in terms of absolute performance. In the
example, performance should be shown to be judged within the group instead of globally
(e.g., pretty good for a girl or not bad for a man). Excellent answers will point out that
such distinctions may not be made overtly in terms of verbal responses, but may impact
subsequent behaviour of the person making the judgment.
Difficulty: 2
Page Reference: 168
Skill: Conceptual
4. Describe the relationship between prejudice and the emotions that underlie prejudice.
Make sure to include a brief description of the relationship between the types of
behaviour that can arise as a result of different emotional causes for prejudice.
Answer: Prejudice is the emotional component of attitudes toward social groups. As such,
prejudice is the emotion and reflects the feelings we experience based only on another's
membership in a particular group. As such, all prejudices reflect one or another negative
underlying emotions. Although they are very similar, prejudices based on different
emotions can be discriminated based on the behaviours they lead to. Prejudice based on
anger may lead to direct attempts to harm the out-group. Prejudice based on guilt may
lead to efforts to avoid the out-group because of the emotional distress caused by the out-
group's situation. Prejudice based on disgust may also lead to efforts to avoid the out-
group to avoid possible “contamination” by members of the out-group. Prejudice based
on fear or envy may lead to defensive behaviours that are intended to protect the in-
group's status or position.

Difficulty: 3
Skill: Conceptual
5. Explain what is meant by the ultimate attribution error.
Answer: The ultimate attribution error is the same as the fundamental attribution error
extended to the group level. It is based on the observation that we tend to attribute
positive behaviours of in-group members to relatively stable and internal causes and that
we tend to attribute positive behaviours of out-group members to temporary or external
causes. This attribution error is likely to be a function of the self-serving bias discussed in
Chapter 5 and serves the function of enhancing our self-esteem through identification of
some aspects of the self with the group.

Difficulty: 2
Page Reference: 177
Skill: Conceptual

6. Explain what is meant by modern prejudice.
Answer: Openly racist views are more rarely expressed than in the past. However,
bigoted attitudes continue to be expressed among like-minded individuals in private.
Bigoted attitudes are sometimes also excused by attributing them to behaviour for which
the prejudiced person blames out-groups (access to benefits and opportunities, self-
assertion by minorities, etc.).

Difficulty: 2
Skill: Conceptual
Discussion Questions
1. Explain why stereotypes are formed and used.

Answer: Answers should include the following points:
1. Stereotypes function as a schema—a cognitive framework for processing information
and for organizing, storing, and retrieving memories.
2. Stereotypes allow for greater efficiency in information processing.
3. Stereotypes allow us to conserve mental effort (cognitive miser).
4. Stereotypes allow us to maintain our beliefs about the world and about people
(subtyping and illusory correlations may be mentioned in this context).
5. Stereotypes allow us to feel positively about our group identities and to increase our
self-esteem.
6. Stereotypes act as theories—guiding attention and influencing the interpretation of
information.
Difficulty: 3
Skill: Conceptual
2. Explain the development of prejudice from the perspective of a response to threats to

self-esteem and group interests.
Answer: Answers should include the following points:

1. We have a positive view of our in-group(s).
2. If this positive view is threatened, the source is derogated (a) to preserve or enhance
self-esteem, (b) to protect group interests, and (c) to maintain group position.
3. Competition for resources may create prejudice. This type of prejudice can be
overcome with a superordinate goal (one that requires cooperation between groups to
achieve).
Difficulty: 2


Skill: Conceptual
3. Describe some techniques that might help to reduce or eliminate prejudice.
Answer: Answers should include several of the following points:

1. From the social learning perspective, prejudice is learned via observation. Therefore,
experiences with out-group members may counteract prejudice to some extent. It may
also be beneficial to call the attention of parents and others to the negative impact that
prejudice has on both in-group and out-group members. We can also question prejudiced
individuals' justification for bias. Finally, the cost of prejudice to the prejudiced
individual can be pointed out.
2. From the contact hypothesis perspective, prejudice will be reduced by any actions that
bring in-group and out-group members into contact with each other.
3. We can engage in activities to help people recategorize their existing in-group and out-
group categories to be inclusive create a superordinate in-group that includes the out-
group.
4. We can employ strategies that increase the collective guilt felt by in-group members.
5. We can engage in stereotype negation training ("just say no" approach).
6. We can rely on social influences such as modelling nonprejudicial behaviours and
providing people with an accurate assessment of the level of prejudice and negative
stereotypes actually present in their in-group.
Difficulty: 3
Skill: Applied
4. Explain the concept of stereotype threat.
Answer: Answers should include several of the following points:

1. Stereotype threat occurs when people believe that their behaviour fits or is likely to fit
stereotypes about their group.
2. It may invoke anxiety and bring about self-handicapping behaviour in ways that may
be difficult to control
3. Discussion of gender self-handicapping by women; other gender effects
4. Discussion of other minority self-handicapping effects, e.g., on test performance
5. Fear of inadvertently acting to confirm a stereotype.
Difficulty: 2
Skill: Applied

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kauppa kauppana ja rakkaus rakkautena.
SOHVI (vähän pisteliäästi). Eiköpähän sitä nyt monenkin kelpaisi

olla
Sipin vaimona.
SIIRI. Ha-ha-ha! Eiköpähän. Mutta Hilmallepa se vaan, se paikka,

on varattu.
HILMA. Elä nyt, Siiri… Eihän sitä tiedä.
SOHVI. Niin, mistä sen vielä tietää. — (Ottaa tarjoimen). Mutta

tässähän minulta ihan unehtui toinen kuppikin tarjoamatta.
SIIRI. Kiitoksia. En minä enää…
HILMA. Etkös sinä vielä yhtä kuppia…?
SOHVI. No? Jäikös se nyt niin vähään?
SIIRI. Jäi. Minä jo join tädinkin luona. Ja sitte minun täytyy jo

ruveta lähtemäänkin. (Nousee ylös).
SOHVI. Olisihan nyt voinut vähän kauemminkin istua.
HILMA. Isäkin olisi kohta tullut ja saanut sinut nähdä.
SIIRI. Mitä minussa sen kummempaa olisi nähtävää?! Sanokaa

nyt hyvin paljon terveisiä vaan! Minun täytyy, näette, kiirehtiä.
Ylihuomenna jo lähden pois. Ja sen tautta täytyy saada kaikki
kamsunsa reilaan.
HILMA. Vai jo ylihuomenna lähdet?

SIIRI. Täytyy. Ensimmäisenä päivänä syyskuuta pitää olla
Hämeenlinnassa. Eilen sain johtajalta kirjeen, että kokoonnumme
sinne.
Sen tautta tulinkin nyt teille jäähyväisille.
SOHVI. No, se oli oikein.
HILMA. Kiitoksia nyt paljon, että kävit ja että kuitenkin muistit

meitäkin.
SIIRI. Elä joutavia kiitä! No, hyvästi nyt! Voikaa nyt hyvin taas —
ehkä tulevaksi kesäksi! (Hyvästelevät).
SOHVI. Vai Hämeenlinnaan sitte…?
SIIRI (pannen hansikkaansa nappeja kiinni). Sinne, niin. Siellä

näyttelemme kaksi viikkoa, sitte lähdemme Tampereelle ja sieltä
Poriin.
HILMA. Mahtaa se olla hauskaa kuulua teatteriin?
SIIRI. On se — armottoman hauskaa. Ja niin jo olen siihen

tottunutkin, että muuten kuolisin ikävään, näin maalla varsinkin.
HILMA. No, tietysti.
SOHVI. Arvaahan sen. Ja parempihan siellä on elääkin. Hyvä kai

on palkkakin? (Katselee merkitseväisesti Siirin pukua.)
SIIRI. No, niin että niukuin naukuin toimeen tulee.
SOHVI. He-he! Vai niukuin naukuin?!

SIIRI. Ei, mutta hyvästi nyt. Kiitoksia! Ja terveisiä paljo! (Menee
perälle.)
SOHVI. Kiitoksia vaan itselleen paljo käymästä!
HILMA (saattaa Siiriä eteiseen). Olit sinä nyt oikein hyvä, Siiri, kun
kävit…
Kolmas kohtaus.
SOHVI ja HILMA.
SOHVI (katselee kotvan ovelta Siirin perään, palaa ja alkaa korjata

kuppeja).
HILMA (tulee vähän ajan perästä takaisin).
SOHVI. Onpas siitä Siiristä tullut oikein hieno ryökynä. — Vaan

tiedätkös: kateutta siinä sen puheessa oli äi'än sittenkin.
HILMA. Elkää nyt, äiti, joutavia…
SOHVI. Vai joutavia? Etkös sitte hoksannut, miten mielellään se

Sipin hyvistä tuloista haastoi? Ja varsinkin, mitenkä se siihen
vastasi, kun minä sanoin, että kelpaisipa sitä nyt vaikka kenen olla
Sipin vaimona? Sen minä vaan sanon, että katso, ett'ei se sitä sulta
vielä koppaakin. (Katsoo ikkunaan.) Ka, tuossahan tuo jo isä kujassa
kotiin ajaa. Vaan kukas siellä on jälessä?
HILMA (katsoo ikkunaan). Sipihän se on.
SOHVI. Sipikös se on? Kun en ollut tuntea. Sehän se on.

