Where is stereotype come from

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The speed of our responses to pairs of words or concepts is a good measure of how strongly the two are connected in our minds. Of course, the same kind of stereotype transmission happens here. We are made such that we notice distinctive things—a single O in a field of Xs, a child in a group of adults, or a small number of women in a group comprised largely of men. What happens when two distinctive things occur simultaneously?

We exaggerate the frequency with which it happens. They get noticed. In addition, most people of any color usually do good things, not bad things, so bad behavior gets more of our attention, too. Put the two distinctive characteristics together, and we pay double attention to people of color doing bad things. The female manager with a prickly personality. The young Black guy who seems to glare at you in the parking lot. The older White man who is especially clueless about people who are different from him.

The cognitive mechanism is complex Ernst, Kuhlmann, and Vogel, , but the bottom line is that a distinctive person doing a distinctive thing captures our attention and influences our subsequent thinking. There is a tendency for those of us in Western cultures to over-estimate the extent to which people do what they want to do, and to under-estimate the extent to which people do things that are prescribed by their social roles. Therefore, when we see people in a particular role, we tend to assume that they are well-suited for it and, by extension, not so well suited for other roles.

For example, women are more likely to have responsibilities for rearing children, so on average they spend more time than men nurturing others. Seeing that, we come to believe that women are naturally nurturing, downplaying the extent to which they may simply be carrying out the responsibilities of their roles. Reverse the sex roles, and the impressions we have of the sexes change, too Eagley and Steffen, Race, like gender, determines many of the roles people hold in this country.

After the interviews were conducted, the interviews were transcribed verbatim by either the authors or the fieldworkers. The fieldworkers were instructed to send their transcribed data to the authors, who conducted quality control concerning the content of the interviews. By doing this, the authors were able to get a feel for the data even before data analysis began.

Furthermore, the authors made sure that all recorded data was safely and securely stored. Strategies employed to ensure data quality and integrity. Various criteria were employed to ensure the trustworthiness of the findings, which is an important issue to consider during the research process.

For the authors of this study, four aspects were deemed important. Dependability: The authors ensured dependability by documenting all phases of the research process, especially concerning the write-up of the methodology of this research. Credibility: It was important that the findings were reported according to what the data says in terms of the meaning and origin of stereotypes , as collected from participants. The truth of the data should not be influenced by the preconceived convictions of the authors.

By employing co-coding and rigorous discussions with independent researchers, the authors of this study ensured credibility by truthfully reporting the experiences of participants specifically with regard to the meaning and origin of stereotypes. Transferability: Transferability also refers to generalisability.

Since multiple case studies were utilised different sectors and selected organisations , the meaning and origin of stereotypes could be better transferable to the overall work context of South Africa and to some extent be generalisable. Confirmability: This also refers to objectivity De Vos et al. The authors ensured that they remained impartial throughout the whole study by truly capturing the meaning and origin of stereotypes as reported by participants. Ethical strategies were employed throughout the research.

Informed consent: Selected organisations were first approached to conduct the study amongst their full-time employees. The organisations were informed of the objective of this research, after which they granted permission. The employees were approached and the objective of the study communicated. They were also informed that they could withdraw from the study at any given time.

The consent given by participants meant that they felt comfortable to proceed with this study. Right of their privacy: Employees who participated were assured that their identity will remain confidential and that information will not be shared with their employers or any other individual whose name was not mentioned in the informed consent letter.

Organisations were assured that their participation in this study will be kept confidential. Therefore, the authors and fieldworkers at all times during the research process did not mention the names of any individual or organisation. Protection from harm: The authors and the fieldworkers assured the participants that they would not be emotionally or physically harmed during the course of this research; therefore, expectations from all involved parties were clarified from the onset of the research process in order to make the research process clear to the participants.

The authors made use of thematic analysis to interpret the data that were collected. According to Braun and Clarke , thematic analysis is a tool used by researchers to help them identify, analyse and report patterns or themes that have been found within data that has been collected. The authors made use of Braun and Clarke's six steps in order to adequately analyse the data for this study.

Step 1: Becoming familiar with the data. Interviews were transcribed verbatim. Since interviews were conducted, the assistance of the fieldworkers was used in this process. In order to ensure quality, the authors randomly checked transcribed interviews from each fieldworker.

All transcribed interviews were then added together to form one large dataset. The authors read through the entire dataset and therefore became immersed in the data. Step 2: Generating initial codes. Codes categories in this case were developed during this phase. The categories were labelled meaning of stereotypes and origin of stereotypes. The authors ensured the rigour of this step by paying equal attention to all raw data, and not disregarding data that seemed insignificant at the time.

Step 3: Searching for themes. From the two categories identified in the previous step, the authors were now able to develop preliminary themes. The authors created overarching themes for each category and documented the themes and accompanying responses for each category, after which sub-themes were also created.

Step 4: Reviewing themes. During this step, the themes identified in the previous step were refined. The authors ensured that the sub-themes and responses assigned to each theme were indeed an accurate reflection of the theme. The entire dataset was once again studied by the authors in order to ensure that all responses had been coded and that all themes and sub-themes were assigned correctly to each category. Step 5: Defining and naming themes. Themes were further refined by the authors by providing an indication of the important aspects that underlie each theme.

