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How Social-Class Stereotypes Maintain Inequality

Author(s): Durante, Federica; Fiske, Susan T.

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dc.contributor.authorDurante, Federica-
dc.contributor.authorFiske, Susan T.-
dc.identifier.citationDurante, Federica, Fiske, Susan T. (2017). How social-class stereotypes maintain inequality. Current Opinion in Psychology, 18: 43 - 48. doi:10.1016/j.copsyc.2017.07.033en_US
dc.description.abstractSocial class stereotypes support inequality through various routes: ambivalent content, early appearance in children, achievement consequences, institutionalization in education, appearance in cross-class social encounters, and prevalence in the most unequal societies. Class-stereotype content is ambivalent, describing lower-SES people both negatively (less competent, less human, more objectified), and sometimes positively, perhaps warmer than upper-SES people. Children acquire the wealth aspects of class stereotypes early, which become more nuanced with development. In school, class stereotypes advantage higher-SES students, and educational contexts institutionalize social-class distinctions. Beyond school, well-intentioned face-to-face encounters ironically draw on stereotypes to reinforce the alleged competence of higher-status people and sometimes the alleged warmth of lower-status people. Countries with more inequality show more of these ambivalent stereotypes of both lower- and higher-SES people. At a variety of levels and life stages, social-class stereotypes reinforce inequality, but constructive contact can undermine them; future efforts need to address high-status privilege and to query more heterogeneous samples.en_US
dc.format.extent43 - 48en_US
dc.relation.ispartofCurrent Opinion in Psychologyen_US
dc.rightsAuthor's manuscripten_US
dc.titleHow Social-Class Stereotypes Maintain Inequalityen_US
dc.typeJournal Articleen_US

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