L’objectif de cette recherche en communication interculturelle est de savoir comment les stéréotypes évoluent chez les étudiants chinois à l'égard des Français avant et pendant leur séjour en France . Quels processus de la communication interculturelle contribuent à l'évolution des contenus des stéréotypes portés par les étudiants chinois sur les Français et quels effets exercent la communication interculturelle sur les étudiants chinois ? Pour répondre à ces questions, la recherche s’appuie sur une approche interculturelle et systémique sous l’épistémologie constructiviste. Après une analyse quantitative et qualitative, les évolutions des stéréotypes vis-à-vis des Français de la part des étudiants chinois sont discutées en étudiant trois aspects et facteurs distincts : spatial, temporel et communicationnel. Le facteur communicationnel est considéré comme étant le facteur le plus déterminant de l’évolution des stéréotypes. Ainsi, la communication interculturelle des étudiants chinois avec les Français est analysée dans le but de savoir quels sont les éléments qui en influencent la qualité et comment en appréhender la dynamique du processus. Selon cette recherche, l’évolution des stéréotypes peut entraîner chez les étudiants chinois une évolution globale de leurs propres représentations. Cette évolution des représentations est également la conséquence du changement du contexte socioculturel et du système de communication. La communication interculturelle entre les étudiants chinois et les Français peut favoriser une construction de la conscience de l’altérité et une reconstruction identitaire basées sur un esprit ouvert et critique. Mais a contrario, la communication avec absence de la conscience de l’altérité peut également nuire à la reconstruction de soi-même et en même temps, renforcer les stéréotypes vis-à-vis de l’Autre et vis-à-vis de Soi. / The objective of this intercultural communication research is to know how stereotypes evolve among Chinese students towards the French before and during their stay in France. What processes of intercultural communication contribute to the evolution of the content of Chinese students' stereotypes about the French and what effects do intercultural communication have on Chinese students ? To answer these questions, the research relies on an intercultural and systemic approach under constructivist epistemology. After a quantitative and qualitative analysis, the evolution of stereotypes towards the French people on behalf of Chinese students are discussed under three aspects and factors: spatial, temporal and communicational. The communication factor is considered as the most determinant factor in the evolution of stereotypes. Thus, the intercultural communication of Chinese students with French is analyzed with the aim of knowing what are the elements that influence the quality of the communication and how to apprehend the dynamic of the process of the intercultural communication. According to this research, the evolution of stereotypes can lead among the Chinese students to an evolution of their own representations (to Chinese students' evolution of their own representations) in a general way. This evolution of representations is also the consequence of the change in the socio-cultural context and the communication system. The intercultural communication between Chinese students and the French can favor a construction of the consciousness of otherness and a reconstruction of identity based on an open and critical spirit. But on the other hand, this communication with the absence of the consciousness of otherness can also damage the reconstruction of oneself and, at the same time, strengthen the stereotypes towards the Others and towards him-self.

The study The Rome in the hands of journalists: a critical discourse analysis of how Roma people are represented in Dagens Nyheter before and after recognition as a national minority examines the swedish newspaper Dagens Nyheter´s reporting of the Roma people in 1998 and 2018. The aim is to find out if the recognition as a national minority in 2000 has created some form of change in the journalists' representation of the Roma people and how it is expressed.  The method that has been used is a critical discourse analysis, where the main focus has been on the language the journalists have used and how it influenced the larger social context. The study uses a theoretical framework that includes theories that surronds the power of media, representation of the language, stereotypes and other psychological aspects which can explain the mindset of the journalists.  The analysis found both differences and similarities in the reporting of the Roma people since they became a recognised national minority in Sweden. Still, in the discourse of 2018 it can be seen that they mostly are portrayed in av negative and stereotyped way. But it can also be noticed that small steps within the social discourse has been taken. Especially in the usage of language where the Roma people in 1998 almost always where named as ”gypsies” which almost never occured in 2018. It can also be seen that in the discourse of 2018 that the Roma people get to speak for themselves in a less stereotyped way than in 1998. The study found that it is only then, when the Roma is depicted as an individual and get to tell its own story, old stereotypes can be disregarded.

