Project 1 - Conformity
1. Describe the difference between acceptance, compliance, and obedience, and provide examples of how these concepts are present within the group dynamic.
Pressure from society, authority, or our ingroups, often leads us to alter our behavior or thoughts in order to belong, fit in, fulfill a role, or to define our self-perception (Myers & Twenge, 2022). Conformity can be seen as an umbrella term, which can take different forms, such as acceptance, compliance, and obedience. Acceptance is not just shifting your opinion or behavior in response to outside pressure, but sincerely believing in this idea or action (Myers & Twenge, 2022). For example, if your group tells you the Covid vaccine is safe and effective, and you sincerely believe that to be true. Compliance would be to go along with the suggested belief or behavior, but to internally disagree. Such as getting the vaccine due to implied pressure from your group, but not really trusting in its safety or efficacy. Similar to compliance, obedience is to submit to a direct demand, even though you disagree with it (Myers & Twenge, 2022). For instance, if an authority figure, or the leader of your group, tells you to get the vaccine as an explicit order and you comply, this would be considered obedience. Each of these examples are a different means to the same end, conformity.
2. Describe the difference between normative influence and informational influence, and provide examples of how these concepts impact the group dynamic.
Throughout our lives, we will be driven to conform for different reasons, such as normative and informational influences. As social beings, we have a desire to fit in, be accepted, and not suffer rejection (Myers & Twenge, 2022). When these are the motivating factors to our conformity, we are experiencing normative influence. When the desire to gain approval drives us to comply with the newest trend in fashion even though we think it looks silly, we are conforming through compliance.
We also conform to due to informational influences. When we are unsure about the norms or in an unfamiliar situation, we rely on the cues and guidance of other group members (Myers & Twenge, 2022). In trusting the wisdom of the group, we believe this is the standard or correct way and conform through acceptance. We form beliefs based on this guidance, enhancing group cohesion.
3. Describe why cognitive dissonance is not always easy to recognize in ourselves.
Although we all experience cognitive dissonance, we often have a tough time recognizing it. This discrepancy between our self-image and reality challenges our self-perception and at times the foundation of entire belief systems (Myers & Twenge, 2022). This conflict can cause anxiety or psychological stress, which are feelings we all try to avoid. In response, we may rationalize our behaviors or decisions, or even ignore this threat. To fully recognize this cognitive dissonance, we must utilize our self-care skills of self-reflection and be willing to change and grow.
4. Describe ways to reduce cognitive dissonance and shift to a state of cognitive consonance in the group setting.
Being the opposite of cognitive dissonance, cognitive consonance is when our beliefs/thoughts are in sync with our decisions and behavior. In a group setting, it is important to achieve cognitive consonance for harmony. To encourage this, and to reduce dissonance, we would encourage open communication, perspective-taking, and establishing common goals for conflict reduction. A group setting built on respect will enable all these skills, leading to less dissonance and more cognitive consonance within the group.
5. Describe the factors that may impact a person’s ability or desire to deviate from the norm and choose not to conform to group pressure.
Several factors can impact our desire and ability to stand out and not conform to group pressure. Age is one factor that can play a part, with those least likely to conform being middle-aged (Eagly & Chrvala, 1986). A collectivist or individualistic culture can weigh heavily on whether we conform or become an “outcast.” Collectivist cultures, such as Japan, are comforted by conformity making it less likely for them to deviate, as opposed to individualistic cultures where it is encouraged to stand out, increasing our desire to deviate (Myers & Twenge, 2022). Other influences on ability and desire to conform can be the group size and status, our motivation, and our personalities (Tarry & Jhangiani, 2014).
1. Describe the influence of unanimity on the tendency of group members to conform to the majority opinion.
A group being unified on an action or decision is a very powerful force affecting our willingness to conform. Under the pressure of a unanimous group, it is difficult to become independent in a thought or action, uncomfortable to be the one to stand out, motivating conformity through compliance. Not surprisingly, people are far more likely to dissent once another group member speaks up (Myers & Twenge, 2022). Many studies have shown that once the group unanimity is broken, the social power the group holds decreases (Myers & Twenge, 2022).
