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Most White Americans believe they are not prejudiced people despite evidence suggesting that most people hold and express racial bias. How is this possible? Drawing on research from motivated cognition, I tested whether people engage in motivated reasoning when facing a threat to their unprejudiced self-image. Students in this study were randomly assigned to a control condition or a threat of prejudice condition. Afterward, they read an article connecting either introversion or extraversion to racial prejudice and explained why that relationship might be true. Finally, they answered how well introversion and extraversion traits describe themselves. Although I hypothesized that students would respond by shifting their self-concept away from the traits they believed are related to prejudice, the data only supported this prediction in the control condition. In the threat of prejudice condition, there was no support for the motivated reasoning explanation. In fact, it appears that students were more likely to acknowledge their racial bias in the threat of prejudice condition. Despite the lack of evidence for motivated reasoning, I discuss the implications of this study for maintaining an unprejudiced self-image. / 1 / Aaron James Moss

Adaptation from literature to film has always been a much criticized enterprise, with fidelity criticism, or an attempt to discredit fidelity criticism, often driving the critical discussion. However, this type of thinking is somewhat limited, becoming circular and going nowhere productive. Instead, taking into account what has come before, this thesis attempts to settle on a method of examination that moves away from fidelity criticism and towards an approach that aligns itself with cultural studies. Adaptations, then, can be seen as products of the historical, cultural, political and general socio-economic framework out of which they emerge, owing perhaps more to their context of production than to their source material. In order to provide a case study that reflects this idea, this paper looks to an author who has been adapted on multiple occasions, Jane Austen, and examines her as a cultural construct. Looking at Austen’s most popular novel, Pride and Prejudice, and using Robert Z. Leonard’s Pride and Prejudice (1940), Cyril Coke’s Jane Austen ‘s Pride and Prejudice (1980), Simon Langton’s Pride and Prejudice (1995), Andrew Black’s Pride and Prejudice: A Latter Day Comedy (2003), Gurinder Chadha’s Bride and Prejudice (2004) and Joe Wright’s Pride & Prejudice (2005), the thesis argues that the appeal of Austen is a result of her cult status and economic viability, and also the malleability of her text, which allows filmmakers to use it in a number of different contexts, while still embodying the source material.

Relationships between implicit measures of stereotyping (using subliminal semantic priming) and implicit measures of prejudice (using facial electromyography) were examined in both Black and White participants. Race of the participant showed a trend towards moderating the relationship between priming bias scores and EMG bias to face stimuli and the relationship between priming bias scores and EMG bias. There were nonsignificant relationships between priming bias scores and differences in application ratings for Black and White applicants. The issue of statistical power is discussed as a possible explanation for nonsignificance.

Research on the dark side of religion has recently found evidence that anti-atheist prejudice is embedded in distrust (Gervais et al, 2011). Anti-atheist prejudice though old in its form, has only been systemically researched on over the last couple of years. This study seeks to extend on research in anti-atheist prejudice by examining religious dehumanization of atheists in comparison with other religious outgroups – gays and Muslims. Study 1 utilized a two factor model of dehumanization (Haslam, 2006) to examine dehumanization. Study 2 serves as a conceptual replication and extension using two different measures of dehumanization. Study 1 failed to find support for religious dehumanization while study 2 found partial support.

Adaptation from literature to film has always been a much criticized enterprise, with fidelity criticism, or an attempt to discredit fidelity criticism, often driving the critical discussion. However, this type of thinking is somewhat limited, becoming circular and going nowhere productive. Instead, taking into account what has come before, this thesis attempts to settle on a method of examination that moves away from fidelity criticism and towards an approach that aligns itself with cultural studies. Adaptations, then, can be seen as products of the historical, cultural, political and general socio-economic framework out of which they emerge, owing perhaps more to their context of production than to their source material. In order to provide a case study that reflects this idea, this paper looks to an author who has been adapted on multiple occasions, Jane Austen, and examines her as a cultural construct. Looking at Austen’s most popular novel, Pride and Prejudice, and using Robert Z. Leonard’s Pride and Prejudice (1940), Cyril Coke’s Jane Austen ‘s Pride and Prejudice (1980), Simon Langton’s Pride and Prejudice (1995), Andrew Black’s Pride and Prejudice: A Latter Day Comedy (2003), Gurinder Chadha’s Bride and Prejudice (2004) and Joe Wright’s Pride & Prejudice (2005), the thesis argues that the appeal of Austen is a result of her cult status and economic viability, and also the malleability of her text, which allows filmmakers to use it in a number of different contexts, while still embodying the source material.