HILMA (panee virkkuutyönsä kokoon). Panen tämän pois, ett'ei
hän saa nähdä — joululahjaansa ennen aikojaan.
SOHVI. Ja mene ja pistä toinen hame päällesi. Sinun tähtesi

varmaan tulee.
HILMA. Menenhän minä (Vie työnsä piirongin laatikkoon).
SOHVI (hykertäen käsiään). Mutta olipa se nyt oikein hyvä, ett'ei

hän aikaisemmin tullut ja että Siiri kerkesi lähteä pois.
HILMA (mennessään sivukammariin oikealle; hajamielisesti).

Mitäpä se nyt sitte olisi tehnyt?…
SOHVI. Kummallinen lapsi, todenperään! — Tuossapa nuo jo ovat

pihassa. Ka, uudethan sillä on kärryt, Sipillä, — oikein ylkämiehen
kiesit. — Mutta, voi minun päiviäni! Nyt kun ei ole uutta kahviakaan
keittää, ja missä minä tässä nyt kerkiän sitä paahtaa, minkä Antti on
tuonut (Menee perälle, jossa Sipi tulee hänelle eteisessä vastaan).
Neljäs kohtaus.
SOHVI ja SIPI, sitte ANTTI.
SOHVI ja SIPI (tervehtivät toisiaan eteisessä ja kyselevät

kuulumisia).
SOHVI (eteisessä). … on niin hyvä ja käy sisään.
SIPI (tulee sisään ja riisuu palttoonsa, jonka ripustaa naulaan,

oven pieleen).
SOHVI (tulee Sipin jälessä sisään). Hilma tulee ihan paikalla. — —
Istuu! Tehkää niin hyvin!
SIPI (haastaa reippaasti ja vakuuttavasti). Kiitoksia vaan (Ottaa

paperossilaatikkonsa palttoon taskusta).
SOHVI. Taisihan niitä meilläkin olla sikarossia, vaan minne ne lie

ne panneet (Etsii ikkunalta ja piirongilta).
SIPI (sytyttää paperossin). Ei mitään. On mulla omiani.
SOHVI. Anttikohan se lie ne korjannut, kun en löydä.
SIPI. Antaa nyt olla vaan! (Istuutuu kiikkutuoliin). — No, täällähän

näkyi käyneen vieras?
SOHVI. Kävihän se. Vai jo tiedätte?
SIPI. Nähtiinhän me se Antin kanssa. Me justiin kujaan

käännyttiin, kun hän oikotietä tuolla niityn poikki mennä löyhötti.
SOHVI. Eikä teitä nähnyt?
SIPI. Jos lie nähnytkään, vaikk'ei ollut näkevinään.
SOHVI. Niin, kävihän se lopulta — jäähyväisillä muka.

Ylihuomenna sanoi lähtevänsä taas pois.
SIPI. M-h-h! (Puhaltaen savua). Vai ei sillä muuta ollut

haasteltavaa?
SOHVI. No — eipä sillä juuri mitään erityistä… Jaaritteli vaan.
ANTTI (tulee sisään). Panin sinne Pokulle vaan vähän heiniä…

SIPI. Olisihan se tämän ajan seisonut ilmankin.
SOHVI (menee ulos perälle).
ANTTI. Tulihan niitä, Jumalan kiitos, edes vähän heiniä tänä

vuonna.
SIPI. No, ei siltä. — Mutta olihan se vähän kuivanlaista, ilma,

alkukesästä.
ANTTI. Olisihan tuota saanut kyllä enemmän sataa. (Istuutuu

tuolille).
SIPI. Niin, olisipa kyllä. Silloin olisi viljantulokin ollut parempi.

Vaan eihän se näillä seuduin näy kuitenkaan järin huono olevan.
ANTTI (kynsien korvallistaan). No. Miten millekin. Ei sitä minulle

ainakaan äi'ää lähde.
SIPI. Riittää kai kuitenkin kotitarpeeksi, vai?
ANTTI. Eipä mitä. Jos nyt justiin vaan ylettyy, että omillamme
tuonne joulun pyhien yli päästään. Siemenestä ei puhettakaan! Vaan
pitäisihän sitä ammoin viljantuloksi ollakseen sen verran liietä, että
saisi vähän rahaksikin muutetuksi.
SIPI. Sitäkö varten ne sitte olivatkin, ne jyvät tänään, otettu, vai?…
ANTTI. Niin, sitähän se oli niinkuin vähän aikomus.
SIPI. Ettäkö taas kohta myödä?
ANTTI (alakuloisesti). Niinhän tuota on pakko tehdä.