One of the hypotheses put forth by the Gender Self-Socialization Model (GSSM) is the stereotype emulation hypothesis. This hypothesis states that one role of gender identity is to motivate children to follow gender stereotypes that they have internalized. The GSSM also states that each of the constructs of gender identity, gender stereotypes, and gender typing is product of the cognitive interplay between the other two. Egan and Perry (2001) conceptualized gender identity as multidimensional, and one of these dimensions is felt pressure against other gender behavior. This study found that there was an interaction between one aspect of gender identity (felt pressure) and gender stereotypes, supporting the stereotype emulation hypothesis. This study also found that the interaction between felt pressure and sexism was more powerful in predicting adjustment in children than looking only at the main effect of felt pressure. / by Stephanie Franz. / Thesis (M.A.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

The following thesis deals with the question of ideological conflict between the Eastern Bloc and the Chilean military junta. The author of the thesis investigates the media portrayal of Czechoslovakia in Chile and analyses the Czechoslovak media propaganda against the Chilean military government. The qualitative analysis is accompanied by the memories of four Czechs who lived in Chile during the period. The main focus is on the years 1973, 1988 and 1989. The first year marks the beginning of the military dictatorship, the year of the biggest shock. The years 1988 and 1989 mark the end of the nondemocratic governments in both countries, Chile and Czechoslovakia. The daily journals chosen for the analysis were the most important newspapers in the countries of interest. These were El Mercurio and La Segunda in Chile, and Rudé právo and Mladá fronta in Czechoslovakia. The media analysis is accompanied by interviews with Milan Syruček, the foreign editor at Mladá fronta (1973), and Bohuslav Borovička, a Rudé právo reporter in Havana who travelled to Chile in 1988. The thesis offers a theoretical part with a summary of modern Chilean history and the question of ideologies in the Latin American state. There was conservative anticommunism with roots already at the beginning of the 20th century. On the...

