Task 10. Translate the following sentences into English
1. Он сказал, что если его обвинят во лжи, он обратится в суд и потребует повторного рассмотрения дела.
2. Журналиста спросили, собирается ли он выразить свое мнение относительно предвзятого отношения общества к данной группе.
3. Они заявили, что окажут сильное сопротивление распространению существующих предрассудков среди молодежи.
4. Руководителю отдела интересно было узнать, как поведут себя работники, если вина будет возложена на одного из них.
5. Она слышала, что он подвергался оскорбительным нападкам со стороны представителя конкурирующей компании.
6. Они считают, что такая скрытая форма предубеждения может в будущем оказать негативное влияние на растущее поколение.
7. Родители хотели узнать, как дети избежали конфликта, несмотря на атаки и негативное отношение друг к другу.
8. Его спросили, почему он несправедливо обвинил своего друга в неспособности решить эту проблему.
9. Они пообещали, что постараются подойти к рассмотрению данного вопроса непредвзято и вынести объективное решение.
10. Ему хотелось бы знать, повторится ли подобный случай еще раз после такой широкой огласки.
Task 11. Fill in the gaps with the appropriate form of the verb.
Research indicates that when people ……….. (experience) a drop in self-esteem, they become more likely to express prejudice. This tendency ……………(demonstrate) in an experiment that ………. (alter) students' self-esteem by giving them bogus feedback after an intelligence test. On a random basis, half the students ………… (tell)they …….. (score) in the top 10% for their university, and half were told that they scored below average. Then, in what ………… (appear) to be an unrelated study, students ……… (ask) to evaluate a job candidate who ………… (present)as either Jewish or Italian . The results …….. (show) that students who suffered a blow to their self-esteem later ……… (evaluate) the candidate more negatively when she seemed Jewish than when she seemed Italian, whereas no difference ……… (find) among students who were given positive feedback about their intelligence. Moreover, students who ………… (receive) negative feedback about their intelligence ………. (show) a rebound in self-esteem after devaluing the Jewish candidate; that is, by putting down the Jewish candidate, they ………… (increase) their self-esteem.
Task 12. Put the verbs in brackets into the correct tense.
Stereotyping
This natural process of using social categories also (bring) with it a second powerful process in the form of stereotyping. There (be) a wealth of research into the way stereotypes (form, maintain) and can be changed, but the basic point (be) that we all rely on stereotypes to make subjectively ‘informed’ judgments about ourselves and others. To take a simple example, if there (be) three men and three women and the task (be) to move a piano, the chances are that the men (be) more likely to do the lifting and the women to hold the door. Why? Not because men (hold) women in contempt but because stereotypically, and reasonably, men are physically stronger than women, all else being equal. In most situations, generalising stereotypes (enable) people (make) assumptions about others that oil the wheels of social interaction and (be) unlikely to be challenged.
Such stereotypical expectations help to make life predictable, but the problem (be) that,
inevitably, they are often (misapply). In our example, one of the men might have a weak back, one of the women may be a regular weight trainer. Erroneous application of stereotypes may often be an innocent consequence of pragmatic use of social categorization (apply) a general image about a whole category to a particular member of that category. Of course it (become) much more consequential and important when the stereotype involves attributes that might affect life chances: for example, stereotypes that managers are usually men, carers are usually women,
or boys ‘should’ be more interested in maths and science.
In addition, because people tend to treat out-groups as more homogeneous thanin-groups, there (be) likely to be miscategorisations that make the use of stereotypes even more wide of the mark. For example, many Westerners find it difficult (distinguish) visually between Chinese and Japanese Asians, or between Indian, Pakistani and other people who (share) a skin colour but might have extremely different cultures, beliefs and practices. Application of a general stereotype on the basis of appearance is likely (result) in important errors.
Despite these natural psychological consequences of categorisation, there are strong positives too. As UK society (become) increasingly multinational, multiracial and multicultural we have opportunities (use) what is known as ‘multiple categorisation’ (reduce) prejudicial assumptions and to facilitate more open-minded orientations to a whole range of social groups. However, the fundamental problem then (shift) from ‘who are they?’ to ‘who are we’? In any case, an important way (assess) society’s potential for prejudice is to evaluate how people use and apply social categories when they judge one another.