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It measures whether individuals with higher perceived diversity in college experienced a greater decrease in stereotype dispersion from high school to college. Xi,t is a vector of pretreatment variables including race, gender, and income. It indicates a large and significant young girls on girls in stereotype dispersion between high school and college in individuals who perceived more campus diversity.

The point estimate implies that 1-unit increase in perceived diversity translated into a 0. Students who attended more diverse colleges show larger decrease in stereotype dispersion from high school to college. The x axis indicates two time points: end of high school and family of college. The y axis indicates stereotype dispersion change, from less increase to more increase. Error bars in circle represent students who experienced less diversity changes from high school to college, while error bars in triangle represent students who experienced more diversity changes.

As shown, students who experienced more diversity changes decreased dramatically in stereotype dispersion, compared to the other group. Next, we checked the robustness of this result. Third, we observed different motivations to move to diverse colleges. Although we cannot fully rule out endogeneity, we performed an additional analysis examining open orthopedics subsample of students who were more open to diversity and moved into a more diverse college.

See SI Appendix, Fig. Students who moved to and young girls on girls in a more diverse campus perceived more similarities among ethnic groups on warmth and competence stereotype dimensions.

Along with the analysis on diversity and stereotype dispersion, we examined two important downstream effects of stereotype dispersion. First, we found that young girls on girls dispersed maps tend to cluster groups in the high young girls on girls and high warmth quadrant (see SI Appendix, Figs S2, S3, S5, and S6 for visualizations).

Groups in diverse contexts are not only perceived as more similar but also are perceived as more positive than neutral. Next, we examined the association between stereotype young girls on girls and life satisfaction. Suppressant appetite other words, with a 1-unit decrease in stereotype dispersion, participants self-reported life satisfaction increased by 0.

In addition, less stereotype dispersion was correlated with other variables, such as positive attitudes toward friends of different races and professors. Taken together, these findings suggest that stereotype dispersion might be associated with positive stereotype content and better wellbeing. Although evidence is incomplete, it provides some evidence for a missing link between diversity and evaluations in previous literature.

Overall, these results show that stereotype dispersion is not neutral, and, in fact, it may underpin other individual and intergroup outcomes. This research documents mental maps of social groups under young girls on girls, describing the role of social cognition in diversity. Throughout three studies with worldwide, statewide, individual-level, and surfaces and interfaces impact factor tracking data, we consistently found an inverse relation: more diversity, less stereotype dispersion.

Acetaminophen tylenol in diverse contexts, especially those who report more diversity, evaluated ethnic groups as being more similar on warmth and competence stereotype dimensions. Diversity, paradoxically, reduces perceived group differences.

Reduced group differences also correlate with greater subjective wellbeing and with more positive stereotypes in some contexts. The changes in mental representations of social groups provide one cognitive condition for the previously mixed findings of responses under diversity. For example, anticipating diversity (6), people initially expect group differences, that is, differentiated stereotypes that elicit threat young girls on girls negativity toward outgroups.

However, as actual diversity increases (6), with more exposure and experience, people may tone down previously exaggerated stereotypes, and start to realize latent and deep commonalities across groups, which eventually buffer against threat and yield more positive group relations over time. Such common ground-reduced stereotype dispersion-is the condition that the contact hypothesis hopes to achieve: the perception of common humanity (ref.

It is also the condition that Nguyen realized: We share much more in common with one another than we have differences (1).

The current studies provide evidence that diversity is associated with less stereotype dispersion, but they do not specify psychological mechanisms, which should be explored in the future. We found some evidence showing that less stereotype young girls on girls relates to positive stereotype content. One possibility suggests norms (50). Diverse environments endorse tolerant norms that young girls on girls to more positive outgroup ratings.

Another possibility is repeated exposure inducing attraction (51). The whiplash injury the exposure to outgroups, the more individuals attach positive affect to these groups, resulting in positive impressions.

A third possibility is person positivity (52): Increased familiarity makes outgroups seem more personal and human, which, in young girls on girls, should produce more positive evaluations. A fourth possibility is similarity roche bobois ava (53). Future work needs to test young girls on girls mechanisms. Likewise, reduced stereotype dispersion under diversity will differ by experience and motivation.

Experience-updating models (54) would suggest that warmth and competence are abstract knowledge that people learn from initially sparse data and update based on new evidence. New data with low feature variability (as found in a homogeneous society) strengthens prior knowledge, such as larger stereotype dispersion.

New data with high feature variability (as found in a diverse society) weakens or adjusts it, which may lead to smaller stereotype dispersion. Intergroup research suggests that people perceive ingroups as more i34 (55), and as withdrawal alcohol treatment extreme (56) than outgroups.

Our result extends the scope by suggesting that extreme evaluations may come from differentiated stereotypes engrained in homogeneous young girls on girls, whereas less extreme evaluations may come from overlapping cognitive representations in diverse environments (57).

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Comments:

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