La problématique de l’excès de poids représente un enjeu de santé publique. En effet, l’obésité, et, en premier lieu, le surpoids, concerneraient (à eux deux) 45% de la population française. Au-delà de facteurs génétiques, hormonaux et socio-économiques, les habitudes de vie des personnes (i.e., alimentation, dépenses énergétiques, etc.) sont souvent mentionnées pour expliquer l’origine d’un telle pathologie. Or, si ces premiers facteurs trouvent un appui scientifique, les habitudes de vie sont, quant à elle, peu documentées et relèveraient davantage du mythe. Néanmoins, les travaux menés en psychologie sociale ont démontré que, parfois, le mythe peut devenir réalité… En effet, les recherches réalisées sur le phénomène de menace du stéréotype ont permis de montrer que les stéréotypes négatifs dont certains groupes sociaux sont la cible peuvent nuire à leurs comportements dans un sens conforme à ces stéréotypes. Plus précisément, par peur de confirmer un stéréotype négatif à l’égard de leur groupe social, des membres peuvent être paradoxalement conduit à émettre des comportements consistants avec ce stéréotype, dans un contexte où ce dernier est saillant et applicable. Le présent travail visait, par conséquent, à mettre en exergue l’impact de la stigmatisation relative au poids sur les conduites alimentaires des personnes en surcharge pondérale vivant en France. Pour ce faire, 633 personnes en surpoids/obèses et 1278 normopondérés ont participé aux six expérimentations (et cinq pré-tests) présentées dans cette thèse. Dans un premier temps, nous nous sommes assurés de l’existence d’une stigmatisation relative au poids en France, et nous nous sommes attachés à étudier son contenu. Dans un second temps, nous nous sommes intéressés au ressenti des personnes obèses face à cette stigmatisation, en terme de vécu, fréquence, stratégies de coping mises en œuvre pour y faire face, bien-être psychologique et comportements de santé (e.g., alimentation, activité physique, etc.). In fine, à travers le phénomène de menace du stéréotype, nous avons examiné les effets de cette stigmatisation relative au poids sur les intentions/comportements alimentaires d’une population normopondérée et en excès de poids. Les résultats de ces études ont, tout d’abord, permis de montrer qu’il existait bien une stigmatisation relative au poids en France. Cette stigmatisation attribuait notamment de mauvaises habitudes alimentaires et un manque d’activités physiques aux individus en excès de poids. Ensuite, nous avons démontré que le vécu de stigmatisation relative au poids de personnes obèses et leurs stratégies de coping adoptées pour y faire face corrélaient avec un faible bien-être psychologique, un fort niveau d’impulsivité et des comportements alimentaires inadaptés. Pour finir, nous avons mis en évidence que, dans certaines situations, cette stigmatisation relative au poids, via le phénomène de menace du stéréotype, conduisait des personnes en surpoids à consommer davantage d’aliments caloriques. Ces résultats sont discutés au regard de la littérature portant sur la menace du stéréotype, notamment auprès des personnes en surpoids. Des pistes de recherches et d’interventions, pour diminuer les effets délétères de la stigmatisation relative au poids et ceux du phénomène de menace du stéréotype qui en résulte, sont également proposées. / Excessive weight is a public health issue. In fact, obesity and overweight affect around 45% of the French population.Beyond genetics, hormonal and social economics factors, lifestyle (i.e., feeding, physical exercise, etc.) is often cited as a possible cause of the disease. However, if these initial factors find scientific supports, way of life, however, is hardly substantiated and would rather reflect a myth. Nevertheless, social psychology has demonstrated that the myth can sometimes become reality… Indeed, research on the stereotype threat phenomenon shows that members of social groups can be harmed by negative stereotypes. More precisely, even if they fear it, individuals can adopt behaviours consistent with these activated and applicable stereotypes. Therefore, the present work aimed to highlight the impact of weight stigma on the French overweight people’s eating behaviours. To this end, 633 overweight/obese people and 1278 normal-weight people took part in the six experiments (and five pre-tests) presented in this thesis. Firstly, we ensured that the French weight stigma exists and we explored its content. Secondly, we took an interest in obese people’s feelings and how they were dealing with the weight stigma in terms of real-life experiences, frequency, coping strategies, psychological well-being and healthy behaviours (e.g., feeding, physical activity, etc.). Thirdly, through the stereotype threat phenomenon, we examined the effects of this weight stigma on the eating intentions/behaviours for normal-weight and overweight people. First, the results showed the existence of weight stigma in France. Poor eating habits and physical inactivity are attributed mostly to overweight people. Then, we demonstrated that obese people’s weight stigma experiences and their coping strategies correlated with a low psychological well-being, a high level of impulsiveness and inappropriate eating behaviours. Finally, according to stereotype threat, we provided experimental evidence that weight stigma can lead overweight people to consume more high-calorie food in certain circumstances. These results will be discussed with regard to the stereotype threat literature, and particularly studies related to overweight people. Suggestions for further research and possible interventions to reduce or eliminate the harmful effects of stereotype threat resulting of weigh stigma will also be proposed

Uppsatsen undersöker hur flick- respektive pojkspelare och deras idrottsutövande inom ungdomsfotbollen konstrueras i förhållande till varandra och till den stereotypa bild av kvinnligt och manligt idrottande som media upprättar. Vidare ämnar den besvara om fotbollsklubbarnas framställning av fotbollslagen genomsyras av Riksidrottsförbundets jämställdhetsmål om jämställt idrottande.   Tolv texter från sex fotbollsklubbar i Stockholms län har genomgått en textuell innehållsanalys med både kvantitativ och kvalitativ ansats. Analyserna har utförts med Hirdmans genussystem, Faircloughs kritiska diskursanalys och Halls synsätt på stereotypisering som teoretisk utgångspunkt.   Resultatet visar på ett upprätthållande av det manliga könet som norm inom fotbollen och en reproduktion av de idrottsstereotypa bilder av manligt och kvinnligt idrottande som media tenderar att visa upp. Flickorna får inte bara mindre textuellt utrymme utan frånkopplas ofta en seriös fotbollssatsning i jämförelse med pojkarna. En del arbete tycks således finnas kvar innan jämställdhetsmålet är uppnått inom ungdomsfotbollens verksamheter.

