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The dominant ideology in Eastern Europe has kept and still keeps Roma people at the lowest level of society through a long list of negative stereotypes and active discrimination. Up to the end of the twentieth century, cinematography tended to portray Gypsies as an exotic element in romantic settings, avoiding social and political issues like poverty, discrimination and marginalization. The fall of communism marked a change, as more films dared to speak against the dominant ideology. This thesis examines the socio-cultural stereotypes used to portray the Gypsies and the levels of ideology present in two movies: Gadjo Dilo (Tony Gatlif, 1997, France) and Time of the Gypsies (Emir Kusturica, 1989, Yugoslavia). / Master of Arts

After South Africa had adopted a democratic government, the labour force was changed profoundly. With the emphasis on diversity, employees were faced with work teams comprising people from different ages, genders, positions, races etc. The opportunity was given to value and embrace diversity in organisations. On the other hand, opportunities for prejudice and discrimination were greater than ever before. Consequently, stereotyping is evident within these diverse workplaces. If not properly managed, stereotypes can have various negative effects on the organisation. The academic sector in South Africa has to be equipped to manage diversity and therefore stereotypes to ensure the effectiveness of these institutions. The challenge is that employers need to be aware of how to manage such issues. Stereotypes are therefore a significant topic for research, specifically within South Africa. The objective of this research study was to explore stereotypes as experienced by individuals employed in the South African academic environment. A qualitative research study, specifically within the social constructivism paradigm, was employed for this study. A combination of the phenomenological and hermeneutic approaches was employed to reach the objectives of this study. The researcher made use of a case study strategy. Only one single case was utilised in this research study, namely the academic environment. Employees at one higher education institution (and two campuses) (N = 30) participated in this research study. Data was collected by means of semi-structured interviews, where after thematic analysis was used to analyse the data. The results of this study indicated that individuals working in the academic environment in South Africa are consciously aware of the meaning of stereotypes. Most participants were able to illustrate a definition of or meaning for stereotypes. The themes that were mentioned by participants included assumptions, beliefs, categorisation, generalisation, judgement as well as perception. Participants also indicated that stereotypes originate from various sources. Participants reported that primary and secondary exposure, individual differences, subjective perception as well as the fact that stereotyping was part of human nature were possible explanations for the origin of stereotypes. Participants were well aware of the fact that stereotypes originate from both us and others. When being stereotyped, individuals react to stereotypes in different ways. Participants mentioned that they react on a behavioural, cognitive and emotional level. Participants were also asked questions pertaining to the stereotypes they experience. It was found that various stereotypes exist within the academic environment. These stereotypes are experienced on an out-group and in-group level. Stereotypes mentioned by participants included age, gender, nationality, occupation, sexual orientation, race and work-related stereotypes. There were also participants from the study population who stated that they neither experienced stereotypes on in-group nor out-group level. Recommendations with regard to future research and practice were made. / MCom (Human Resource Management), North-West University, Potchefstroom Campus, 2015