I have experienced this exact phenomenon. After our last presidential election, at a dinner with my husband’s family, everyone shared the same belief about ballots being stolen at a particular location. I knew this was false, had already been debunked, but did not want to be the one who spoke up. I am confident that if someone else had spoken up and pointed this out, I would have happily given my opinions. Instead, not wanting to be the odd man out, I complied through my silence.
2. Describe the influence of cohesion on the tendency of group members to conform to the majority opinion.
Strong bonds within a group are influential on the tendency of conformity within a group. This feeling of unity increases the willingness of members to agree with majority opinions. People are inclined to put more trust and reliance on the opinion of their ingroup members than the opinion of outgroup members (Myers & Twenge, 2022). The deeper these ties are, and the stronger this feeling of solidarity within a group, the more powerful they become. In turn, this power increases the likelihood of people conforming. This can be emphasized when we look at the “us vs. them” mentality seen with own-group conformity (Myers & Twenge, 2022). I have experienced the power of this cohesion. In high school, there were various clubs and groups that appealed to me. I could not join all of them, so I based my decision on the group that appeared the strongest. Not the largest, but the group where the members seemed to be the closest to one another. Their cohesion appealed to me, evidence of my desire to belong.
3. Describe the influence of status on the tendency of group members to conform to the majority opinion.
Status will influence our tendency to conform to majority opinions within a group. People who are perceived to be of higher status are more likely to induce conformity in group members and are less likely to conform than people of low status (Myers & Twenge, 2022). High-status members will more freely assert their independence and offer opposing opinions (Tarry & Jhangiani, 2014). People of low status are more inclined to seek approval and will more readily dissent to majority opinions (Myers & Twenge, 2022). I definitely have found this to be true. I have been swayed by people I believed to be of higher status than myself. Unconsciously, I felt their higher status afforded them more information or better judgement than I possessed, becoming the basis for my conformity.
1. Describe the negative effects of conformity on group collaboration. Include the potential impact of conformity on each of the following.
A. The motivation of group members
B. The identity and individuality of group members
C. The perceptions of fairness toward group members
D. The creativity and diversity of ideas of group members
Although it is completely natural and normal for individuals to conform within a group, this conformity can have a negative impact on group collaboration. Conformity can sometimes lead to complacency instead of motivating growth (Levine, 2021). It can suppress the individuality that enables different viewpoints for team creativity, and can lead to compromised judgements due to pressure, possibly leading to groupthink. At times in group collaboration, resentment can be born when some group members conform more than others, leading to favoritism. The members who do not conform may also feel they are being treated unfairly when their ideas do not gain traction (Levine, 2021). I think one of the most detrimental effects of conformity in group collaboration is in the suppression of perspective taking and creativity, which is one reason that diversity in group collaboration is encouraged. A diverse group collaboration also promotes personal growth.
2. Describe the positive effects of conformity on group collaboration. Include the potential impact of conformity on each of the following:
A. The cohesiveness of group members
B. The intergroup harmony between group members
C. The productivity level of group members
D. The learning amongst group members
There are still many positive effects of conformity on group collaboration. Unity and solidarity between group members strengthens commitment to tasks and aids in defining common goals. This cohesiveness means less tension and fewer disagreements, which leads to more productivity (Small Group Dynamics, 20216). Intergroup harmony through conformity encourages positive interpersonal relationships among members, which means mutual respect, open communication, and better conflict resolution. When group members conform, have shared goals, and agree on norms and rules, collaboration can be more efficient, innovative, orderly, and increases productivity (Tait, 2020). Group collaboration is also a unique opportunity to learn. Working with a group, especially a diverse one, exposes you to new ideas, skills, and experiences.
3. Using the various socio-psychological concepts examined in this project to support your position, share three recommendations for optimizing the group collaboration experience.
To optimize the group collaboration experience, it would be most beneficial to set yourself up for success with a diverse team. Diversity within collaboration will enable multiple perspectives and encourage creativity and innovation. Whether you have the advantage of picking your team members or not, you must begin the collaboration by establishing clear goals and encouraging open communication and trust, motivating everyone to participate. Equally important, you must manage conflict throughout the process and address issues as they arise. Turmoil can derail group collaboration quickly, so it is best to create an environment where everyone feels respected and heard.