The unremitting image of Asian Americans as being "Model Minority" has created a veil that conceals their incessant struggles with discrimination, prejudice and microaggressions on individual, institutional and cultural levels. Previous studies have highlighted the personal and collective struggles of this group and emphasized the harmful consequences to physical, emotional and mental well-being of Asian Americans. The current study explored potential factors that may influence the impact of experiencing racial microaggressions for Asian Americans. More specifically, a 2 x 2 between-subjects factorial design was utilized to examine whether level of familiarity and role of power in the target's relationship with the perpetrator differentially impacts the experience of a racial microaggression. A vignette illustrated a microaggressive encounter with a perpetrator who differed on these conditions with a sample of 263 Asian Americans. The findings indicate support for the damaging psychological consequences of receiving racial microaggressions with participants reporting significantly negative experience when the perpetrator was someone familiar in a position of authority. The results of the present study contribute to the literature on racial microaggressions by providing support for the injurious impact it has for Asian Americans and continues to challenge the model minority myth that persists to silence their voices and invalidate their racial reality.

This thesis aims to disentangle the concept of culture; more specifically it identifies different facets of cultural orientations. It looks at how cultural and national groups differ on these dimensions and their impact on individuals and societies. It is argued that we need a more nuanced and multifaceted understanding of culture that goes beyond focusing on values. Chapter 1 discusses definitions of culture and identifies three significant facets of culture—values, beliefs and constructions of the self. It is noted that research into the latter two facets is far less developed. Chapter 2 outlines research into cross-cultural variation in beliefs, more specifically beliefs about personhood, and notes that little is known about beliefs that define individualism-collectivism (I-C). Chapter 3 reviews self-construal theory and highlights a range of remaining issues which point to the need to explore self-construals further. Chapter 4 provides a methodological overview of the research. Chapter 5 reports results from two large-scale cross-cultural questionnaire studies and presents the construct, and a measure, of contextualism, referring to beliefs about the importance of the context in understanding people. Contextualism is shown to be a facet of cultural collectivism and a predictor of national variation in ingroup favouritism, trust and corruption. Chapter 6 presents a new seven-dimensional model of self-construals, which can be organised into three higher-order dimensions at the cultural level of analysis: self-differentiation, other-focus and self-containment. Variation in self-differentiation is shown to be best explained by differences in I-C, other-focus by differences in national wealth and self-containment by religious heritage. Based on a smaller study in four nations, Chapter 7 investigates the seven self-construal dimensions at the individual level and tests how they differentially predict outcomes related to socio-emotional adjustment. Chapter 8 summarises the findings and discusses implications and directions for future research.