After South Africa had adopted a democratic government, the labour force was changed profoundly. With the emphasis on diversity, employees were faced with work teams comprising people from different ages, genders, positions, races etc. The opportunity was given to value and embrace diversity in organisations. On the other hand, opportunities for prejudice and discrimination were greater than ever before. Consequently, stereotyping is evident within these diverse workplaces. If not properly managed, stereotypes can have various negative effects on the organisation. The academic sector in South Africa has to be equipped to manage diversity and therefore stereotypes to ensure the effectiveness of these institutions. The challenge is that employers need to be aware of how to manage such issues. Stereotypes are therefore a significant topic for research, specifically within South Africa. The objective of this research study was to explore stereotypes as experienced by individuals employed in the South African academic environment. A qualitative research study, specifically within the social constructivism paradigm, was employed for this study. A combination of the phenomenological and hermeneutic approaches was employed to reach the objectives of this study. The researcher made use of a case study strategy. Only one single case was utilised in this research study, namely the academic environment. Employees at one higher education institution (and two campuses) (N = 30) participated in this research study. Data was collected by means of semi-structured interviews, where after thematic analysis was used to analyse the data. The results of this study indicated that individuals working in the academic environment in South Africa are consciously aware of the meaning of stereotypes. Most participants were able to illustrate a definition of or meaning for stereotypes. The themes that were mentioned by participants included assumptions, beliefs, categorisation, generalisation, judgement as well as perception. Participants also indicated that stereotypes originate from various sources. Participants reported that primary and secondary exposure, individual differences, subjective perception as well as the fact that stereotyping was part of human nature were possible explanations for the origin of stereotypes. Participants were well aware of the fact that stereotypes originate from both us and others. When being stereotyped, individuals react to stereotypes in different ways. Participants mentioned that they react on a behavioural, cognitive and emotional level. Participants were also asked questions pertaining to the stereotypes they experience. It was found that various stereotypes exist within the academic environment. These stereotypes are experienced on an out-group and in-group level. Stereotypes mentioned by participants included age, gender, nationality, occupation, sexual orientation, race and work-related stereotypes. There were also participants from the study population who stated that they neither experienced stereotypes on in-group nor out-group level. Recommendations with regard to future research and practice were made. / MCom (Human Resource Management), North-West University, Potchefstroom Campus, 2015

Reader response to original column article by Eric Jennings in Vol 23 Issue 1, re librarian stereotypes and image. / This is an Accepted Manuscript of an article published by Taylor & Francis in College & Undergraduate Libraries on July 6, 2016, available online: http://www.tandfonline.com/10.1080/10691316.2016.1188609

In recent years, the young adult genre has become increasingly popular and is experiencing a "second golden age.” It might be expected in such novels, when written by women and featuring gifted female heroines, to find some kind of a feminist message. Indeed, the heroines are often perceived as strong and capable. However, they fall in line with several old gender stereotypes. The three novels chosen for this study are: A Court of Thorns and Roses by Sarah J. Maas, Red Queen by Victoria Aveyard and An Ember in the Ashes by Sabaa Tahir. I will show that women, although perceived as strong and capable on the surface, often conform to stereotypes. In order to do this I analyse how women are portrayed from different perspectives. Women are often perceived as passive in romantic situations, and objectified through the normative male gaze. It is interesting that also in novels written by women for women, the male gaze is prominent. Through this the female reader gains the desire to be objectified, implicitly from the narrative, which is something that works against women’s empowerment in society. Furthermore, the female protagonists rarely, or never, threaten patriarchy in any way and generally work toward reinstating patriarchy which is perceived as the only sensible option. Women in power, who do threaten patriarchy, are portrayed as sadistic witches.

This study examines the use of regional cultural icons, like hillbillies, nineteenth century pioneer caricatures, and rural/wilderness landscapes, in paintings from an Appalachian tourist center. These icons, produced by the public media’s portrayal of the Appalachian region over several generations, contribute to a sense of cultural difference associated with people of Appalachia. The research question driving this project is: would cultural distinctiveness exist if cultural stereotypes were not a part of the tourist center’s local economics, politics, and social life? Building on ideas from consumption studies, this project explores consumption practices of artists and tourists as they interact with icons in art galleries and other commercial spaces located in a popular vacation destination. Artists and tourists both play out the role of consumer because they choose and make use of icons. This project also draws on ethnographies from tourism and tourist art and from theories of ritual and performance studies. Data gathered from formal interviews, gallery surveys, content analysis of paintings, observations, and participant-observation is analyzed to describe the kinds of images consumed in an Appalachian tourist art market, as well as the marketing techniques employed by business owners to facilitate the tourist’s consumption of images, the performative qualities of consumer behavior and gallery spaces, the various meanings signified by images to consumers, and the structural ways individuals are taught to associate certain meanings with images. This project deconstructs notions of cultural distinctiveness associated with the Appalachian region, while showing some cultural icons to be personally important to artists and tourists. Showing how the tourism industry affects cultural perceptions of marginalized groups, this research also reveals the ways dominant cultural assumptions, like racial and class categories as well as experiences with the past, are communicated via art images. Recounting artists’ stories of working within a tourism context enables this research to describe how individuals and communities employ sales strategies to minimize their perceptions of economic risks. This project concludes that the perpetual use of stereotypes is motivated by the need for a tourist setting to seem different and by the values stereotypes bear for consumers’ personal identities and preferences.