An analysis for each theme was written see findings. The authors also determined the relatedness of each theme. Where necessary, sub-themes were also refined. After the refinement of themes and sub-themes, the authors were able to explain the content of each theme by only making use of a few sentences see findings. The authors ensured that the names of themes and sub-themes are indeed a clear representation of the themes given. Step 6: Producing the report. The authors ensured that the findings pertaining to the data were clearly and accurately explained to the reader.

The authors, together with various independent co-coders, analysed the data. Co-coders were employed in either the industrial psychology or human resource management field. After the data analysis, categories, themes and sub-themes were reported in table format and quotations were used to substantiate the results of the study. By including direct responses from participants, the reader can see that the authors reported the findings of this study in an ethical manner. The findings of the study were organised into categories, themes and sub-themes.

Below, the categories, together with relevant themes and sub-themes will be provided in various tables. Quotations that support the findings are also included within the tables. The frequency of the themes mentioned is also indicated in brackets next to each theme. The frequency of responses does not indicate the number of participants who mentioned a specific theme; rather, it indicates the number of times the themes recurred. Category 1: Meaning of stereotypes.

In this category, participants were requested to provide a detailed description of the term 'stereotype'. Table 2 provides a description of themes and sub-themes as extracted from the analysed data.

Examples of original responses by participants were also provided in order to substantiate the findings of this category. It is evident that participants differed in terms of the meaning they attach to stereotypes. Below are the descriptions of the meaning of stereotypes as provided by the different participants.

Assumptions: Stereotypes are assumptions made about people. These assumptions are made based on the behaviour of the people observed, one's own ignorance, narrow-mindedness or individual past experience with a particular person. When assumptions are made, individuals assign behaviours, characteristics and physical attributes to others.

These assumptions may be accurate or inaccurate. Beliefs: Participants perceive stereotypes to be beliefs about people. These beliefs may be based on a person's physical attributes or religion. The origin of these beliefs is because of one's own ignorance, narrow-mindedness or a past experience with a person.

Because of these beliefs, a person is also thought to behave in a certain way. These beliefs may not always be accurate. Categorisation: Stereotypes are viewed as dividing people into different categories based on various factors such as assumptions, behaviour, beliefs, characteristics, ignorance, occupation, past experience, physical attributes, social status and views of society.

When categorising people, they are also believed to have certain characteristics or behave in a certain way. These categorisations may be accurate or inaccurate.

Differences: Stereotypes are perceived to be differences between individuals. These may be differences based on culture or physical attributes such as gender and race. Discrimination: Stereotypes are when people discriminate against each other based on their physical attributes such as race and gender. Do not know the meaning of stereotypes: Some of the participants were unfamiliar with the meaning of stereotypes.

However, these participants were then provided with a definition, and the authors made sure that participants clearly understood the meaning of the term. Generalisations: Stereotypes are viewed by participants to be generalisations made about people based on their behaviour, characteristics, occupation, physical attributes or religion or on past experience or one's own ignorance. When making generalisations about people, certain behaviours, characteristics and thoughts are attributed to them.

Generalisations made about others might not always be correct. Judgement: Stereotyping is making judgements about people.

These judgements are based on abilities, background, behaviour, characteristics, ignorance, beliefs, expectations, personal preference and physical attributes. Furthermore, these judgements may or may not be a true reflection of individuals. Nature of stereotypes: Some of the participants additionally mentioned that stereotypes can be both positive and negative. Perceptions: A stereotype is a perception created about others.

These perceptions may be based on others' behaviour, characteristics, occupation or physical attributes, your own ignorance or narrow-mindedness or past experience. Perceptions held by others may not always be accurate. Preconceived idea: Participants viewed stereotypes to be preconceived ideas that people have based on their own ignorance.

These preconceived ideas may not be an accurate reflection of reality. It is clear from the results that the themes of generalisation frequency rate of and categorisation frequency rate of were articulated the most by participants. Categorisation was also the theme that consisted of the most sub-themes. The following sub-themes were continuously mentioned across most of the themes: accurate or inaccurate, assign characteristics, assign behaviour, based on behaviour, based on characteristics, based on ignorance, based on narrow-mindedness, based on past experience and based on physical attributes.

Category 2: Origin of stereotypes. In this category, participants were requested to provide descriptions of how stereotypes originate. It is evident from the findings that participants have their own opinion of what causes stereotypes.

A large number of participants provided similar descriptions of the origin of stereotypes. Table 3 provides a detailed overview of the themes and sub-themes extracted from the data. Findings were substantiated with direct quotes from participants.

When requested to provide an account of the origin of stereotypes, the following themes and sub-themes emerged. Do not know the origin of stereotypes: Some of the participants indicated that they were unaware from where stereotypes originate from. Human nature: Participants viewed stereotypes to be human nature; it is something people do, for no particular reason, other than human nature. The participants indicated that stereotypes come from themselves and others.