References -
Eagly, A. H., & Chrvala, C. (1986). Sex Differences in Conformity: Status and Gender Role Interpretations. Psychology of Women Quarterly, 10(3), 203–220. https://doi.org/10.1111/j.1471-6402.1986.tb00747.x
Levine, S. (2021, June 10). The Dangers of Conformity in The Workplace - Hone. Honehq.com. https://honehq.com/blog/the-dangers-of-conformity-in-the-workplace/
Myers, D., & Twenge, J. (2022). Social Psychology (14th ed.). Mcgraw-Hill.
Small Group Dynamics. (2016, September 29). Minnesota Libraries; University of Minnesota Libraries Publishing. https://open.lib.umn.edu/communication/chapter/13-3-small-group-dynamics/
Tait, B. (2020, July 22). Council Post: 10 Ways to Enhance Team Collaboration. Forbes. https://www.forbes.com/sites/forbescoachescouncil/2020/07/22/10-ways-to-enhance-team-collaboration/?sh=4d2e12d42739
Tarry, Dr. H., & Jhangiani, Dr. R. (2014, September 26). Person, Gender, and Cultural Differences in Conformity . Opentextbc.ca; BC Campus. https://opentextbc.ca/socialpsychology/chapter/person-gender-and-cultural-differences-in-conformity/
Project 2 - Diversity, Equity, and Inclusivity
1. Describe the socio-psychological implications of implicit bias on our ability to view others through a DEI lens. Address the following in your response:
A. How can the assumptions we make about social groups unconsciously influence our attitudes, language, and actions in subtle ways?
B. Given the shift from unconscious to conscious perception, describe how an implicit bias could become an explicit bias.
C. Given the notion of bias as a learned construct, describe what you believe is the most effective step that a person could take to unlearn bias.
As the president of the DEI program, I am tasked with promoting equity, inclusivity, and diversity throughout our university. In identifying the obstacles to achieving this, I find it prudent to first address a harmful tendency we are all guilty of, implicit bias.
Implicit bias influences our view of other people and can inhibit our ability to see them through a DEI lens. A product of how our brain processes information, and emphasized through culture and media, implicit biases are associations we create unconsciously that influence our attitudes, our language, and guide our behavior. Part of the system 1 thinking that enables us to navigate this fast-paced world, where we often function on autopilot, implicit bias is often responsible for how we act and react to people and situations throughout our day. The automatic actions, words, body language, and subtleties have a significant impact on all our interactions. Without realizing it, we may discriminate against people, show favoritism, ignore specific groups, or treat anyone unfairly (Wilson, 2023).
Even though we concede implicit bias is unconscious, being mindful and reflective can make you aware of these tendencies. Once you realize this bias, it is our responsibility to challenge this. If we do not adjust our behavior or opinion, this then becomes an explicit bias (Wilson, 2023). When we recognize the explicit bias and still allow it to guide us, we are not using or encouraging a DEI mindset.
Considering how harmful bias can be, and that it is a learned construct, it is our responsibility to unlearn it. This can be especially difficult since many of our biases are implicit. We must make awareness a priority and use our self-care skill of self-reflection to challenge our thoughts. Confronting bias within ourselves and in others would be incredibly effective to “unlearn” the biases that are impacting us. It is well documented that stereotypes and discrimination lessen with exposure. Putting forth the effort to expose ourselves to diversity is fundamental in changing our learned bias, both implicit and explicit (Learning for Justice, 2011).
Disparities, unfair treatment, exclusion
2. Describe the socio-psychological implications of stereotype threat on our ability to view others through a DEI lens. Address the following in your response:
A. What are the factors that could place a person at risk of confirming a negative stereotype about their own social group?
B. If your group suffers from a negative stereotype, what are the implications of this judgment on psychosocial well-being?
C. Assuming that biases and stereotypes are defined by values, what are some useful strategies for reducing stereotype threat?
Context, environment, culture or media can make people become aware of a stereotype regarding one of their in-groups and fear they may confirm it, they can become susceptible to stereotype threat (Hearing, 2022). Preoccupation with and worrying about confirming the stereotype can then have a real impact on performance. The self-fulfilling prophecy of stereotype threat is particularly harmful to promoting a DEI mindset by perpetuating opportunity gaps, especially in careers and academics (Hearing, 2022).
