BEHV1021
The Individual in Society
Workbook 3
Prejudice & Discriminaton
Contributons by Dr Tim Grifn,
Dr Sky Hugman, Miriam Hynes and Fiona Webber
School of Social Sciences
Western Sydney University 2023
We expect you to prepare for Tutorial 3 by completng this workbook. Prepared students are more
engaged than unprepared students, contribute more to informed discussions, and learn more.
The beneft of preparaton and being informed only accrues if you do your own work. Studying in
groups is OK, but not doing the work is not OK.
I declare that I have not copied or received the work of another student (or other students) to
complete the preparatory exercises in this Tutorial Workbook.
Y N (delete or cross N out)
Delete N with a clear conscience
(If you can’t delete N clear conscience your Workbook will not get marked.)
Please add your text in blue so we can easily see that you have
completed the set activities.
Topic 3: Prejudice and Discriminaton
Sub-topics of Prejudice and Discriminaton
1. What is prejudice?
2. Understanding Social Identty
3. How do we reduce prejudice?
You will choose one sub-topic from this topic for your Learning Journal.
You do not need to do this untl you have explored all of these sub-topics.
These sub-topics are covered in your textbook in Chapter 6 & 9:
Chapter 6: Prejudice: Disliking others
Chapter 9: Helping and prosocial behaviour
(partcularly ‘bystander effects’ – 3e pp. 343 – 350; 2e 330 – 339; 1e 325 – 335).
These sub-topics are also covered in Lecture Topic 7 – Prejudice and Discriminaton.
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 2
Before submitng your workbook you are required to tck (or mark in some form) one of the
following boxes, to indicate how much of this workbook you have completed:
Less than half the
questons.
More than half but
not every queston.
Every queston.
(4 marks)
To complete this Workbook you will need to refer to the following:
· Learning Guide;
· Textbook;
· Lecture on Prejudice and Discriminaton;
· Readings linked from this Workbook.
Relevant readings for these sub-topics are referenced under each sub-topic.
Important Note about Self-Disclosure
Workbooks 2, 3,4 and 5 contain some surveys or quizzes that ask you questons about yourself (e.g. your selfesteem). These surveys and quizzes yield scores, and interpretatons of those scores.
You are not required to reveal your scores or to talk about them if you do not want to. You may feel more
comfortable talking about the scores in a more abstract way (e.g. people with high or low self-esteem), which
is perfectly okay.
This unit also covers sensitve topics such as prejudice and discriminaton and students are likely to feel
strongly about some of the issues raised.
Students are to show each other respect when discussing sensitve topics in online.
If any of the inventories, or your scores or discussions cause you concern, you may wish to contact student
support counselling services on: 9852 5199, or call lifeline on: 131114 or beyond Blue on: 1300224636.
Informaton about the University Counselling Service can be found at:
htps://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilites/counselling_services
(Dr) Sky Hugman- Unit Coordinator
Reflecton (Learning Journal) 2
Write down any questons you want to ask about Reflecton: Learning Journal 2.
Have your questons been already answered in the vUWS Discussion Forum on Reflecton (Learning
Journal) 2?
Can you fnd answers in the Learning Guide?
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 3
Prejudice & Discriminaton – Introducton
This secton is to start your thinking about prejudice and discriminaton.
Complete the following (you can use the lecture on Prejudice & Discriminaton for this):
Attude is to behaviour as is to
Briefly, what does this mean?
In the space below, provide brief defnitons of:
Stereotype:
Prejudice:
Discriminaton:
Think of some examples of stereotypes, e.g. “women are not good drivers”, “men can’t cook”, and
“gay men have fabulous dress sense” and write them in the space below.
Have you ever been judged with a stereotype? If so, how did it feel?
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 4
Read the artcle listed below (in both APA and Harvard format) by Pedersen, Clarke, Dudgeon, and
Grifths (2005).
You will need to go to the library database to fnd this artcle.
Pedersen, A., Clarke, S., Dudgeon, P. & Grifths, B. (2005). Attudes towards Indigenous Australians
and asylum seekers: The role of false beliefs and other social-psychological variables. Australian
Psychologist, 40(3), 170-178. doi:10.1080/00050060500243483
Pedersen, A, Clarke, S, Dudgeon, P & Grifths, B 2005, ‘Attudes towards Indigenous Australians and
asylum seekers: The role of false beliefs and other social-psychological variables’, Australian
Psychologist, vol. 40, no. 3, pp. 170-178, viewed 13 November 2013, Wiley Online Library,
DOI10.1080/00050060500243483.