Purpose: To understand through explorations of the experiences of HIV positive individuals whether these individuals experience stigma in relation to HIV/AIDS and how it has impacted their lives and that of their families. Design: Qualitative study used ethnographic techniques (interviews, questionnaires, informal conversations, observation, field notes) to collect data over a four-month period. Setting: Data was collected from nine districts in the northern, central, and southern regions of the state of Kerala, India. Participants: Shared their perspectives on HIV related stigma (n=49 total). Of the 38 participants interviewed, 12 were HIV positives, 19 were HIV positives who also worked or volunteered with HIV positive networks (known as positive speakers), 2 were caregivers of HIV positives, and 5 were key informants involved with community organizations providing services to HIV positives. Informal conversations with 11 unaffected were also utilized. Findings were organized into four themes. (1) Anti-stigma/prevention strategies such as positive living and positive speaking offered positive speakers unique challenges and opportunities as they were called upon to be the face and voice of HIV (2) Contrary to expectations that formal education which also included awareness about HIV could increase one’s knowledge and subsequently dispel ignorance and stigma, the findings pointed out how knowledge itself is a resource that allowed stigma to unfold along existing social hierarchies. (3) Unconscious prejudices about physical appearances influenced perceptions of HIV risk, and a stigmatized identity waxed and waned with a change in physical appearance as the HIV positive oscillated between illness and health. (4) “Immoral behaviour” as the cause of HIV infection entered into family/caregiver decisions regarding the use of family resources for the treatment and care of the HIV positive member. Gender and social class also impinged on family decisions in numerous ways. Conclusions: This research project has highlighted the need to develop a more nuanced understanding of HIV related stigma that extends beyond the current conceptualization of stigma as “ignorance” or lack of awareness about modes of HIV transmission. Refining current understandings of HIV related stigma could guide research, policy, and practice.

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Purpose: To understand through explorations of the experiences of HIV positive individuals whether these individuals experience stigma in relation to HIV/AIDS and how it has impacted their lives and that of their families. Design: Qualitative study used ethnographic techniques (interviews, questionnaires, informal conversations, observation, field notes) to collect data over a four-month period. Setting: Data was collected from nine districts in the northern, central, and southern regions of the state of Kerala, India. Participants: Shared their perspectives on HIV related stigma (n=49 total). Of the 38 participants interviewed, 12 were HIV positives, 19 were HIV positives who also worked or volunteered with HIV positive networks (known as positive speakers), 2 were caregivers of HIV positives, and 5 were key informants involved with community organizations providing services to HIV positives. Informal conversations with 11 unaffected were also utilized. Findings were organized into four themes. (1) Anti-stigma/prevention strategies such as positive living and positive speaking offered positive speakers unique challenges and opportunities as they were called upon to be the face and voice of HIV (2) Contrary to expectations that formal education which also included awareness about HIV could increase one’s knowledge and subsequently dispel ignorance and stigma, the findings pointed out how knowledge itself is a resource that allowed stigma to unfold along existing social hierarchies. (3) Unconscious prejudices about physical appearances influenced perceptions of HIV risk, and a stigmatized identity waxed and waned with a change in physical appearance as the HIV positive oscillated between illness and health. (4) “Immoral behaviour” as the cause of HIV infection entered into family/caregiver decisions regarding the use of family resources for the treatment and care of the HIV positive member. Gender and social class also impinged on family decisions in numerous ways. Conclusions: This research project has highlighted the need to develop a more nuanced understanding of HIV related stigma that extends beyond the current conceptualization of stigma as “ignorance” or lack of awareness about modes of HIV transmission. Refining current understandings of HIV related stigma could guide research, policy, and practice.