The aim of this thesis is to find out how the role of the teacher can affect positively or negatively the issue of gender equality in classroom and more specifically how this question can be applied to the Greek educational system which, for years, has been following a program that suggests ways for the elimination of gender stereotyping. The reason that this thesis focuses mainly on the role of the teacher, besides the fact that teaching is my occupation, lies in the fact that the implementation of every policy presupposes the willingness of the teacher to carry out those implementations. The implementation of policies on gender issues requires a constant education and training on gender issues and rights, expanding the attitude and beliefs on the issue. So far the policies tend to aim to equality and elimination of discrimination. We will see at which level we currently are and which are the visions regarding this matter.

Thesis advisor: Anderson J. Franklin / Referencing Ralph Waldo Ellison's 1952 novel Invisible Man, psychologist Anderson J. Franklin has proposed that the "invisibility" detailed in Ellison's work--the experience of having one's true sense of self rendered invisible by racial stereotypes--is not only a very real experience encountered by Black men in contemporary society, but one that can serve to confound their relationships and personal sense of agency. To better understand the experience of invisibility, the current study utilizes a multiple-case, case study approach to analyze several videotaped sessions of a therapeutic support group organized specifically to address race-related stressors in the lives of the Black male participants. The transcripts of each session are analyzed using Critical Discourse Analysis, an analytical approach that investigates actors' language, its implicit meanings and assumptions, and the manner in which it reflects power differentials operative in society. The findings of the study reveal the presence of an intra-racial, as well as an internalized form of invisibility not currently found in the literature pertaining to Franklin's theory of invisibility. Further, the current study expands our understanding of how invisibility is experienced by Black men by identifying a variety of strategies used by members of the support group to counter those experiences and become "seen." Finally, the fact that the group was largely comprised of college-educated, professional Black men yields valuable insights regarding the race-related, emotional functioning of an infrequently studied population. The study's findings are discussed in terms of their implications for group as well as individual mental health service delivery for Black men. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

Social psychologists have long been interested in judgments of stereotyping, prejudice, and discrimination towards people with marginalized identities. However, the majority of past social psychological studies have focused on understanding how perceivers view one dimension of marginalized identity in isolation from other marginalized identities. Specifically, past studies typically focus on the group members who are believed to be the most prototypical of marginalized groups in order to examine processes associated with discrimination (e.g., using Black men as targets when studying prejudice towards Black people). Because previous work largely examines the perceptions and experiences of prototypical marginalized group members, our understanding of stereotyping, prejudice, and discrimination is incomplete. I report five studies that use the intersectional invisibility framework as a scaffold to explore how perceivers’ judgments of prototypical versus non-prototypical group members differ. In Study 1, I explore how non-prototypical marginalized group members are represented in the media relative to their prototypical counterparts. Study 2 measures how explicit perceived stereotypes of prototypical and non-prototypical marginalized group members differ. Study 3 investigates how perceivers make attributions about prototypical and non-prototypical marginalized groups. Studies 4 and 5 examine how perceivers detect discrimination towards prototypical and non-prototypical marginalized group members. These studies empirically demonstrate that non-prototypical marginalized group members are perceived differently than their prototypical counterparts. These differences are associated with downstream consequences including reduced representation in popular culture and enhanced perceiver attention towards non-prototypical group members when compared to their prototypical counterparts.