SIPI. No, mutta kuka niitä nyt tähän aikaan…? Ja kuka niistä nyt
oikean hinnan antaa?
ANTTI. Eihän niistä mitä niin äi'ää saa. Mutta saanee kai kuitenkin
jotakin, jos kaupunkiin viepi.
SIPI. No, jos kaupungissakin niistä viisitoista markkaa lähtee, niin

on se paremmin kuin hyvä. Ilmaiseksi annan sen summan, jos
kukaan enemmän maksaa.
ANTTI. Hyvin saattaa olla mahdollista, en minä kiistä…
SIPI. No, minä sen takaan. Entä matka sitte sinne? Maksaa kai se
jotakin sekin, vaikka omallakin hevosella viepi? Ja aika sitte, joka
siihen menee, ja eväät ja muut?!
ANTTI. Kyllähän se on sitäkin, mutta kun on rahaa tarvis, niin ei

siinä auta haikaileminen.
SIPI. No, parempihan se on sitte ainakin koettaa saada ne täällä

myödyiksi, jos se sillä lailla on. Ja kun olisin minäkin tuon ennen
tietänyt, niin olisinhan minäkin sitte ehkä voinut auttaa…
ANTTI. Niinkö, että olisin suorastaan rahaakin saanut?…
SIPI. No, vaikkapa niinkin.
ANTTI. Kyllähän minä sitä vähän… Vaan enhän minä taas ilennyt
— pyytää.
SIPI. No! Kun se nyt (nousee kävelemään) kerran on se kauppa

tehty, niin minkäs sille enää… Mutta peruutetaan se toisella lailla:
myödään nyt sitte minulle ne jyvät takaisin, niin pääsee ainakin
kaupunkiin lähtemästä.
ANTTI. Mikäs siinä on?! Myödähän ne pitää kuitenkin. Ja

samahan se on, kenelle.
SIPI. Mutta se minun vaan täytyy sanoa, ett'en minä tietysti

ostaessa konsaan voi antaa ihan samaa hintaa, kuin mistä myön.
ANTTI. No, kah, tiettyhän se on! Ja sehän se on kauppiaan

elantokin.
SIPI. Niin. Ja sen viisitoista markkaa minä kyllä annan, vaikka

paikalla.
ANTTI. No, eipä sitä taida kukaan sitte enempääkään antaa.
SIPI. Sopiihan koettaa. Enhän minä mitä pakoita. Päinvastoin.
ANTTI. Tiedänhän minä sen. Vaan mitäpä niistä kulettelemaan

lähtee?! Olkoon sitte siihenkin hintaan. — Ja eläähän tuota pitää,
eikä häntä miten voi rahattakaan elää.
SIPI. No, tehdään sitte niin! (Ottaa povitaskustaan lompakon ja

siitä kolme viiden markan seteliä.) Tuossa on rahat paikalla käteen!
ANTTI. Olisinhan minä ne kerinnyt sittekin saada, kun säkit

takaisin tuon.
SIPI. Mitäs niistä rupee varta vasten edestakaisin ajelemaan.

Viskaa vaan säkit minun hevoselleni, niin vien ne mennessäni! He!
Ottaa pois vaan!
(Panee setelit pöydälle).

ANTTI. No, suuret kiitokset! Hyvin paljon kiitoksia! (Ottaa rahat,
käärii ne kokoon ja pistää liivinsä taskuun).
SIPI. Tuota — näet — en minä nyt jokaiselta osta — siitä hinnasta

varsinkaan. Ja tämän minä nyt vaan tein — auttaakseni. Sen tautta
en nyt tahtoisi, että sen muut näkisivät ja saisivat tietää.
ANTTI. No — kyllä — ymmärränhän minä sen… Hyvin vaan paljon

kiitoksia!
SIPI. Ja siinähän ne säkit helposti menevät minun mukanani.
ANTTI. Sopiihan ne… Ja kyllä minä ne siirrän.
HILMA (tulee oikealta).
ANTTI (menee kohta sen perästä ulos).
Viides kohtaus.
SIPI ja HILMA.
SIPI. Päivää, Hilma! Luulin jo, että olit minua pakoon mennyt, kun
ei sinua näin pitkään aikaan näkynyt (Kättelee Hilmaa.)
HILMA. Elähän! Mitäpä minä sitä olisin?!… Ja miksi niin luulet?
SIPI. Mistäpä sen tietää, mitä tässä on voinut väliin tulla.
HILMA. Istuhan ja selitä!
(Istuvat pöydän ääreen.)

