Summary of Jennifer L. Eberhardt's Biased

Everest Media

Description

Please note: This is a companion version & not the original book.
Sample Book Insights:
#1 I was extremely nervous and excited to go to a predominantly white school. I struggled to make new friends because I was always thinking about how I looked, spoke, and acted.
#2 I was not alone in my struggle to understand my new classmates. I was extremely nervous about going to school, because I was not one of the popular girls, and I was sure that they would make fun of me. But I was also not aware of the racial divide in the school, and it troubled me.
#3 I was convinced that my skin color had something to do with the disconnect I felt with other people. I went on to study social psychology, and race and identity have always been central to my research.
#4 The fusiform face area, or FFA, is a region in the brain that helps us distinguish the familiar from the unfamiliar, and it also responds more strongly to faces that are the same race as the person doing the scanning.

Sujets

• Discrimination

Informations

• Publié par: Everest Media LLC
• Date de parution: 08 mars 2022
• Nombre de lectures: 0
• EAN13: 9781669351566
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Insights on Jennifer L. Eberhardt's Biased
Contents Insights from Chapter 1 Insights from Chapter 2 Insights from Chapter 3
Insights from Chapter 1

#1

I was extremely nervous and excited to go to a predominantly white school. I struggled to make new friends because I was always thinking about how I looked, spoke, and acted.

#2

I was not alone in my struggle to understand my new classmates. I was extremely nervous about going to school, because I was not one of the popular girls, and I was sure that they would make fun of me. But I was also not aware of the racial divide in the school, and it troubled me.

#3

I was convinced that my skin color had something to do with the disconnect I felt with other people. I went on to study social psychology, and race and identity have always been central to my research.

#4

The fusiform face area, or FFA, is a region in the brain that helps us distinguish the familiar from the unfamiliar, and it also responds more strongly to faces that are the same race as the person doing the scanning.

#5

Identifying faces is difficult for both race groups. Although Asian women are unable to distinguish between the faces of black robbery suspects, white women are able to do so at a much higher rate.

#6

The inability of the teenagers to remember the faces of the Asian women they’d targeted left the police and the Asian community feeling helpless.

#7

The Asian women the robbers targeted were easy prey because they were typically older, frail, and unfamiliar with English. They were also easy to stereotype, as black men are generally considered dangerous.

#8

The effect of categorization is so strong that it can even change the way we respond to the same face. We can be more or less likely to remember a person based on their race, even if they are a member of our own group.

#9

The way we see people, and their traits, is influenced by our own attitudes about the rigidity of categories. Those who believe that human traits are fixed see people in a certain way, while those who believe that human traits are malleable see people in a different way.

#10

The gaze of others can affect how we see ourselves, especially when it comes to stereotypes and prejudices. We must constantly fight against them.

#11

The process of making these connections is called bias. It can happen unintentionally. It can happen unconsciously. It can happen effortlessly, and it can happen in a matter of milliseconds.

#12

We often accept facts that match our pre-existing beliefs, even if they aren’t true. This is called confirmation bias.

#13

The process of stereotyping is universal. We all tend to access and apply stereotypes to help us make sense of other people. However, the content of those stereotypes is culturally generated and specific to each culture.

#14

The power of stereotypes can be seen in how they shape our perception of people. For example, people with high racial prejudice tend to see the angry expression on a black face as lingering longer than those with low racial prejudice.

#15

Stereotypes do not need to be explained to be understood or reproduced. My son, Ebbie, was just six years old when he asked me whether people saw black people as different from white people. He felt there was something different about how people treated black people.

#16

Parents have a large influence on how their children view and interact with others.

#17

The researchers found that children of parents who exhibited more antiblack bias on a survey had more antiblack bias themselves. They also found that dogs are more likely to react nonverbally to their owners’ emotions, and that humans are also influenced by these nonverbal cues.

#18

The more negative the nonverbal actions directed at the unseen black characters, the more antiblack bias the study participants revealed on an implicit association test.
Insights from Chapter 2

#1

Trainers are now teaching police officers how to deal with implicit biases, as many police departments have begun mandatory training for their officers.

#2

In 2016, there were nearly a thousand deaths related to police action in the United States. Other incidents had generated outrage, but little seemed to change.