Le système d'éducation expose les individus à un processus de socialisation par lequel ils intériorisent ce qui est considéré comme des valeurs appropriées. A travers le processus de cette socialisation scolaire, les élèves incorporent des valeurs majeures de la société à travers l’enseignement et les contenus pédagogiques, et cette conscience des valeurs majeures est renforcée par les attitudes et les attentes des enseignants, par leur focalisation sur telle ou telle catégorie d’élèves, ainsi que par l’impact de leurs pairs. La présente recherche vise à savoir comment le genre fonctionne pendant l’interaction enseignant-élève en classe dans les écoles primaires (publiques) de Shanghai aujourd’hui. Elle vise à observer comment agissent les stéréotypes du genre dans ces interactions. Pour répondre à ces questions, la recherche compare huit écoles primaires de Shanghai, sélectionnées en fonction des écarts des milieux sociaux et géographiques ainsi qu’en fonction de la réputation concernant la qualité de l’enseignement dans telle ou telle école. La méthode utilisée est d’abord celle de l'entretien avec des enseignants. Il s’agissait de leur demander qu’elle était leur conscience du genre, qu’elle était leur attitude à l’égard des élèves en fonction des deux sexes, ce qu’ils attendaient des garçons et des filles, et sur quelles catégories d’élèves ils focalisaient davantage leur attention au cours de l’enseignement. Tout cela sans révéler les objectifs de la recherche visant à mettre à jour leurs représentations et leurs préjugés concernant le genre. On a ensuite procédé à toute une série d’observations en classe réelle, pour vérifier si la pratique des enseignants correspondait ou non à ce qu’ils affirmaient dans les entretiens. De ces entretiens et de ces observations, il ressort que l’attention portée avant tout aux garçons est renforcé par le système de l’éducation chinoise qui met l’accent sur les résultats aux examens, et n’évalue les écoles et les enseignants qu’en fonction des notes obtenues par les élèves. Or, les stéréotypes du genre associent les questions de logique et d'imagination aux garçons qui sont censés pouvoir y répondre plus facilement que les filles ; et associent aux filles les questions « affectives » ou répétitives. Par ailleurs, les filles en classe se comportent plus docilement et font donc partie des élèves silencieux dont les enseignants ne s’occupent pas beaucoup. Ainsi, en analysant le processus d'interaction dans la classe entre les enseignants et les élèves, nous voyons que l’attitude et les préoccupations des enseignants, jouent à long terme un rôle très important pour renforcer les différences du genre. / An education system exposes individuals to a process of socialization during which the values that are considered appropriate become internalized. Through this process of socialization in schools, students adopt fundamental societal values from the pedagogic contents in class and other educational venues. The awareness of the fundamental values is reinforced by teachers’ attitudes, expectations, different focuses on specific students as well as the impact of their peers.This research aims to find out what role gender plays in the teacher-student interaction in the classrooms of the primary schools (public) in Shanghai today. It seeks to examine how gender stereotypes operate in these interactions. This study compares eight primary schools in Shanghai, which were chosen because of the diverse array of student social backgrounds, geographical locations and teachers’ quality. The methodology started by interviewing teachers in the sampled schools. We did not explicitly reveal the objectives of the questionnaires in order to avoid teacher gender prejudice. Some of the questions are: Do you have different perspectives on the roles of male and female students? Do the perspectives change your expectations about the students? What impact might this "consciousness" (or non-consciousness) about gender have on student behaviour ? What attitudes may you have expressed toward girls and boys during classroom interactions? Are there any differences or similarities in your educational expectations concerning boys and girls? How do these expectation show up in the daily life of students in the classroom? Do these expectations change across subjects taught in schools? How effectively do you deal with student behavior (docility, undisciplined attitudes, etc.) Do your responses to these behaviors differ across gender? What shades can be made according to the social and geographical situation of schools in the sense that this situation leads to a different social recruiting of students? We investigate whether the thoughts and perceptions of the teachers on gender differences correlates with academic performances of boys and girls and how these differences are built into the teacher-student relationship. [...]

Previous research shows that perceptions, attitudes, and beliefs are cultivated via media exposure. A content analysis of stereotypical traits in five Nollywood movies in a five-year span examines the prevalent portrayals of women in the Nigerian movie industry – Nollywood, and the effect of these portrayals on reinforcement of stereotypical norms and perpetuation of gender disparity. Cultivation and Objectification theories were the theoretical frameworks for this study. Findings revealed no significant change in the stereotypical portrayals of women in the past five years. From the movies analyzed, Nollywood movies appear to remain persistent in typically depicting women as unambitious domestic servants. Applying Fiske’s stereotype content model, this study found that women are typically depicted as warm and incompetent, but cold and competent when they compete for same resources as the dominant group. With such portrayals in Nollywood movies, women are further subdued and beliefs that normalize these norms are cultivated.