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Investigate and analyze research findings on culture and discrimination in psychology. What are the hidden inequities and implicit biases that have skewed research findings? Consider intelligence testing as an example. Propose some action steps psychologists and researchers can take to remove bias and discrimination from their practice. Provide evidence for your argument and explain how and why your recommendations will help remove this bias and discrimination.
Thorndike proposed the Law of Effect to explain the future behaviors of individuals. Many institutions employ a system of punishment and rewards to curb, eradicate, or enhance behaviors. Select and research a system of punishment and rewards (i.e. school, penal system, home disciplinary system, etc.). Describe how the Law of Effect applies to and predicts future behaviors for individuals within this system. Additionally, provide an alternative perspective of how the Law of Effect may not predict future behavior in this system. Finally, make a recommendation as to how to apply the Law of Effect – is it a helpful framework to use, or does it harm individuals to predict behavior in the system you’ve chosen? Provide

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Culture and Discrimination in Psychology Research

Psychology, like many scientific fields, has historically been shaped by the dominant cultural perspectives of its founders and practitioners, leading to inherent biases and hidden inequities in its research findings. These biases often stem from a lack of diverse representation among researchers, a reliance on WEIRD (Western, Educated, Industrialized, Rich, Democratic) samples, and implicit assumptions about human behavior being universal rather than culturally specific.

Hidden Inequities and Implicit Biases Skewing Research Findings:

  1. Ethnocentrism and Universalism Fallacy: Early psychological research often assumed that findings from Western, typically white, middle-class populations were universally applicable to all human beings. This led to the neglect or misinterpretation of culturally specific behaviors, cognitive styles, and emotional expressions. For example, concepts like

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  • individualism vs. collectivism profoundly impact social behavior, self-perception, and even mental health symptom presentation, yet much research initially ignored these cultural nuances.
  • Lack of Diverse Samples: Historically, the vast majority of psychological studies have been conducted on samples from WEIRD societies. This overreliance on a narrow demographic means that findings may not generalize to people from other cultures, socioeconomic backgrounds, or minority groups. Conclusions drawn from such limited samples can be implicitly biased towards Western norms, misrepresenting the psychological realities of the global population.
  • Cultural Bias in Construct Definition and Measurement: Psychological constructs themselves (e.g., intelligence, personality, mental illness) are often defined and measured based on Western cultural frameworks.
    • Intelligence Testing as an Example:
      • Historical Bias: Early intelligence tests (e.g., IQ tests) were largely developed by and for Western, educated populations. Items often contained content, vocabulary, or reasoning styles that were more familiar to individuals from specific cultural backgrounds. For instance, questions might assume knowledge of Western holidays, historical figures, or problem-solving approaches that are not universal.
      • Linguistic Bias: Tests administered in a second language, or even in a dialect different from the test-taker’s primary one, can disadvantage individuals. Even translation can lose nuance or introduce unintended meanings.
      • Cultural Context of “Intelligence”: What constitutes “intelligence” varies across cultures. In some cultures, social intelligence, practical wisdom, or a deep connection to nature might be highly valued forms of intelligence, which are rarely captured by traditional IQ tests. These tests often prioritize abstract, analytical, and speed-based problem-solving, which are skills cultivated in Western schooling systems.
      • Stereotype Threat: Research has shown that individuals from stereotyped groups, when aware of negative stereotypes about their group’s performance on a task (like intelligence tests), can experience anxiety that impairs their performance, regardless of their actual ability. This implicit bias in the testing environment itself can skew results.

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