3. Promoting Stereotypes

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About this Lecture

Lecture

In this lecture, we think about how advertising can promote stereotypical views, focusing in particular on: (i) social categorisation, which is the process of organising our knowledge and experiences in schemas; (ii) the power of schemas in reducing the amount of time and energy expended when interacting with new objects, people and events; (iii) prototypes as a ‘mental sketch’ which represent a person who belongs to a particular group; (iv) two key ways in which advertising drives stereotyping through repeated presentation of simplified or exaggerated examples of groups or through exoticising; (v) why adverts may stereotype particular groups; (vi) the negative impacts of stereotyping on those being stereotyped, as well as those being exposed to the stereotypes; (vii) the impact of even positive stereotypes on removing a sense of individuality or increasing social pressure for individuals from that group.

Course

In this course, Dr Cathal O’Siochru (Liverpool Hope University) explores the impact of advertising on children. In the first lecture, we think about how much advertising children are exposed to and the impacts it might have. In the second lecture, we think about persuasion and its role in advertising. In the third lecture, we think about how advertising can promote stereotypical views and the negative impacts for both the group(s) being stereotyped and the individual(s) exposed to them. Next, we think about how gender is represented in advertising. In the fifth and final lecture, we think about ways in which we can teach children to be more resilient to the influences of advertising.

Lecturer

Dr Cathal O’Siochru is a senior lecturer in education studies at Liverpool Hope University and has a background in psychology, research methods and education. Dr O’Siochru’s research interests include the psychology of education, epistemological and pedagogical beliefs, and assessment practices. Some of Dr O’Siochru’s recent publications include 'Action learning: how can it contribute to a collaborative process of pedagogical action research?' (2020) and 'Academic perspectives of metrics: Procedural justice as a key factor in evaluations of fairness' (2019).