SIPI. No, ei mitään. Muutoinhan minä vaan. — Kuule! Minä tulin
siitä tämänpäiväisestä iltamasta kysymään, aiotko sinä sinne mennä.
HILMA. En nyt tiedä. Entä sinä? Etkös sinä sitte menekään?
SIPI (epäröiden). Kyllähän minun pitäisi, vaan — … Mutta kuinka

sinä?… Miks'et sinä?…
HILMA. Muutoin vaan. En tiedä, miksi; mutta tänään ei minulla ole

yhtään halua.
SIPI. No? Arvasinhan minä. Joku syy sinulla sittekin mahtaa olla.
HILMA. Eikä ole — mitään.
SIPI. Vaan siltä näyttää. Sinä olet niinkuin vähän kummallinen.

Ehkä se taannoinen vieras…?
HILMA. Siirikö?
SIPI. Niin. Hänhän, näen mä, kävi täällä?
HILMA. Kävi, kävi. No?
SIPI. No, ei mitään. Luulin vaan, että jos hän sinulle olisi jotakin
sano… jollakin lailla pannut sinut pahoille mielin.
HILMA. Eihän hän juuri mitä… (ikäänkuin yht'äkkiä heräten).

Kuule!
Meneekös Siiri sitte sinne?
SIPI. Kuinka niin? Sanoikos hän?…
HILMA. Ei, vaan kun et sinä tahdo… Mutta hän on pyydetty?

SIPI. En minä… Ehkä sinä tiedät paremmin.
HILMA. Nyt minä ymmärrän! — Katsos sitä, kun ei hiiskunut siitä

sanaakaan.
SIPI. Varmaan hän ei sinne iltamaan sitte aikonutkaan, konsa ei

siitä haastanut.
HILMA. Mutta sinä tiesit, että hän on pyydetty, vaikka…?
SIPI. Mistä minä…? Ja mitä minä tiesin? Kuulin vaan, että lukkarin
Arvi oli aikonut häntä pyytää.
HILMA. Lukkarinko Arvi? Tuskinhan hän tunteekaan Siiriä.
SIPI (nousee hermostuneena kävelemään). No, mistä minä sitte

tiedän?! Ja mitä siitä nyt sen enemmän saivartaa. Varmaan häntä ei
kukaan sinne sitte ollut pyytänyt, konsa hän ei sinne aikonut eikä
siitä edes haastanutkaan. Ja vaikka häntä olisi pyydettykin, niin ei
suinkaan hän olisi sinne tullut kumminkaan, kun jo ylihuomenna
kuuluu olevan poislähdössä.
HILMA (katseltuaan miettiväisesti Sipiä, nousee ylös ja menee

hänen luoksensa). Elä nyt, Sipi kulta, siitä suutu! Miksikä sinä
noin…?
SIPI. Enhän minä mitä…
HILMA. Kuule, keltä sinä kuulit, että hän jo ylihuomenna…?
SIPI. Keltä?! Äitisihän tuo siitä vast'ikään haastoi (Katsoo

ikkunaan ja sitte kelloaan). Ka, kun onkin jo paljo. Ei. Kyllä minun
täytyy lähteä.
HILMA. Mitä sinä nyt niin kiirehdit — tällä kertaa?
SIPI. Kun ei tahdo tuo hevonenkaan tuolla oikein pysyä rauhassa.

Ja tavataanhan me vielä tänä iltana ja… saadaan tarpeeksi olla
yhdessä.
HILMA. Voi, kun en minä oikein tiedä, Sipi. Niin ei tee mieli tulla.
SIPI. Mitä sinä nyt taas joutavia?! Pitäähän sinun olla laulamassa.
Ja voinhan minä sen nyt sinulle sanoa: laulun perästä saadaan
pistää vähän polkaksikin.
HILMA. Kansakokoululla?
SIPI. Niin. Tällä kertaa on saatu lupa.
HILMA. Ja kukas soittaa?
SIPI. Seuran omat torvensoittajat — ensimmäisen kerran.
HILMA. Jokos ne sitten niin hyvin…?
SIPI. Soittaako osaavat?
HILMA. Niin. Vastahan ne viime talvena torvensa saivat.
SIPI. Jopahan nuo näkyvät sen verran osaavan törryyttää, että

