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One of the ideals underlying any jury system is that those groups of citizens charged with the responsibility of deciding cases should be representative of the communities from which they are selected. Anecdotal and empirical data suggest that reality often falls short of this ideal, however, as many empanelled juries are less diverse than community demographics would dictate. This article reviews the obstacles that stand in the way of jury diversity and typically, by association, jury representativeness. These range from system‐related problems regarding jury source lists and summonses to more psychological considerations such as the pervasive, yet difficult‐to‐identify impact of race on attorneys' jury selection judgments. Drawing on psychological theory and findings, the implications of the failure to empanel diverse juries are also examined, both in terms of laypeople's attitudes toward the legal system as well as the actual decision‐making performance of juries. Policy changes intended to promote diverse, representative juries are considered, as are specific directions for future research.

The 2010 FIFA World Cup in South Africa generated extensive controversy over spectators' use of the African vuvuzela trumpet. We asked 123 White American participants about their opinions of vuvuzelas as well as their attitudes towards a variety of racial/ethnic minority groups including immigrants, African Americans, and Latinos. We found that the less participants liked vuvuzelas, the less positively they also tended to feel toward minority groups. Furthermore, respondents who liked vuvuzelas the least were also less generally open to change. These findings suggest that the vuvuzela controversy was about more than just a plastic trumpet – it was also an episode of differential ingroup/outgroup perceptions and a lack of openness to new things.

Psychological theories of racial bias assume a pervasive motivation to avoid appearing racist, yet researchers know little regarding laypeople's theories about what constitutes racism. By investigating lay theories of White racism across both college and community samples, we seek to develop a more complete understanding of the nature of race-related norms, motivations, and processes of social perception in the contemporary United States. Factor analyses in Studies 1 and 1a indicated three factors underlying the traits laypeople associate with White racism: evaluative, psychological, and demographic. Studies 2 and 2a revealed a three-factor solution for behaviors associated with White racism: discomfort/unfamiliarity, overt racism, and denial of problem. For both traits and behaviors, lay theories varied by participants' race and their race-related attitudes and motivations. Specifically, support emerged for the prediction that lay theories of racism reflect a desire to distance the self from any aspect of the category 'racist'.

Psychological theories of racial bias assume a pervasive motivation to avoid appearing racist, yet researchers know little regarding laypeople's theories about what constitutes racism. By investigating lay theories of White racism across both college and community samples, we seek to develop a more complete understanding of the nature of race-related norms, motivations, and processes of social perception in the contemporary United States. Factor analyses in Studies 1 and 1a indicated three factors underlying the traits laypeople associate with White racism: evaluative, psychological, and demographic. Studies 2 and 2a revealed a three-factor solution for behaviors associated with White racism: discomfort/unfamiliarity, overt racism, and denial of problem. For both traits and behaviors, lay theories varied by participants' race and their race-related attitudes and motivations. Specifically, support emerged for the prediction that lay theories of racism reflect a desire to distance the self from any aspect of the category 'racist'.

For courses in Social Psychology Make research relevant through a storytelling approach Social Psychology introduces the key concepts of the field through an acclaimed storytelling approach that makes research relevant to students. Drawing upon their extensive experience as researchers and teachers, authors Elliot Aronson, Tim Wilson, and Sam Sommers present the classic studies that have driven the discipline alongside the cutting-edge research that is the future of social psychology. In addition to updated research references, the 10th Edition, Global Edition offers engaging new student-focused features that help students understand how what they're studying is applicable to their own lives. The full text downloaded to your computer With eBooks you can: search for key concepts, words and phrases make highlights and notes as you study share your notes with friends eBooks are downloaded to your computer and accessible either offline through the Bookshelf (available as a free download), available online and also via the iPad and Android apps. Upon purchase, you will receive via email the code and instructions on how to access this product. Time limit The eBooks products do not have an expiry date. You will continue to access your digital ebook products whilst you have your Bookshelf installed.

"The new 11th edition of Aronson et al.'s Social Psychology continues a decades-long legacy of accessible and narrative-driven exploration of cutting-edge scientific research. The revised edition brings this engaging sensibility to the review of classic and emerging findings in the field, and focuses a social psychological lens on contemporary developments in the world, including the COVID-19 pandemic, the ubiquity of web-based classrooms and workplaces, sobering spikes in racial violence, and political upheaval in the United States. The 11th edition also welcomes to the author team Elizabeth Page-Gould and Neil Lewis, Jr., two social psychologists who have followed the lead of Elliot Aronson by devoting their research careers to the study of pressing societal issues such as intergroup relations and racial inequity"--

Introducing social psychology -- Methodology : how social psychologists do research -- Social cognition: how we think about the social world -- Social perception : how we come to understand other people -- The self : understanding ourselves in a social context -- The need to justify our actions : the costs and benefits of dissonance -- Reduction -- Attitudes and attitude change : influencing thoughts and feelings -- Conformity : influencing behavior -- Group processes : influence in social groups -- Interpersonal attraction : from first impressions to close relationships -- Prosocial behavior : why do people help? -- Aggression : why do we hurt other people? can we prevent it? -- Prejudice : causes, consequences, and cures

Sozialpsychologie führt in die Schlüsselkonzepte des Fachgebiets mit Hilfe eines anerkannten Erzählansatzes ein, der die Forschung für die Studierenden relevant macht. Die Autoren Elliot Aronson, Tim Wilson und Sam Sommers stützen sich auf ihre umfassende Erfahrung als Forscher und Lehrer und präsentieren die klassischen Studien, die das Fachgebiet geprägt haben, neben der Spitzenforschung, die die Zukunft der Sozialpsychologie darstellt. Zusätzlich zu den aktualisierten Forschungsreferenzen bietet die 10. Auflage, neue, auf den Studentinnen ausgerichtete Funktionen, die den Studentinnen hilft zu verstehen, wie das, was sie lernen, auf ihr eigenes Leben anwendbar ist. Die neuen #Trending-Features bieten kurze Beschreibungen aktueller Ereignisse, die die wichtigsten Grundsätze veranschaulichen. Die neue Funktion "Was denken Sie?" bietet Ihnen Umfragen, die Sie beantworten können. Aktualisierte "Try It!"-Übungen laden Sie dazu ein, bestimmte sozialpsychologische Konzepte auf Ihr Alltagsverhalten anzuwenden

Psychological threat experienced by students of negatively stereotyped groups impairs test performance. However, stereotype boost can also occur if a positively stereotyped identity is made salient. Biracial individuals, whose racial identities may be associated with both negative and positive testing abilities, have not been examined in this context. Sixty-four biracial Black-White individuals wrote about either their Black or White identity or a neutral topic and completed a verbal Graduate Record Examination (GRE) examination described as diagnostic of their abilities. White-primed participants performed significantly better than both Black-primed and control participants. Thus, biracial Black-White individuals experience stereotype boost only when their White identity is made salient.