Have you ever searched a library database before? What did you learn?
Remember you can contact the library via chat.
Although this artcle was published in 2005 and reflects the policies of the Howard Government,
‘asylum seekers’ remains a hot politcal topic. Many of you might have seen the Go Back to Where
You Came From program on SBS and other similar programs and have followed the politcal debates
and discussions.
It is stll a good Australian artcle on how ‘false beliefs influence prejudice.
The authors state that the foundaton of prejudice is ‘false beliefs’ and give some examples. Write
down some false beliefs about asylum seekers. You may use the examples given by Pedersen et al.
(2005), or write down others that you know.
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 5
What is ‘insttutonal racism’ (refer to your textbook or lecture 7)
Give an example of insttutonal racism.
It is not enough to say ‘Pauline Hanson’
Do you think that Australia is a tolerant multcultural society?
Many of you have heard about ‘fake news’ or ‘alternatve facts’. As we know, attudes such as
prejudice are based on knowledge or beliefs. How do you think ‘fake news’ contributes to ‘false
beliefs’ and prejudice? Can you think of an example?
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 6
Sub-topic 1: What is Prejudice?
Readings for subtopic 1
Myers & Zinkiewicz (2016), Myers (2013), or Myers (2010). The pages for each of the sectons in this
sub-topic are given in the secton.
(This is from your textbook.)
The conversaton artcle New research shows prejudice stll high in Australia by Nicholas Faulkner,
Kun Zhao and Liam Smith.
htps://theconversaton.com/new-research-shows-prejudice-stll-high-in-australia-but-many-peopleseeking-to-promote-social-inclusion-127792
Have a go at referencing the conversaton artcle
Four types of prejudice
List four types of prejudice (e.g. sexism – you can even use this one).
1.
2.
3.
4.
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 7
Prejudice on the basis of sexual orientaton
Read the chapter in you text writen by
Myers & Zinkiewicz (2016, p. 192) or Myers (2013, p. 180), or Myers (2010, pp. 174) (depending on
which version you have)
Your sexual orientaton is none of our concern and you may decide to answer the questons below or
not. The point is that questons that might be asked (or thought) of gay, lesbian, transgender or
bisexual people to justfy their sexual orientaton are rarely asked of heterosexual people. These are
questons for heterosexual people, designed to raise awareness of the prejudices surrounding sexual
orientaton.
1. What do you think caused your heterosexuality?
2. When and how did you frst decide you were heterosexual?
3. Is it possible that your heterosexuality is just a phase you may grow out of?
4. Is it possible that your heterosexuality stems from a fear of others of the same sex?
5. If you have never slept with a member of your own sex, is it possible that you might be gay if
you tried it?
6. If heterosexuality is normal, why are so many mental patents heterosexual?
7. Why do you heterosexual people try to seduce others into your lifestyle?
8. Why do you flaunt your heterosexuality? Can’t you just be who you are and keep it quiet?
9. The great majority of child molesters are heterosexual. Do you consider it safe to expose
your children to heterosexual teachers?
10. With all the societal support that marriage receives, the divorce rate is spiralling. Why are
there so few stable relatonships among heterosexual people?
11. Why are heterosexual people so promiscuous?
12. Would you want your children to be heterosexual, knowing the problems they would face,
such as heartbreak, disease, and divorce?
What do these questons tell you about prejudice on the basis of sexual orientaton?
(You could think about social assumptons about what is ‘normal’.)
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 8
Gender prejudice
Read Myers & Zinkiewicz (2016, pp. 199-201), Myers (2013, pp. 188-191), or Myers (2010, pp. 181-
184).
Ambivalent Sexism Scale
Myers & Zinkiewicz (2016, p. 200) state that “… people don’t respond to women in the same gutlevel negatve emotons as they do other certain groups. Most people like women more than men.”
[In other text book editons, see Myers (2013, p. 189) or Myers (2010, p. 182).]
However, gender attudes are ofen ambivalent. Ambivalent sexism is composed of both a ‘hostle’
and ‘benevolent’ prejudice toward women. Hostle sexism is an antagonistc attude toward women,
who are sometmes viewed as trying to control men through feminist ideology or sexual seducton.