ainakin tahdissa pysyvät. Ja mitäs varten niiden torvien
hankkimiseksi olisi seuranäytelmiä ja arpajaisia pidetty, ell'ei ne
soittamaan oppisi. — No? Tulethan siis? Tietysti?
HILMA (miettiväisenä ja alakuloisena). En tiedä, todenperään,

miten minusta tämä tuntuu niin omituiselta.
SIPI. Mikä nyt… omituiselta?
HILMA. Tuo Siirin poislähtö — tanssi ja torvensoitto, jotka

yht'äkkiä on toimeen pantu — ja kutsut… kaikki tuo on ihan kuin
tehty varta vasten — hänen tähtensä.
SIPI. Sinun tähtesi se on kaikki, jos nyt oikein tietää tahdot.
HILMA. Ja sinä tulit vaan kuulemaan, että ehkä minä en sinne

mene ja meneekö Siiri…
SIPI. Mutta sinäpä nyt keksit, Hilma, ihan jonni joutavia. Oikein tuo
jo taas alkaa minua pistää vihaksi. (Ottaa lakkinsa.)
HILMA (malttaen mieltänsä ja lekotellen). No, elä nyt!… Anna

anteeksi!… Voi, että minä nyt sen tulin sanoneeksi.
SIPI. No, mitä sitä sitte semmoisia ajatteleekaan, johon ei ole

vähintäkään syytä?! Ja tiedäthän sinä ilmankin, mimmoinen meidän
välimme on, hänen ja minun…
Kuudes kohtaus.
Edelliset, SOHVI ja ANTTI.
SOHVI ja ANTTI (tulevat).
SOHVI. Ei ollut kahvia paahdettuna, niin tuli vähän viivähtäneeksi.
SIPI. Kiitoksia! En minä nyt tällä kertaa… Aikakin on vähän

täpärällä.
ANTTI. Onkos se nyt niin…?

SOHVI. Jokos se nyt sitte, todenperään… Olisihan se ihan
paikalla joutunut.
SIPI. Kyllä, mutta… Toisen kerran sitte. Hyvästi nyt vaan.

(Kättelee.)
SOHVI. No, oli se nyt paha oikein….
SIPI. Eipä mitä.
ANTTI. Ne säkit minä muutin…
SIPI. Hyvä, hyvä! — No, hyvästi, Hilma! Tänä iltana siis tavataan?
(Pitäen Hilmaa kädestä.) Tulethan varmaan?
HILMA. No, tulenhan minä ehkä…
SOHVI. Ka, mitenkäs… Tuleehan se (Hilmalle puolikovaan.) Mitäs

sinä nyt noin?! (Sipille.) Sinnehän se on ollut menossa… Koko
päivän on haastellut.
SIPI. Tietysti. Sitähän minäkin. Ja mikäs lysti siellä muillakaan

ilman olisi… Lupaathan, hä?
HILMA. Hyvä. Tulenhan minä.
SIPI. No, niin. Jääkää hyvästi (Menee.)
ANTTI (seuraa).
(Ulkoa kuuluu vähän ajan perästä "tpruu, tpruu" ja rattaiden

kolinaa.)
Seitsemäs kohtaus.
SOHVI ja HILMA, sitte ANTTI, LIISU ja AAKU.
SOHVI. Mikäs sinun on, tyttö, kun tuolla lailla o'ot?
HILMA. Ei mikään, äiti… (Seisoo alla päin ja miettien pöydän

luona.)
SOHVI. Noin tylysti käyttäydyit. Ei se passaa mitenkään.
HILMA. Enhän minä mitä…
SOHVI. Näinhän minä, kah! Onhan mulla silmät päässä. Ja mitä

sinä nytkin tuossa seista törrötät?… Ihme ja kumma oikein!
ANTTI (palaa.)
LIISU ja AAKU (tulevat hänen jälessään).
AAKU (suu täynnä "pompommia", joita, mielihyvillään kourassaan

näyttelee Sohville.) Katos, äit', kuinka paljon!
SOHVI. No, o'otkos nyt vihdoin viimein mankumatta?! — Mut

oletkos
Liisullekin antanut, hä?
AAKU (nyökäyttää myöntävästi päätään).
LIISU. Antoi se jo.
SOHVI. Näkyihän sinun reissusi lykästyneen, Antti?
ANTTI. Lykästyihin se.

