Stereotypes: A Fundamental Concept for Teaching Sociology

A stereotype is a an exaggerated or distorted generalization about an entire category of people that does not acknowledge individual variation. Stereotypes form the basis for prejudice and discrimination. They generally involve members of one group that deny access to opportunities and rewards that are available to that group. This is a fundamental concept in introductory sociology classes and is an important way to challenge students to address inequality and discrimination.

However, when discussing stereotypes in a classroom, students may be reluctant to discuss their own stereotypes. Videos can be a highly effective way to engage commonly held stereotypes without students feeling singled out. For example, consider the litany of stereotypes (both positive and negative) identified by George Clooney's character in Up in the Air:

Stereotypes from Marc Jähnchen on Vimeo.

In this clip, Clooney rattles off several stereotypes of people in an airport (including Asians, people with infants, and the elderly). When his co-star (Anna Kendrick) replies "That's racist," Clooney responds with "I'm like my mother. I stereotype. It's faster." This short clip demonstrates stereotyping, which is used to simplify and control judgments about everyday situations. The media is filled with all kinds of stereotypes, such as distorted depictions of working class people, racist cartoons, mother's work, and Muslims. But what are the effects of stereotypes?

Using a famous quote known as the Thomas theorem, we can begin to understand the potentially damaging effects of stereoptypes: "if [people] define situations as real, they are real in their consequences." In other words, when people accept stereotypes as true, then they are likely to act on these beliefs, and these subjective beliefs can lead to objective results. For example, think about some common stereotypes of feminism:

When men (and women) adopt such stereotypical views of feminism, and misperceptions of gender inequality, then they are less likely to support laws and policies that promote gender equality. They are less likely to consider themselves as feminists and join the struggle. Accordingly, these distorted views of women and of feminists can reproduce the objective reality of gendered inequality. People define these situations as real, and the consequences are therefore real.

But how can we challenge students in overcoming stereotypes? One technique comes from our friend, Michael Miller. He commented on Black Folk Don't, a website that analyzes stereotypes of black people. For example, consider this clip about stereotypes of black people not tipping:

Black Folk Don't: Tip from NBPC on Vimeo.

While the clip only offers anecdotal views, Michael suggested it might serve as "research stimulators" by challenging students to locate data or studies that would support or refute the stereotypical claims. By evaluating stereotypical claims through data, students not only come to refute stereotypes that reinforce social inequality; they can also develop essential research skills, critical thinking skills, and appreciation for data-driven research.

A second way to challenge stereotypes is through comedy. While some comedians reinforce stereotypes, the good comedians have a great ability to disarm viewers by playing on their stereotypes. Consider this video from In Living Color:

This "Hey Mon" comedy skit  features the hardest working Jamaican family vs. the hardest working Korean family in their battle to outdo each other. The skit highlights and makes fun of the model minority stereotype often applied to West Indian Americans and Asian Americans. It also makes fun of the ways in which each group is stereotyped regarding speech and dress. Viewers may be encouraged to reflect on why the clip is funny and how it draws upon our stereotypes at the same time it challenges them.

For other examples of comedians that attack stereotypes, consider examples of ageism in Betty White's show Off their Rockers, a stand-up performance on Mexican Stereotypes, and this Daily Show clip about code speak and the new racism.

Finally, viewers may be encouraged to reflect on stereotypes by hearing from the stereotyped subjects themselves. For example, Sociological Images shared a video that features 4 African men discussing stereotypes of them in Hollywood movies:

The young African men in this video (oddly, the video does not refer to their home countries but places them together as "African men") discuss how Hollywood movies depict them as evil men with machine guns delivering one-liners, etc. The men continue stating: "We are more than a stereotype. Let's change the perception." We then learn that the men are in college studying clinical medicine and human resource management, that their likes and interests are much like those of young men in the US and around the world. Thus, this media is used to counter more stereotypical portrayals of the men themselves.

Paul Dean