Individual differences: Not all people stereotype; some stereotype because of factors unique to themselves. People stereotype because they have an attitude or a high self-concept. Others stereotype because they show no respect for other people or because people frustrate them. Some participants indicated stereotypes are caused by being jealous of others or having a poor self-esteem. Having poor values and being selfish and spiteful were other sub-themes that were mentioned by participants.

People also stereotype because they are diverse. These differences can be based on aspects such as beliefs, values and demographic variables. Prejudice: Participants indicated that stereotypes originate from prejudice. Discrimination, hate and racism are forms of prejudice that can result in stereotyping.

Primary exposure: This refers to stereotyping that is caused by direct experiences that participants have had in the past with a specific person or group. These experiences caused participants to stereotype other persons or groups that are similar to those they had the experience with. Secondary exposure: Participants mentioned that stereotypes originate from exposure to a variety of influences.

It is important to note that these influences are only indirect influences and do not account for any direct experience that participants have had with a particular person or group.

These influences include apartheid, the community in which they live, the media such as TV and newspapers , observation of others, politics of the country, religion that they practise, social interaction with friends and family, upbringing which includes family and school and place of employment.

Subjective perception: This refers to people's subjective views of people and objects. People stereotype others because they are ignorant, narrow-minded and judgemental beings. Participants also reported that stereotyping serves as a simplification process: it is easier to stereotype others than to spend time getting to know them personally. After reviewing Table 3 , it is evident that more than half of the participants are of the opinion that stereotypes originate from secondary exposure response rate of , followed by subjective perception frequency of Individual differences was the theme that consisted of the most sub-themes.

Outline of the results. The first objective of this study was to understand the meaning that employees from various South African organisations attribute to the term 'stereotype'. After a detailed analysis of the findings of this study, it became evident that participants are familiar with the meaning of stereotypes.

Only a few of the participants pointed out that the meaning of stereotypes was unknown to them; however, these participants were provided with a detailed description of the term.

The participants indicated that different descriptions of stereotypes exist, thereby providing an indication of multiple realities that exist amongst participants. This is in line with social constructivism, in which individuals are inclined to attach different meanings to a certain phenomenon Mullins, Therefore, the perception an individual has about a certain phenomenon may be described as their reality and may differ from the next person's reality Mullins, This was also evident in the data, since individuals attached various terminologies to the description of stereotypes.

The following themes emerged when participants were requested to explain their understanding of stereotypes: assumptions, beliefs, categorisation, differences, discrimination, do not know the meaning of stereotypes, generalisation, ignorance, judgement, narrow-mindedness, nature of stereotypes, perception, preconceived ideas. Sub-themes that emerged continuously throughout the themes included: accurate or inaccurate, assign characteristics, assign behaviour, based on characteristics, based on behaviour, based on ignorance, based on narrow-mindedness and based on physical attributes.

Various literature sources confirm the findings of this study. Colquitt, Lepine and Wesson elaborate by stating that stereotypes refer to assumptions that are made about individuals based on them belonging to a specific group.

Participants of this study mentioned that stereotypes are based on behaviour, characteristics and physical attributes. McShane and Von Glinow confirm this by indicating that:.

These characteristics that are allocated to these group members are often difficult to observe, such as personality attributes and capabilities; however, they can also encompass physical attributes. Hilton and Von Hippel suggest that stereotypes are beliefs and views not only about the characteristics of persons, but also about the behaviours of members of certain groups.

A number of participants mentioned that stereotypes can be either positive or negative. Whitley and Kite agree with this and further state that stereotypes can disadvantage one group, but can simultaneously favour another.

Furthermore, as mentioned above, a recurring theme that was mentioned by many participants is the view that stereotypes can be both accurate and inaccurate, which McShane and Von Glinow concur with. Crawford , together with Whitley and Kite , suggests that it is important to remember that, even if stereotypes hold a kernel of truth for an overall group, they may still be inaccurate when making judgements about individual members of that group.

Although stereotypes help individuals to cope with large amounts of information, the consequences of assigning inaccurate stereotypes are very negative.

Inaccurate stereotyping can lead to bias and people not succeeding in really getting to know others who are different from them Mullins, Although the participants acknowledged that stereotypes can be inaccurate, the participants of this study still engage in the process of stereotyping. Many participants also hold the view that stereotypes are based on people's own ignorance or narrow-mindedness.

Instead of challenging or testing existing stereotypes, individuals view and examine new information in ways that confirm existent stereotypes Sampson, This may mean that, although participants are aware of their stereotypes not being true inaccurate therefore , they still continue to stereotype, because it is easier to do so and saves time, thereby reinforcing existent stereotypes.

The second objective of this study was to determine the origin of stereotypes as experienced by employees from selected South African organisations. When evaluating the origin of stereotypes in South African organisations, it was found that participants of the present study are indeed familiar with the factors that cause stereotypes.

When participants were requested to explain the origins of stereotypes, the following themes emerged: human nature, individual differences, prejudice, primary exposure, secondary exposure and subjective perceptions. Even though not all of the participants have had direct experiences with stereotypes, they were mindful of the fact that stereotypes also originate from indirect experiences. This can clearly be seen from the results, as most of the participants indicated that stereotypes originate from secondary exposure i.