SOHVI. Vaan mitäs sinä nyt Sipille viimeksi säkeistä haastoit?
ANTTI. Me tehtiin kaupat takaisin. Minun ei nyt tarvitsekaan

kaupunkiin lähteä.
SOHVI. Mitkä kaupat? Millä lailla?
ANTTI (ottaa setelit liivinsä taskusta ja näyttää Sohville). Möin

hänelle 15 markasta ne jyvät, jotka ensin velaksi ostin.
HILMA (kuuntelee ja katselee tarkkaavasti koko ajan).
SOHVI. Elähän?! Mitä kummia?! Ja paljonkos niistä sitte kirjaan

pantiin?
ANTTI. Kahdeksantoista ja puoli markkaa.
SOHVI. M-h-h! Niin että hän siitä voitti kolme ja puoli markkaa, ja
sinä hukkasit saman verran.
ANTTI. Mitä hukkasin? Eihän niitä mistä rahoja ilmankaan saa.
SOHVI. Onhan se sitäkin. — Mutta sillä lailla vaan se Sipi, näen

mä, rikastuukin (Perältä kuuluu kahvipannun sähinää). Ai, nyt se
kahvi kiehuu yli. Ihan se multa unehtuikin. (Rientää perälle.)
AAKU (menee Sohvin jälestä).
ANTTI (kääri miettiväisesti setelinsä kokoon ja panee jälleen

liivinsä taskuun). Ei. Työhön tästä pitää lähteä — uutta aatraansa
koettamaan, ett'ei aika hukkaan mene. (Panee lakin päähänsä ja
menee ulos.)
HILMA (katselee hänen jälkeensä).

LIISU (joka on kauan katsellut Hilmaa, menee hänen luoksensa).
Sisko, miks' sinä o'ot niin surullinen tänä päivänä? Sano!
HILMA (silittää Liisun päätä). Enhän minä mitään, Liisuseni. Mene

nyt vaan äidin luo, niin saat kahvia. Mene! (Hilma menee ikäänkuin
vaistomaisesti ja jotakin miettien piirongin luo, josta ottaa
virkkuutyönsä.)
LIISU (katselee häntä vielä kotvan ja poistuu sitte hitaasti).
HILMA (huo'ahtaa ja käy hajamielisesti ikkunan luo virkkaamaan).
Esirippu.
Toinen näytös.
Sama suoja, kuin edellisessä näytöksessä. Uuni lämpiää. Kukat

ovat ikkunalta siirretyt piirongille.
Ensimmäinen kohtaus.
ANTTI ja SIPI. (tulevat perältä).
ANTTI. Käydään tänne kammariin, niin saadaan rauhassa haastaa

kahden kesken.
SIPI. Ka, täällähän uunikin lämpiää.
ANTTI. Hilmaa vartenhan tämä suoja pidetään lämpimänä

talvellakin. Me, muu perhe, asutaan siellä tuvassa.
SIPI. Eihän ne omat puut paljon mitä maksa. — Oh-hoh! Vaan
onpas se ikkuna aika lailla jäässä.
ANTTI (nostaa tuolin etemmä ikkunasta). Hatarathan ne on kovin

raamit ja olisihan sitä kyllä pitänyt uudetkin laittaa, vaan — eihän
niitä tänä vuonna rahoja mistä siihenkään liiennyt.
SIPI (istuutuu). Niin, tuota, enhän minäkään sitä entistä

puotivelkaa, josta Antti eilen kävi haastamassa, nyt niin kovasti
kiiruhtaisi — tiedänhän minä, että sitä on vaikea suorittaa…
ANTTI. Vaikeatahan se nyt on kovin…
SIPI. Niin, niin, tiedänhän minä sen omistakin asioistani, että nyt
on vaikea aika. Mutta olisihan se jollakin lailla saatava kirjoista pois,
varsinkin nyt taas uuteen vuoteen siirryttyä.
ANTTI. Pahahan sen siinä on olla jo kolmatta vuotta. Ja olenhan

minä sitä itsekin ajatellut, että jos minä saisin sen velkakirjaan
muutetuksi…
SIPI. No, mikä siinä on?! Voihan sen sitte sillä lailla. Ja teenhän
minä sen mielellänikin.
ANTTI. … niin eihän se sitte ainakaan seisoisi ilman rosentteja.
SIPI. Niistä nyt mitä niin suurta väliä!.
ANTTI. Eikä… enhän minä ilman… Muutenkin on jo näin kauan

ollut…
SIPI. No, ka, olkoon. Saahan ne sitte sinne panna nekin.