Benevolent sexism is a chivalrous attude toward women that feels favourable but is actually sexist
because it casts women as weak creatures in need of men’s protecton.
Read about and complete the Ambivalent Sexism Scale (suitable for all genders to complete) at:
htp://www.understandingprejudice.org/asi/
You can fnd more informaton about the Ambivalent Sexism Scale and other measures of prejudice
at:
htp://www.understandingprejudice.org/asi/faq.htm
Now that you have done the questonnaire, did it tell you anything you didn’t know? The online
questonnaire allows you to compare your results with those of others. Reflect on how you compare
on the two scales (hostle and benevolent). You can also do comparisons with other countries –
what did you discover? (If you are good at ‘snipping’ or cutng and pastng, you could insert your
results here.)
Have you experienced or seen any behaviours that could be classed as ambivalent or benevolent
sexism? Describe them here. This may form the basis for a discussion in your group forum.
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 9
Sub-topic 2: What is Social Identty?
Readings for subtopic 2
Myers and Zinkiewicz (2016, pp. 209-217), Myers (2013, pp. 198-207) or Myers (2010, pp. 191-201)
and the Simply Psychology Blog Post – Social Identty Theory which you can access below
htps://www.simplypsychology.org/social-identty-theory.html
Have a go at referencing the above blog post here. Go back to workbook one where we provided
examples of blog post referencing for you.
Defnitons
Provide defnitons, using your own words as much as possible, for the terms below. Writng
defnitons in your own words is practce in paraphrasing: an essental skill for university writng.

Write down any ideas or examples that relate to your experiences, to create notes for your
Reflecton (Learning Journal) 2.
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 10
In your examples, you may use actons by your own group, or actons of members of another group
towards yours. You may also use examples from recent social events that you have read about or
seen in the media, in additon to or instead of your own experience, such as clashes between racist
and ant-racist groups as described by Elder (2015). The link to the Elder artcle is given in the
reference, shown below in both APA and Western Sydney University Harvard styles.
Which of your ‘in-groups’ is or are the most important to your social identty, and why?
Have you seen or experienced any in-group bias? Was this towards one of your groups, or to another
group? What was it, and what happened?
Have you seen or experienced any examples of the ‘outgroup homogeneity effect’? What were they
and what happened?
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 11
Were there any prejudice or discriminaton associated with any of your examples? If so, what was it,
and why did it happen?
Social Identty can shape our politcs and the way we approach complex issues. Read the following
artcle.
htps://theconversaton.com/our-social-identty-shapes-how-we-feel-about-the-adani-mine-and-itmakes-the-energy-wars-worse-133686
What are some of the politcal issues you identfy with because of your social identty?
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 12
Sub-topic 3: How can we reduce prejudice?
There are different ways to work to reduce prejudice, in this workbook we on
Bystander ant-racism the Psychological approach and reducing bias in ourselves. Write about one or
two of these in your Reflecton 2.
Readings for sub-topic 3
The readings you will use in this subtopic are Nelson, Dunn and Paradies (2011), Plous (2000) and
any of the other artcles, videos and links listed in this secton.
Read the artcle by Nelson, JK, Dunn, KM & Paradies.
YES! Use the library database to fnd this artcle.
How did you go searching the library database?
Harvard referencing format
Nelson, JK, Dunn, KM & Paradies, Y 2011, ‘Bystander ant-racism: a review of the literature’,
Analyses of Social Issues and Public Policy, vol. 11, no. 1 , pp. 263-284, viewed [insert the date you
accessed the link here, e.g., 21 February 2016], Wiley Online Library, DOI10.1111/j.1530-
2415.2011.01274.x.
Plous, S 2000, ‘Responding to overt displays of prejudice: a role-playing exercise’, Teaching
Psychology, vol. 27, no. 3, pp. 198-200.
APA referencing format
Nelson, J. K., Dunn, K. M. & Paradies, Y. (2011). Bystander ant-racism: A review of the literature.
Analyses of Social Issues and Public Policy, 11(1), 263-284. doi:10.1111/j.1530-
2415.2011.01274.x
Plous, S. (2000). Responding to overt displays of prejudice: A role-playing exercise. Teaching
Psychology, 27(3), 198-200.