Negative stereotypes about your ingroup are destructive to psychosocial well-being. They can erode confidence, give you anxiety, especially when the stereotype is task-related, as the cognitive process for memory and attention are impaired (Exploring the Negative Consequences of Stereotyping, 2003). The stereotype threat can be so consuming that you censor yourself, avoid situations, or can become more aggressive. Threatening our self-confidence and self-perception, stereotype threat can have long-lasting negative consequences.
When stereotypes and biases are defined by values, there are ways to reduce the stereotype threat. Awareness and education are the first steps to enact change. Educating ourselves on how we perpetuate stereotypes, and the damage they incur will encourage us to become cognizant of how we interact with others and make changes within ourselves when necessary. In an effort to ensure we do not maintain stereotypes or encourage stereotype threat in others, we must remain mindful, reflective, and honest. Only when we challenge our false beliefs can we truly advance our pursuit of diversity, inclusivity, and equity.
3. Describe how cultivating a growth mindset can help to reduce biased, stereotypical thinking and promote DEI. Address the following in your response:
A. In what ways can a growth mindset help us to become aware of our implicit biases?
B. How can a growth mindset help us to reduce stereotypical thinking?
C. Assuming that people can be influenced to change their minds, what are some practical strategies for shifting from a fixed mindset to a growth mindset?
If we are to make real changes at our university by promoting diversity, equity, and inclusivity, it is necessary to adopt a growth mindset to reduce biases and stereotypes. Being ready, willing, and able to confront our biases, even those that are involuntary, is a critical first step. Once we admit to our participation in implicit bias, we can make the efforts towards effective change. As individuals, we have to acknowledge that there are actionable steps we can each take to combat these tendencies. Having a growth mindset will encourage us to build the necessary skills and embrace the learning process required to improve ourselves (Ratan & Brewis, 2018).
One way a growth mindset will help reach our DEI goals is by helping us reduce stereotypical thinking. This mindset means we acknowledge that with education and information we can change and improve. Taking this new perspective can change our view on many things, motivating us to question a stereotype and what it is attributed to (Ratan & Brewis, 2018). When we believe we can change, we believe others can as well. This is the precise line of thinking that dismantles the foundation that stereotypes are built on.
Changing from a fixed mindset to a growth mindset can be difficult. The first step is in changing how we perceive the goal. Instead of fixating on achieving a certain performance, shift the goal to learning. This makes us more flexible and willing to try different things. We also need to alter our perception of failure. There is no such thing in a growth mindset, each obstacle and challenge is an opportunity to grow and learn. It is also vital to accept and trust yourself. When we aim for the approval of others, we are hindering our growth mindset (Davis, 2019). However, be open to criticism (Davis, 2019). View criticism as the chance to see things from another perspective. A core principle to DEI, diversity creates the best learning environment and chances for success.
1. Using one theory of social psychology to support your position, develop recommendations to help the university system promote diversity.
2. Using one theory of social psychology to support your position, develop recommendations to help the university system promote equity.
3. Using one theory of social psychology to support your position, develop recommendations to help the university system promote inclusivity.
I would like to invite our entire community to improve our core values. I will work with students, staff, and administration to enact changes that prioritize diversity, equity, and inclusivity. To encourage diversity, we should look to the theory of generative interactions. As the theory posits, by focusing on overcoming exclusionary dynamics through developing the cognitive processes and skills necessary to have positive interactions, we enable our ability to challenge stereotypes and biases (Bernstein et al., 2019). Changing our implicit and explicit biases are a necessary step to embrace diversity. We cannot appreciate and celebrate our uniqueness when we weaponize our differences. I will begin hosting weekly seminars and skill-building workshops to teach these skills and why they are so important. The focus will be on exploring and accepting all perspectives, including cultural, racial, and religious differences. I will also be meeting with the university administration to propose guidelines for diversity quotas in enrollment and course material for all classes. Additionally, I will suggest prerequisites for all degrees to include both cultural sensitivity and diversity awareness courses. The change starts within us, our attitudes, values, and behaviors. As the future leaders of our society, our DEI mission is an opportunity to create the new “norm,” where there is no place for stereotypes, oppression, or discrimination. Instead, our new standard will be promoting and celebrating diversity in the classroom, on our campus, and in the real world.
