How social-class stereotypes maintain inequality

Federica Durante, Susan T. Fiske

Research output: Contribution to journalReview article

14 Scopus citations

Abstract

Social class stereotypes support inequality through various routes: ambivalent content, early appearance in children, achievement consequences, institutionalization in education, appearance in cross-class social encounters, and prevalence in the most unequal societies. Class-stereotype content is ambivalent, describing lower-SES people both negatively (less competent, less human, more objectified), and sometimes positively, perhaps warmer than upper-SES people. Children acquire the wealth aspects of class stereotypes early, which become more nuanced with development. In school, class stereotypes advantage higher-SES students, and educational contexts institutionalize social-class distinctions. Beyond school, well-intentioned face-to-face encounters ironically draw on stereotypes to reinforce the alleged competence of higher-status people and sometimes the alleged warmth of lower-status people. Countries with more inequality show more of these ambivalent stereotypes of both lower-SES and higher-SES people. At a variety of levels and life stages, social-class stereotypes reinforce inequality, but constructive contact can undermine them; future efforts need to address high-status privilege and to query more heterogeneous samples.

Original languageEnglish (US)
Pages (from-to)43-48
Number of pages6
JournalCurrent Opinion in Psychology
Volume18
DOIs
StatePublished - Dec 2017

All Science Journal Classification (ASJC) codes

  • Psychology(all)

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