Στο πλαίσιο της παρούσας διπλωματικής εργασίας θα εξεταστούν οι στερεοτυπικές και προκαταληπτικές συμπεριφορές των εκπαιδευτικών τόσο απέναντι σε γηγενείς μαθητές όσο και απέναντι σε μαθητές πολιτισμικά διαφορετικών ομάδων μέσα στη σχολική τάξη. Είναι γεγονός ότι τις τελευταίες δεκαετίες στο χώρο της ψυχοπαιδαγωγικής έρευνας, η μελέτη της προκατάληψης και των στερεοτύπων αποτελεί αντικείμενο πολλών ερευνών. Βασικό στοιχείο μελέτης της παρούσας εργασίας είναι η συνείδηση των στερεοτυπικών και των προκαταληπτικών συμπεριφορών του εκπαιδευτικού μέσα στη σχολική τάξη. Στόχος είναι η διερεύνηση από έναν συγκεκριμένο αριθμό μαθητών- γηγενών μαθητών αλλά και μαθητών πολιτισμικά διαφορετικών ομάδων της Ε’ και Στ’ τάξης των ημοτικών σχολείων Πάτρας- εάν εντοπίζουν στη συμπεριφορά του εκπαιδευτικού μέσα στη σχολική τάξη την ύπαρξη στερεοτύπων και προκαταλήψεων. Η πρωτοτυπία της παρούσας έρευνας έγκειται στην αναζήτηση στερεοτυπικών και προκαταληπτικών συμπεριφορών του εκπαιδευτικού από τους μαθητές και όχι από τους ίδιους τους εκπαιδευτικούς. Στην ελληνική σχολική πραγματικότητα, η αύξηση των μαθητών από πολιτισμικά διαφορετικές ομάδες, η έλλειψη κατάρτισης των εκπαιδευτικών σε θέματα διαπολιτισμικής παιδαγωγικής και η διαρκής παρουσία στερεοτυπικών και προκαταληπτικών συμπεριφορών και μέσα στη σχολική τάξη οδήγησαν στην επιλογή του συγκεκριμένου θέματος της παρούσας εργασίας. Αρχικά, παρουσιάζεται η αποσαφήνιση των όρων της προκατάληψης και των στερεοτύπων, δύο έννοιες πολύπλοκες που αποτελούν αντικείμενο έντονης ερευνητικής δραστηριότητας τις τελευταίες δεκαετίες. Παράλληλα, παρατίθενται ορισμοί εννοιών συναφών με αυτές των προκαταλήψεων και των στερεοτύπων, έννοιες όπως ρατσισμός, διάκριση, κοινωνικός στιγματισμός και ταυτότητα. Στην ίδια υποενότητα δίνεται και ο ορισμός της διαπολιτισμικότητας, της διαπολιτισμικής εκπαίδευσης, της διαπολιτισμικής κοινωνικής ψυχολογίας ολοκληρώνοντας με τον τρόπο αυτό την περιγραφή των στοιχειωδών εννοιών της παρούσας εργασίας. Σημαντικό μέρος της θεωρίας αποτελεί και η αναφορά στις διάφορες θεωρίες που έχουν αναπτυχθεί για τις έννοιες της προκατάληψης και των στερεοτύπων. Στο υποκεφάλαιο αυτό παρουσιάζονται επίσης και οι διάφορες προσεγγίσεις για τη δημιουργία των στερεοτύπων (ψυχοδυναμική, κοινωνικο-πολιτισμική, γνωστική προσέγγιση), καθώς και τα τρία γνωστικά μοντέλα για την αλλαγή των στερεοτύπων. Τέλος, ακολουθεί η ενότητα που αναφέρεται στη διαπολιτισμική πραγματικότητα, στην οποία αναλύονται οι αρχές της διαπολιτισμικής εκπαίδευσης, η σχέση του εκπαιδευτικού και μαθητή αλλά και, πιο συγκεκριμένα, η σχέση εκπαιδευτικού και μαθητών πολιτισμικά διαφορετικών ομάδων, καθώς και η διαπολιτισμική πραγματικότητα στην Ελλάδα. Στη συνέχεια παρατίθεται το ερευνητικό μέρος της εργασίας, όπου παρουσιάζονται ο σκοπός και οι υποθέσεις της έρευνας, ενώ δίνεται μια περιγραφή του δείγματος και των ερευνητικών εργαλείων. Έπειτα, ακολουθεί η παρουσίαση και ανάλυση των αποτελεσμάτων της έρευνας μέσω της περιγραφής πινάκων και γραφημάτων. 5 Το τελευταίο μέρος της παρούσας εργασίας περιλαμβάνει τη διεξαγωγή των συμπερασμάτων της έρευνας καθώς και τον έλεγχο –αποδοχή ή απόρριψη-των υποθέσεων. / -