Equity must be perpetuated in our values as well as on our campus and in society. A derivative of social learning theory, observational learning theory explains how we learn behavior through imitation and mimicking. Learning and leading by example, we must create an environment where equity is clear in our actions and policies, endorsed by our behavior, and ultimately in our attitudes. We must each consider ourselves as teachers of equity, and all our peers, impressionable students.
This mission starts with enabling access and opportunity to students across different socioeconomic backgrounds, not just students with the best grades (Mintz, 2021). I will be conducting an audit on enrollment to determine specifically where we are lacking. Furthermore, we will be sending representatives to high schools that are more diverse or underprivileged to recruit students and assist in the application process for financial aid and scholarships. I would also like to recommend staff training to teach methods that focus on respect and interpersonal relationships to eliminate bias (Mintz, 2021). Implicit and explicit biases that sustain inequity will have no place in our classrooms. Instead, the updates and efforts within our community will promote all the core values of DEI.
Inclusivity is an important component in reaching our DEI mission goals. Using sociology’s critical theory, we will explore the importance of taking action to address how discrepancies within society, such as systemic racism and stereotypes are harmful and oppressive (Nickerson, 2022). We must look at the foundation of our university and be unafraid to rebuild where necessary. I suggest we evaluate all campus guidelines and policies. Question long-standing policy and make updates where necessary. Special attention must be paid to the language used and updated to ensure inclusivity (Mintz, 2021). I also recommend an examination of all lesson plans and course material. It is vital that the importance of different perspectives be emphasized and respected (Mintz, 2021).
To pave the way to achieving our new goals of diversity, equity, and inclusivity, it is of the utmost importance that we not only identify any obstacle that hinders these goals, but that we are willing to improve. Challenging the long-standing traditions within our university and taking an introspected look at ourselves with a growth mindset will enable and encourage our DEI mission.
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References –
Bernstein, R. S., Bulger, M., Salipante, P., & Weisinger, J. Y. (2019). From Diversity to Inclusion to Equity: A Theory of Generative Interactions. Journal of Business Ethics, 167(3). https://link.springer.com/article/10.1007/s10551-019-04180-1
Cherry, K. (2023, March 31). Is It Possible to Overcome Implicit Bias? Verywell Mind; Dotdash Meredith. https://www.verywellmind.com/implicit-bias-overview-4178401
Davis Ph.D., T. (2019, April 11). 15 Ways to Build a Growth Mindset. Psychology Today; Sussex Publishers, LLC. https://www.psychologytoday.com/us/blog/click-here-happiness/201904/15-ways-build-growth-mindset
Exploring the Negative Consequences of Stereotyping. (2003, November 20). University of Arizona News; University of Arizona. https://news.arizona.edu/story/exploring-negative-consequences-stereotyping
Heaning, E. (2022, January 13). Stereotype Threat: Definition and Examples . Www.simplypsychology.org; Simply Scholar, Ltd. https://www.simplypsychology.org/stereotype-threat.html
Learning for Justice. (2011, May 10). Strategies for Reducing Racial and Ethnic Prejudice: Essential Principles. Learning for Justice; Southern Poverty Law Center. https://www.learningforjustice.org/professional-development/strategies-for-reducing-racial-and-ethnic-prejudice-essential-principles
Mintz, S. (2021, April 20). How to Stand Up for Equity in Higher Education. Www.insidehighered.com; Inside Higher Ed. https://www.insidehighered.com/blogs/higher-ed-gamma/how-stand-equity-higher-education
Nickerson, C. (2022, January 6). Understanding Critical Theory. Www.simplypsychology.org; Simply Psychology, Ltd. https://www.simplypsychology.org/critical-theory.html
Ratan, A., & Brewis, K. (2018, January 2). A Growth Mindset Helps in Coping with Expressions of Bias. London Business School; London Business School. https://www.london.edu/think/how-a-growth-mindset-can-help-in-coping-with-expressions-of-bias-at-work
Wilson, Ph.D., B. (2023, February 15). How Implicit Bias Develops, and How to Decrease It | Psychology Today. Www.psychologytoday.com; Sussex Publishers, LLC. https://www.psychologytoday.com/us/blog/explorations-in-positive- psychology/202302/how-implicit-bias-develops-and-how-to-decrease-it