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 13
Bystander effects
To understand bystander ant-racism, we frst need to understand bystander effects.
In the box below makes some notes about what the case of Kity Genovese and Aunty Delmae
Barton tell you about bystander effects.
In the box below provide a defniton of bystander effects. Make some notes about things that might
discourage people from intervening in an instance of discriminaton.
How might understanding bystander effects help us reduce prejudice and discriminaton?
Bystander ant-racism
Bystander effects and racism – survey
Have you recently observed racism in your social world?
If so, go to the survey on bystander effects and racism to record your responses and reflectons.
htps://uwsssap.co1.qualtrics.com/SE/?SID=SV_9sfMDZnDziceoux
(if the link does not work for you, copy and paste it into your browser)
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 14
Afer you have read the informaton about the study you will be asked on the second page whether
you consent to your responses being used for research purposes. You can say ‘no’ here if you wish
and your responses will not be used for research, but you can contnue with the survey.
When you have completed the survey, a page will come up showing your responses for each
queston. In the right-hand corner of the screen is a PDF buton to create a PDF of your responses –
save it and email it to yourself. You can use this PDF to refer to for your Learning Journal if you
chose this aspect.
Defniton of bystander ant-racism
Write down a defniton of bystander ant-racism from Nelson, Dunn and Paradies (2011). Use your
own words to write the defniton (‘paraphrase’: writng informaton in your own words).
Videos of racism
Imagine you are travelling home from work or uni and you overhear a fellow passenger racially
abusing another commuter. This happens relatvely frequently and incidents are increasingly being
captured on mobile phones and posted to social media.
Heidi, who flmed an incident of racism on public transport, said when she and another passenger
spoke up, “We didn’t receive any support from the other passengers. Some told us to sit back down
and be quiet and everyone just looked really blasé. No one did anything about it”. See this link for
video and an artcle about the incident flmed by Heidi:
htps://www.smh.com.au/natonal/nsw/racist-rant-tourists-abused-on-sydney-bus-20130401-
2h2ig.html
In a different incident, some of the passengers spoke up, telling the lady to “shut up”, and banding
together to take a stand against the racism. This link shows an artcle about and video of the
incident: htp://www.smh.com.au/nsw/we-speak-english-in-this-country-woman-flms-racial-tradeon-sydney-train-20151218-glr6kj.html
Obstacles and enablers for bystander ant-racism
Click the following link to access the Nelson, Dunn & Paradies (2011) journal artcle: (login required)
htp://onlinelibrary.wiley.com.ezproxy.uws.edu.au/doi/10.1111/j.1530-2415.2011.01274.x/epdf
Nelson, Dunn and Paradies (2011) discuss obstacles and enablers for bystander ant-racism acton.
Below, write obstacles and enablers that they have identfed.
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 15
Tip: When looking in a reading for specifc informaton, scan the headings to help you fnd the
relevant secton. Then, look for the topic sentences (frst sentence in each paragraph) to fnd the
main idea of each paragraph. When you fnd relevant informaton, you can read and note-take
as much of the informaton as you need for your purpose.
Obstacles
Enablers
The informaton you have writen above is descripton of factors that are related to whether or not
bystanders will intervene when they see racism. They have been divided into the categories of
‘obstacles’ and ‘enablers’.
Use the next table to analyse the two example videos, linked earlier in this secton, for obstacles and
enablers, using the informaton from Nelson, Dunn and Paradies (2011) that you wrote above. How
did what you wrote earlier about obstacles and enablers compare with what you have writen
below?

BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 16

We could take the same ‘obstacles’ and ‘enablers’ factors for bystander ant-racism acton and
classify them into different categories. Classifying informaton into categories is a form of analysis.
We could, for example, work out which of the factors are more related to the atributes of the
bystander (for example, ‘knowledge of what consttutes racism’, or ‘lack of knowledge about how to
intervene’), or more related to the specifc situaton, including who the bystander is with, or their
relatonship to the perpetrator of the racism (for example, ‘impression management, preserving
interpersonal relatons’, or ‘fear of violence or vilifcaton, being targeted by perpetrator’. We could
also look at social factors: for example, social norms about racism.
Analyse the informaton you already wrote describing obstacles and enablers of bystander acton
for factors more related to the bystander and factors more related to the situaton (highlight each
category in a different colour).