ANTTI. Vaan kaksihan siinä velkakirjassa taitaa pitää takuumiestä
olla?
SIPI. Kaksihan niitä kyllä tavallisesti ruukataan, vaan…
ANTTI. Niistähän sitä taaskin takuumiehistä on vähän niinkuin

vastusta, mistä ne saapi. Vaikka yhdenhän minä kyllä ehkä jo
saisinkin.
SIPI. No, tuota, voidaanhan me, meidän kesken, sitte tehdä

sellainenkin velkakirja, että päästään takuumiehistä järkinään. Ja
mitä niistä meidän väliin ottaakaan.
ANTTI. No, hyvin paljon kiitoksia! On se jo melkein vähän liikaa.
SIPI. Sitähän minä tarkoitan, että tehdään vaan kulkeva velkakirja.
ANTTI. Niin kulkevako?
SIPI. Niin… johon ei tarvita, kuin kaksi vierasta miestä

allekirjoitusta todistamaan.
ANTTI. No, kauppiashan ne asiat parhaiten tietää. Ja jos se

täyden tekee, niin…
SIPI. Tekee, ihan. Eikä siihen nyt sen enempää tarvita, kuin kynä
ja mustetta. Todistajat saadaan kyllä perästä päinkin. Ja lanketti
minulla taitaa olla muassani. (Ottaa lompakostaan velkakirjakaavan).
Niin sattuu yksi olemaankin. Ja useampiahan ei tarvitakaan.
ANTTI. No, sittehän se… Ja pitäisihän täällä ne kirjoitusverstaat

olla. (Aukaisee pöytälaatikon.) Hilmahan se aina välistä mitä lie
kirjoittelee.
SIPI. Siinähän se on kynä.
ANTTI (panee kynän pöydälle). Tässähän se on. (Kaivaa

peremmältä pöytälaatikossa.) Ja täällähän tuo on perällä
läkkipullokin.
SIPI (ottaa Antilta mustepullon ja katselee sen sisustaa). Siinähän

on mustetta pullossa ihan sen verran, kuin tarvitaankin. No, ja tässä
on planketissa jo osa valmiiksi painettukin. Ei tarvitse lisätä kuin
muutaman sanan.
ANTTI. Minunkos se on…? On se vähän huononlaista minun

kirjoitustaitoni.
SIPI. Ei se mitä, kunhan vaan vähän tolkkua saapi. (Nousee ylös.)

Käypi tähän! Minä näytän mihin mitäkin kirjoittaa pitää.
ANTTI (ottaa kynän, istuutuu ja tavailee itsekseen

velkakirjakaavaa).
"Kauppias Sipi Rahikaiselle maksaa allekirjoittanut…"
SIPI. Tuohon pannaan maksuaika ja tuohon summa. —

Tavallisestihan sitä kirjoitetaan kuudeksi kuukaudeksi, sitä kun on
maksuaikaa siinä kuitenkin todellisuudessa enemmänkin.
ANTTI. Niin no. Enköhän sitä minäkin siksi jo vähän selviä, että
tuossa loppukesästä voin… jos toivottavasti parempi vuosikin tulee.
SIPI. Tahikka jos pannaan kolme kuukautta irtisanonnan jälkeen,

niin voinhan minä sitte kyllä uottaakin aivan asianhaarain mukaan.
Minusta se on sama.

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Multiple Choice Questions

4. Gender stereotypes are

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c. inaccurate beliefs about women

6. One stereotype of women portrays them as being relatively high on

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8. A social group that is perceived to be a threat to the high-status group is frequently

9. High-status groups such as men are frequently stereotyped as

10. Relatively high status groups are frequently stereotyped as

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14. Trina is a successful manager in a mid-sized, male-dominated manufacturing

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managers is more likely to report gender discrimination because of their different

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c. is associated with having only female mentors

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22. One result of tokenism is that

23. One result of tokenism is that

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25. Sexism tends to be more prevalent in situations of

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a. help raters avoid the effects of stereotypes

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42. Many experts suggest that stereotypes can be changed

43. Affective reactions toward an individual because of that individual's group

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51. Incidental feelings are

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57. The social group to which an individual belongs is known as

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Page Reference: 177

64. Behaving differently toward members of different social groups is known as

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73. The contact hypothesis is based on the idea that

74. ___________________ occurs when the boundaries between an in-group changes in

75. One approach to reducing prejudice and bias is to encourage individuals to

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a. the common in-group identity model

77. Training individuals to say no to their own stereotypes is known as

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Page Reference: 184

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2. Tokenism refers to hiring individuals based on group membership.

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Page Reference: 165-166