Draft 3: Western Campus Through the Eyes of Main

This topic submitted by Logan Luzader, Katie Longenecker, Mallory Meyer, Ryan Rounsfull ( longenkj@muohio.edu ) on 10/8/03 .

Natural Systems 1 Syllabus---Western Program---Miami University

Introduction

As members of the Western Campus community, it is evident that there is a clear separation between main campus students and Western campus students. Before arriving at Miami, the entire group, as well as many of our fellow peers, were well aware of the differences between the two campuses. We quickly discovered that many of the rumors were a stereotype, merely Òa standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude and uncritical judgmentÓ (Merriam- Webster). Our purpose is to discover what stereotypes main campus uses to define Western Campus, and if these stereotypes are justified.
Our prediction is that we will encounter many of the same stereotypes we were introduced to before beginning our college life. Although some of the stereotypes may be true, it is our feeling that many main campus students form opinions without personal experience with Western campus. Surveying both Western and main campus students will allow us to prove though many of western campus students see themselves as having distinct characteristics, they do not possess all the negative stereotypical characteristics described by main campus students. As victims of this western stereotype, it is in our interest to explore the differences between the two campuses and the legitimacy of Western campus stereotypes.

Relevance and Background Information
Due to the fact that we are Western Students, we would like to gain insight into Western campus stereotypes. We are also interested in whether Western stereotypes change with the age of the experience of the surveyed individual. Our experiment deals with stereotypes related to social groups within the educational environment. Many studies, as well as books and articles, have been published which focus on social stereotypes and resulting behaviors. Below is a list of references and brief explanations of each source:

ÒWhere bias begins: the truth about stereotypes.Ó Ð This article focuses on the presence of stereotypical behavior in every day life. Even though some people are unaware of their biased behavior, every individual struggles with stereotypes.

ÒWhat's Normal: Overcoming Obstacles and Stereotypes.Ó Ð This particular entry deals directly with the subject of our study. The article focuses on teen-based social groups and how they have difficulty fitting in as well as displaying their individuality.

Ò(Dis)respecting versus (Dis)liking: Status and Interdependence Predict Ambivalent Stereotypes of Competence and Warmth.Ó - This source outlines competitive behavior generated between two groups of opposing social status. We feel that by researching this topic we will be able to draw a direct correlation to the focus of our experiment.

ÒAllport's Legacy and the Situational Press of Stereotypes.Ó Ð By reviewing this particular document, we learned of prejudices that arise among differing social groups. These prejudices often have a negative impact and are based solely on appearance.

ÒWhat Do You See? Giving Stereotypes a Second Look.Ó - In studying this entry, the group was able to understand the roots of stereotypes, why they occur, and how to prevent stereotypical behavior. These qualities will help us to write and conduct an analytical survey.

ÒMembership in a devalued social group and emotional well-being: developing a model of personal self-esteem, collective self-esteem, and group socialization.Ó Ð This article describes and depicts how individual personality drives one to a certain social group. By reviewing this article, the group will better understand the distinct divisions between Western and main campus.

ÒSOCIAL COGNITION: Thinking Categorically about Others.Ó - Categorical thinking is the building block of social perception and division. Emphasis on this topic will enhance our understanding of stereotypical behavior.

ÒHow to stop being a people pleaser.Ó Ð Division of social class and stereotypical behavior is largely a product of high school. Many college students carry their traits and perceptions with them to the university level.

ÒA Structural Theory of Social Influence.Ó - At the college level, many students belong to various social groups that can form a link between broader, opposing social groups. Thus, it is possible for stereotypical behavior to change with increased interaction with various subgroups in the college community.

ÒEverything You Need to Know About Cliques.Ó Ð This article centers on friendships and peer pressures that arise from these friendships. Many stereotypes begin with small groups and spread through lines of friendships, soon containing a large mass of people.

ÒSituational power and interpersonal dominance facilitate bias and inequality.Ó Ð Situational power is a major product of stereotypical behavior. Stereotypes focusing on a certain social group give others a sense of dominance thus giving one a group a sense of power over other cliques.

ÒGetting to know you: The influence of personality on impressions and performance of demographically different people in organizations.Ó - This article describes how demographics play a key role in the personality of a certain individual. These demographics can then lead to unjustified stereotypical behavior.

ÒStereotypes and PrejudicesÓ
http://www.remember.org/guide/History.root.stereotypes.html
Sometimes stereotypes can become such a problem, causing such divisions, that violence becomes the result. In a domino effect, stereotypes lead to prejudices, prejudices lead to bigotry, bigotry leads to violence, and that violence could result in something as extreme as genocide.