You can see that many factors related to bystander atributes describe skills and knowledge,
including what racism is, the harm it can do, and what can be done to intervene. One of the
purposes of this sub-topic is to give you greater skills and knowledge so that you feel empowered to
intervene if you see racism.
We will return to factors related to the situaton shortly.
Responses to racism
On the next page, you will see a table with three columns. For the frst column, look in Nelson, Dunn
and Paradies (2011) to fnd and list the possible responses to racism from the A.R.T. program. The
other two columns have been flled out for you, copied from their sources. Lists like these are
examples of descriptve writng about informaton. They don’t tell you anything more, like how or
when to use the responses. It’s up to you to analyse which of these responses would be appropriate
in different situatons.
Use the artcle by Nelson, Dunn and Paradies (2011) to fll in the table below.
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 17

BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 18
You may see racism in a range of different situatons, and with a range of obstacles and enablers to
taking acton.
In some situatons, maintaining a good relatonship with the person who does the racist behaviour is
important, and in others, it may be unimportant. Some targets of racism may need greater support
than others. Also, some situatons are safe to take overt acton in, while others may be risky.
Combining ideas from more than one source is an example of synthesis. The ideas are grouped
together because they have a relatonship. For example, they may all be actons suitable for
responding to racism when you want to maintain a relatonship with the person who has done the
racist behaviour. Sometmes, the ideas will be different, but have something in common. Sometmes,
they are the same idea stated in different sources, writen in different words. Always reference the
source that the idea came from. If the ideas are the same, write the idea in your own words, and
reference both the sources.
Here is an example, referenced in Harvard style (note that references are in alphabetcal order):
An effectve response to a racist act by someone you want to maintain a relatonship with can be to
express your emotonal response to the racism (Nelson, Dunn & Paradies 2011; Plous 2000; Western
Sydney University n.d.).
The psycho-logical approach
You have just learnt about one way to work to reduce prejudice- bystander ant-racism. This next
secton discusses one other approach the psychological approach.
As this secton is related to Sub-topic 3, if you choose this sub-topic, you may refer to it in your
Learning Journal.
Lecture topic 7.7 mentons the ‘psycho-logical approach’ (Plous, 2000) to addressing prejudice. As
with any attude, direct confrontaton is more likely to cement a positon rather than change it.
The psycho-logical approach has found to be effectve at moderatng prejudice (Lawson, McDonough
& Bodle, 2010)1.
How do we interact with a prejudiced person in a reasonable manner, taking a psycho-logical
approach, rather than a logical approach? A logical approach may win a debate, but it may not
change a person’s attudes. A psycho-logical approach works at:

· Considering why the comment was made — not just whether it’s true
· Thinking about what has worked to change one’s own mind, and using that approach
Have a look at the four strategies listed on page 199 of the artcle linked below.
1 Lawson, T. J., McDonough, T. A., & Bodle, J. H. (2010). Confrontng prejudiced comments: Effectveness
of a role-playing exercise. Teaching of Psychology, 37(4) 257-261.
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 19
Do you think you could put these into practce? Why or why not?
Plous, S. (2000). Responding to overt displays of prejudice: A role-playing exercise. Teaching
Psychology, 27, (3), 198 – 200.
htp://www.understandingprejudice.org/pdf/roleplay.pdf?logged=true
Understanding your own biases
Read the conversaton artcle by Phillips
htps://theconversaton.com/ms-dhu-coronial-fndings-show-importance-of-teaching-doctors-andnurses-about-unconscious-bias-60319
Read the following artcle
htps://www.apa.org/monitor/2011/10/prejudice
BEHV1021 2023 The Individual in Society Workbook 3 – Prejudice and Discriminaton page 20
Research suggests that reducing stereotyping and facilitatng intergroup interacton is also about
making people realize that prejudice is not a fxed trait, that it’s something that can be changed.
Do you have any behaviours or attudes that you could reflect on to help you reduce your own
prejudice? Making a list here will be helpful for assignment 2.
Applicaton to your social world
Refer to the Marking Sheet for Reflecton (Learning Journal) 2 in Workbook 2. There is a criterion for
“Relevance to social world” which requires you to apply what you have learned to your social world.
Well-considered responses to this will include limitatons of the applicaton to your social world.

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