English Canadian stereotyping of ethnic groups: The implications of warmth and competence stereotypes for intergroup affect, behaviour and attitudes

  • Author / Creator
    Kil, Hali
  • This study examined the stereotypes, affect, behaviours and attitudes held by 167 English Canadian university students toward 16 ethnic groups. Participants completed a questionnaire which assessed their perceptions of each group’s competence and warmth (derived from the Stereotype Content Model; Fiske et al., 2002), affective and behavioural reactions toward each group (derived from the Behaviors and Intergroup Affect from Stereotypes Map; Cuddy et al., 2007), acculturation attitudes with regards to each ethnic group, as well as a measure of their general attitude toward immigration. Cluster analyses indicated that English Canadians, Ukrainians, Italians, British, and Germans were regarded as highly competent and warm, Korean and Chinese immigrants as competent but less warm, and Jamaican, Filipino and East Indian immigrants as warm, but less competent. Moderately low competence, low warmth stereotypes were given to a mix of ethnic groups, including Mexicans, Somalis, Pakistanis, Iranians, and French Canadians. Aboriginals were stereotyped as least competent and least warm. Generally, stronger stereotypes of competence and warmth were associated with greater support of immigration and more positive emotional and behavioural reactions toward the ethnic group, but these associations varied by cluster. Consistent with previous research, path analyses suggested that emotional reactions predicted behavioural reactions. For the acculturation attitudes, only a negative relationship between the multiculturalism orientation and passive harm could be found. These results suggest avenues for studying the different patterns of discrimination that ethnic minorities experience in intercultural settings.

  • Subjects / Keywords
  • Graduation date
    Fall 2014
  • Type of Item
  • Degree
    Master of Arts
  • DOI
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
  • Institution
    University of Alberta
  • Degree level
  • Department
  • Supervisor / co-supervisor and their department(s)
  • Examining committee members and their departments
    • Noels, Kimberly (Psychology)
    • Derwing, Tracey (Educational Psychology)
    • Hoglund, Wendy (Psychology)
    • Nicoladis, Elena (Psychology)