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Explicit and implicit bias among university students in Saudi Arabia

Student’s Name

Institution of Affiliation

Course Code: Course Name

Due Date
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In the study of social psychology, in-group and out-group dynamics as well as explicit

and implicit bias are related and are researched together. This paper is out to dissect the ideas and

talk about their relationships. Explicit bias refers to deliberate attitudes, biases, and convictions

that people are aware of and can self-report. Explicit bias is best expressed by a party professing

open prejudice against a gender or ethnic group. As opposed to explicit bias, implicit bias is the

term for stereotypes and attitudes that influence behavior, perceptions, and choices. These biases

can manifest without an individual’s awareness and be measured through methods such as and

not limited to implicit association tests (IATs). In-group and out-group dynamics describe a

tendency in psychology to categorize and favor members of their social group above members of

other groups and classify others. In-group; is those seen as being the same as oneself and out-

group is those perceived to be different.

Gender Segregation and Mixing in Saudi Universities

Stereotypes of Saudi Women among Saudi College Students.

According to a study by Ali Hadi Omair of the Department of Psychology of the College

of Science and Health at DePaul University. His study investigates the nature of gender

segregation of men and women in public places including institutions of higher learning has had

a long history in Saudi society. According to Wagemakers and colleagues (2012) in Saudi

society, public spaces are single-gender spaces, with gender-mixed spaces as exceptions to the

rule. According to (Alesina et al., 2013; Nisbett & Cohen, 1996) women are divided into

different lecture halls in support of gender segregation and its goals. One group supports

continued segregation as they perceive men as dangerous regarding the abuse of women.
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Another group opposes gender segregation and expands women's roles in universities. They

advocate for institutions affording women the opportunity to use these institutions to dismantle

gender stereotypes.

Improving Intercultural Competence of Female University Students in Saudi Arabia

Agnes Katalin Havril a Dr. at Jazan University, Jizan in Saudi Arabia in her research on

Improving Intercultural Competence of Female University Students in EFL within Saudi Arabia

as a relatively young university (established in 2006) The role of female students is controversial

as the environment in Saudi is multicultural. Most female students aged between 20-25 commute

from rural areas with most being married with children, after arriving they take off their abayas

and hijabs (Havril,2015). The university is among a few social institutions where students

socialize freely. Compared to Western university students their life is not considered easy as they

face challenges in time management, lack of motivation or competition, and low self-esteem in a

single-gender education system as opposed to co-ed universities (Bailey, 1992).

The Positive Impact of Knowledge and quality of Contact on university students’ attitudes

towards People with intellectual disability in Saudi

A study on undergraduate students in Saudi on views about people with intellectual

disability (PWID) their interactions and their understanding of intellectual disability (ID)

(Jones,2023). A study consisting of 1001 undergraduate students from Saudi (mean age = 20.6

years; 458 male students [46%] and 543 female students [54%]. The Mental Retardation Attitude
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Inventory–Revised (MRAI-R) in Arabic was utilized to assess attitudes regarding PWID. The

study showed that gender level of contact with PWID, and ID knowledge were all highly

significant predictors of attitudes. The study suggesting a significant predictor of student’s

attitudes is high-quality contact. Resulting of this study Saudi society should ensure more than

simply basic means of interaction between individuals with and without disabilities.

Gender, Culture, and Nonparticipation Among Saudi Arabian Female Students

According to an article examining Saudi female students in mixed-gender interactions

during their study abroad “She Needs to Be Shy!”: Gender, Culture, and Nonparticipation among

Saudi Arabian Female Students (Song,2019). This study focuses on how Saudi ladies navigate

gender norms specific to women's humility and modesty. Results show that shyness and fear of

being judged are central to the gender identities of Saudi women because of their subservience to

upholding an idealized image of what it means to be a Saudi lady. Saudi women's religious

interpretations support their own gender identity, evidence of their agency within religious

confines based on cultural and ideological limitations.

Does Interacting with Women in Institutions Encourage Civic and Prosocial Attitudes?

Evidence from Simulated Contact Experiments in Saudi Arabia

An exploring hypothesis in Saudi institutions of higher learning institutions, considered

"hard cases" due to enduring patriarchal and gender-segregation traditions, using simulated
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contact experiments conducted under controlled conditions. Despite single-gender institutions

and persistent patriarchal norms results, however, indicate that interactions with women may

lead Saudi males toward more civic and other-regarding attitudes, such as tolerance,

egalitarianism, openness, and community rule-following, even in the face of stronger conditions

for male dominance. Results, however, indicate that interactions with women may lead Saudi

males toward more civic and other-regarding attitudes, such as tolerance, egalitarianism,

openness, and community rule-following, even in the face of stronger conditions for male

dominance.
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References:

Alhazmi, A., & Nyland, B. (2013). The Saudi Arabian international student experience: From a

gender-segregated society to studying in a mixed-gender environment. Compare: A

Journal of Comparative and International Education, 43, 346–365

Havril, A. K. (2015). Improving intercultural competence of female university students in EFL

within Saudi Arabia. Procedia-Social and Behavioral Sciences, 192, 554-566.

Jones, C. W. (2023). Does Interacting with Women Encourage Civic and Prosocial Attitudes?

Evidence from Simulated Contact Experiments in Saudi Arabia and Kuwait. Journal of

Experimental Political Science, 1-15.

Song, J. (2019). “She needs to be shy!”: Gender, culture, and nonparticipation among saudi

arabian female students. Tesol Quarterly, 53(2), 405-429.

Jones CW. Does Interacting with Women Encourage Civic and Prosocial Attitudes? Evidence

from Simulated Contact Experiments in Saudi Arabia and Kuwait. Journal of

Experimental Political Science. Published online 2023:1-15. doi:10.1017/XPS.2023.15

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Martin, Lipscomb (2023). Routledge Handbook of Philosophy and Nursing. An international

journal for healthcare professionals.