ÒUnderstanding StereotypesÓ
http://school.discovery.com/lessonplans/programs/stereotypes/
This was a student experiment focused on increasing stereotype awareness within the learning environment.

ÒStereotypes and StereotypingÓ
http://racerelations.about.com/library/weekly/blstereotypes.htm
Stereotypes can affect your judgments of individuals, lead to discrimination, hurt academic performance, cause group members to try to 'fulfill' the stereotype, damage self-image, affect memory, then eventually lead to violence. Even though we are not studying prejudices on such a large scale, it is important to know the effects of stereotypical behavior.

ÒWhat's Normal? Overcoming Obstacles and StereotypesÓ
http://www.pbs.org/inthemix/whatsnormal_index.html
This teaches teens how to overcome stereotypes and other obstacles created by individuality. Since Western is largely a community based on individuality we felt it was important to understand the obstacles created by unique opinion.

ÒThe Meaning and Significance of Stereotypes in Popular CultureÓ
http://www.serve.com/shea/stereodf.htm
Stereotypes force a simple pattern upon a complex mass and assign a limited number of characteristics to all members of a group. We felt this topic was the basis of our study and a great article to evaluate and understand.

Specific Research Design

In order to evaluate Western stereotypes, we have prepared an in depth survey. By posing a variety of questions, some that give basic information on the surveyed individual, and others that take a closer look at the stereotype issue. We plan to conduct at least 50 surveys in order to obtain a variety of information and accurately represent the population studied. By compiling the gathered data, we will be able to draw conclusions on our experiment.

Below is a sample of the survey:

1. School year: first year second year third year fourth year other

2. Are you a Western or a main campus student? Western Main

3. Average amount of times on Western a week? None 0-1 1-4 5 or more

If yes, in what way is the majority of that time spent? Circle One

Academically socially recreationally

4. Do you have any western campus (WCP) classes? Yes No

If yes to question 4, how many classes?

5. Do you have any friends involved in the Western Program? Yes No

6. When you think of the students on Western Campus, which of the following words
come to mind? Circle all that apply.
Weird unique popular trendy rich thrifty
Preppy Hippie friendly relaxed uptight rude
Liberal conservative opinionated homosexual normal selfish
7. Would you or have u ever wanted to live on Western or be part of the Western program? Yes No
8. Do you think there is a difference between western campus and main campus? Yes No
9. Have the stereotypes you have heard of Western students been positive or negative? Circle
10. Have your encounters with Western Students confirmed or contested the stereotypes that you have heard? Circle.

Materials and Methods
By conducting a survey we will be able to obtain percentage values that will either support or refute our hypothesis. Percentages calculated in the experiment will be compared to the total population of Miami Students in order to clarify the results. Group members will randomly pass out surveys until the desired number of studies have been completed. In order to involve the class in the experiment, each student will be given a survey to become part of the studied population.

Research Timeline
Week 7: Turn in research proposal and discuss survey methods in depth.
Week 8: Final Exam and continue survey preparation
Week 9: Hand in Lab Packets
Week 10 to 13: Conduct Survey
Week 14: Compile survey data
Week 15: Statistical Analysis

Works Cited
Barringer, Sally. (2000 June). What do you see? Giving stereotypes a second look.
School Library Journal.
Brashich, Audrey D. (2002 Nov). How to stop being a people pleaser. Shape. 2.
Fiske, Susan T. (1999 Fall). (Dis)respecting versus (dis)liking: status and
interdependence predict ambivalent stereotypes of competence and warmth.
Journal of Social Issues. 10.
Flynn, Francis J. (2001 Sept). Getting to know you: The influence of personality on
impressions and performance of demographically different people in
organizations. Administrative Science Quarterly. 15.
Friedkin, Noah E. Cambridge: Cambridge University Press, 1991. 231.
Glaser, Laura. (2001 Dec). Everything you need to know about cliques. School Library
Journal. 2.
Goodwin, Stephanie A. (1998 Winter). Situational power and interpersonal dominance
facilitate bias and inequality. Journal of Social Issues. 14.
Gordon, Anitra. (2001 May). WhatÕs normal: overcoming obstacles and stereotypes.
School Library Journal.
Kats, Jennifer. (2002 Nov). Membership in a devalued social group and emotional well
being: developing a model of personal self-esteem, collective self-esteem, and
group socialization. Sex Roles: A Journal of Research. 10.
Macrae, C. Neil. (2000 Annual). Social cognition: Thinking categorically about others.
Annual Review of Psychology. 10.
Marx, David M. (1999 Fall). Allport's legacy and the situational press of stereotypes.
Journal of Social Issues. 10.
Paul, Annie Murphey. (1998, May Ð June). Where bias begins: the truth about
stereotypes. Psychology Today. 6.