Essay Example on Stereotypes: Impact on Self-Concept in Ingroup Experts & Peers

Introduction

People harbor different expectations particularly with regards to the abilities, preferences, and general personality of others. In social psychology, such expectations are regarded as stereotypes. They are mainly unfounded but widely-shared beliefs about particular groups of people. Dasgupta studies the impact of stereotypes in his article 'Ingroup experts and peers as social vaccines who inoculate the self-concept: The stereotype inoculation model,' which was published in 2011 in Volume 22 Issue Number 4 of Psychology Inquiry. This paper presents a summary of the article and discusses arguments raised with respect to the inoculation model. It then offers some suggestions for future analysis that could help better understand and resolve the arguments that the article evokes.

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Article Summary

Dasgupta, the author of the article, 'Ingroup experts and peers as social vaccines who inoculate the self-concept: The stereotype inoculation model,' applies the theory of stereotype inoculation to study the impact of peers and experts in influencing self-concept among members of the same group. Dasgupta (2011) begins the article by suggesting that the choices that people make as they pursue certain paths in life are not entirely free but are greatly influenced by the settings within which they interact. Generally, people tend to incline themselves to achievement areas that conform to ingroup stereotypes. The author emphasizes that although individuals may not be aware that stereotypic signals in achievement settings are critical in shaping their self-concept, interests, professional and academic choices, a stereotype leaves an implied imprint on one's self-perception. He uses the stereotype inoculation model to demonstrate how " ingroup members (experts and peers in high-achievement settings) function as "social vaccines" who inoculate and strengthen fellow group members' self-concept so that they become free to choose less traveled paths" (DasGupta, 2011, p. 232). Dasgupta then addresses the question of what factors can enhance an individual's freedom of choice in the wake of stereotypes.

Before delving into the stereotype inoculation model, Dasgupta elaborates on how the need-to-belong and imposter feelings influence an individual's self-concept. The author maintains that while the need to be accepted by a community drives one to make certain choices, the imposter syndrome makes one doubt his or her ability even after posting excellent performance in a high-achievement environment. He then uses the analogy of the vaccine to derive his theory of achievement. According to predictions in Dasgupta's stereotype inoculation model, contact with peers and experts in high-achievement settings acts as a 'social vaccine' that inoculates individuals thus motivating them towards self-efficacy, inculcating defiance towards negative stereotypes, and promoting a subjective sense of identification (Dasgupta, 2011). A combination of these aspects enhances individual self-concept.

Dasgupta incorporates empirical support and insights from organizational behavior and social psychology theories to strengthen his model by predicting the role of ingroup peers and experts in the emergence of implicit self-concept and efficacy. Research suggests that contact with role models within groups of people of the same race, sex, age-group, and class in high achievement domains augments an individual's success without compromising their identity (Dasgupta, 2011). An example of the model's application is in STEM (science, technology, engineering, and math) that the author uses to emphasize on the impact of role models on fellow women in the field. The author further identifies four interrelated psychological devices which predictably drive the impact of ingroup experts and peers towards self-concept. These mechanisms include a greater sense of belonging, enhanced challenge, self-efficacy and reduced threat. Dasgupta explains that, according to the stereotype inoculation model, a person is highly likely to view the success of an ingroup (as opposed to an outgroup) member as a reflection of his or her future potential achievement since he or she identifies with the successful member. The author concludes the article by suggesting directions for further research, workable interventions and the possible policy implications of the stereotype inoculation model.

Issues Raised in the Commentary Article

Dasgupta's article, 'Ingroup experts and peers as social vaccines who inoculate the self-concept: The stereotype inoculation model' evokes varying opinions. In their article, 'Inoculations Old and New,' Aronson and McGlone offer a critique of Dasgupta's article. The authors begin by applauding Dasgupta for summarizing the appropriate literature and offering a realistic argument that people's choices are shaped by external influences such as stereotypes and subtle cues within certain environments. They then offer recommendations that can be applied to refine Dasgupta's stereotype inoculation theory and expand its scope.

