The effect of visual stimuli and personal narrative on social perception: evaluating student perceptions of stigmatized social statuses
Stigma is an important factor to consider in relation to experiential learning, as labeling can perpetuate negative attitudes and prejudices towards others, potentially causing a variety of negative effects. Subjects identified with stigmatized statuses, including race, income, and drug use were presented to a sample of students at the University of Dayton using three different survey designs. Each survey design included a different type of display for the visual stimuli depicting the subject (basic demographics, personal narrative and personal narrative with a photograph of the subject). The survey design included a modernized recalibration of the Bogardus Social Distance Scale, which was adapted to align with the contemporary social contexts of college students. Students were presented with a subject and asked how comfortable they would feel in a number of example situations engaging with this person. Results will inform how the change in visual stimuli and a student’s level of outside engagement within the Dayton community will affect their comfort level in a variety of situations.
Anya Galli Robertson
Primary Advisor's Department
Sociology, Anthropology, and Social Work
Stander Symposium project, College of Arts and Sciences
United Nations Sustainable Development Goals
Reduced Inequalities; Peace, Justice, and Strong Institutions
"The effect of visual stimuli and personal narrative on social perception: evaluating student perceptions of stigmatized social statuses" (2020). Stander Symposium Projects. 1877.
This presentation was given live via Zoom at 12:15 p.m. (Eastern Time) on Wednesday, April 22, 2020.