Aronson and McGlone argue that Dasgupta's use of the inoculation metaphor is unsuitable for diverse environments. The authors claim that the metaphor is incorrectly used because in the medical setting, to inoculate is to introduce a weakened form of a virus into the body with the aim of stimulating the immune system to produce antibodies that make the body resistant to the bad effects of the virus. In this context, therefore, the inoculation symbolism does not fit. The authors cite an innovation in which William McGuire applied the inoculation ideology to demonstrate how individuals develop immunity to any attempts to alter their beliefs if these beliefs are initially confronted with weak arguments (Aronson & McGlone, 2011). Although Aronson and McGlone agree that ingroup experts may affirm an individual's sense of belonging and confidence, they question whether a weakened attack on the individual's sense of belonging might yield different results.

Additionally, Aronson and McGlone question the universality of the impact of role models as applied in Dasgupta's theory of stereotype inoculation. According to Dasgupta, role models in high achievement settings help individuals disregard stereotypes and enhance their self-concept, for example in the case of STEM. However, Aronson and McGlone wonder whether this claim is universal. The authors cite an example of an experiment, the 'Obama effect,' that they carried out when news reports suggested that Obama's imminent win of the presidential election had boosted the morale of black children in American classrooms. However, there was no effect on performance even after exposing the participants to Obama's images, talent, or diligence. The authors question the inability of their experiment to yield results yet Dasgupta claims that the presence of a role model is enough to enhance self-concept thus boosting performance. They, therefore, argue that the effect of role models depend on whether they are presented implicitly or explicitly. This is an aspect that Dasgupta's stereotype inoculation theory does not address since most the research that she presents proposes that interaction with a role model has an impact on an implicit level.

Suggestions for Future Analysis and Research

Due to the inadequacies of Dasgupta's stereotype inoculation model, there is room for further considerations, research and analysis. First, to better comprehend the inoculation model, there is need to consider group dynamics in the study of the impact of ingroup peers and experts on self-concept. To understand a group and how it functions, one has to deliberate on the inputs in the group setting, the processes that the group engages in, group composition, and the group's outputs (Reiter-Palmon et al., 2017). Dasgupta might need to check on the variety of inoculations that informs the group output to address the question of the impact of using an undesirable and weakened role model instead of a commended expert within the group. Such a move would enhance the consistency of the model.

Secondly, to help better understand the stereotype inoculation model and self-concept, there is need for a broadened approach that integrates the overall composition of individuals. Borghi and Fini (2019) assert that the limiting nature of psychological research can be addressed by applying theoretical approaches that consider the mechanisms underlying the mental and brain processes. Additionally, implementing a support system for self-efficacy might promote autonomy, performance and the well-being of an individual (Mclachlan et al., 2011). Dasgupta's stereotype inoculation theory concentrates mainly on the devices underlying mental processes. The ignorance of those mechanisms that are fundamental to brain processes such as intelligence quotient weakens the model, and that is why Aronson and McGlone's 'Obama effect' experiment failed to agree with Dasgupta's theoretical model. Therefore, the issue can be resolved by analyzing an integration of the mental, brain, and behavioral mechanisms in the application of the stereotype inoculation model.

Dasgupta's theory of stereotype inoculation is crucial in determining the impact of ingroup peers and experts on self-concept. However, it faces criticism due to its shortfalls. Aronson and McGlone question the model's application in diverse and universal environments. Therefore, to address the critics' concerns, a thorough consideration of group dynamics and a broadened approach are suggested for future analysis and research.

References

Aronson, J., & McGlone, M. S. (2011). Inoculations old and new. Psychological Inquiry, 22(4), 252-254.

Borghi, A. M., & Fini, C. (2019). Theories and explanations in psychology. Frontiers in psychology, 10, 958.

Dasgupta, N. (2011). Ingroup experts and peers as social vaccines who inoculate the self-concept: The stereotype inoculation model. Psychological Inquiry, 22(4), 231-246.

Mclachlan, Sarah & Chan, Derwin King Chung & Keatley, David & Hagger, Martin. (2011). Social psychological theories and models. Researchgate

Reiter-Palmon, R., Sinha, T., Gevers, J., Odobez, J. M., & Volpe, G. (2017). Theories and models of teams and groups. Small Group Research, 48(5), 544-567.