Psychology Quiz: Reducing Prejudice
20 questions · exam conditions
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Reducing PrejudiceQuestion 1 of 20

Two formerly rival middle schools are merged into one. To reduce the predictable friction between the two student bodies, a school counselor proposes several programs. Which of the following proposals most directly applies the principle of creating a common ingroup identity?

Organizing assemblies where students from each of the original schools share positive stories and traditions from their past.
Implementing a peer mediation program where students are trained to resolve conflicts between members of the two groups.
Creating a new school mascot, new school colors, and new all-school extracurricular teams to compete against other districts.
Pairing students from the different original schools as study partners to help each other with difficult academic subjects.
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Psychology Quiz

Psychology Quiz: Reducing Prejudice

Practice Reducing Prejudice in Psychology with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.

What this quiz covers

This quiz focuses on Reducing Prejudice, giving you a quick way to practice the rules, question types, and explanations that matter most for Psychology.

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Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

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Question 1

Two formerly rival middle schools are merged into one. To reduce the predictable friction between the two student bodies, a school counselor proposes several programs. Which of the following proposals most directly applies the principle of creating a common ingroup identity?

  1. Organizing assemblies where students from each of the original schools share positive stories and traditions from their past.
  2. Implementing a peer mediation program where students are trained to resolve conflicts between members of the two groups.
  3. Creating a new school mascot, new school colors, and new all-school extracurricular teams to compete against other districts. (correct answer)
  4. Pairing students from the different original schools as study partners to help each other with difficult academic subjects.
Explanation: The correct answer is C. The Common Ingroup Identity Model suggests that prejudice can be reduced by transforming the cognitive representation of group boundaries from 'us' and 'them' to a more inclusive 'we'. Creating new, unifying symbols (mascot, colors) and a common external enemy (other districts) are classic methods for forging a new, shared identity that supersedes the old, rival ones. A is likely to be counterproductive, as it reinforces and highlights the old, separate identities rather than creating a new shared one. B focuses on managing conflict, which is a reactive strategy, rather than proactively building a new unified identity. D applies principles of cooperation and contact but is less focused on the large-scale, symbolic creation of a new group identity than option C.

Question 2

According to the Common Ingroup Identity Model, transforming intergroup relations from 'Us vs. Them' to 'We' is the key to reducing bias. Which of the following strategies is an example of decategorization, a different and often less comprehensive approach?

  1. Creating a new, overarching identity, such as 'Team Earth' for all of humanity.
  2. Highlighting the unique positive cultural contributions of both the ingroup and the outgroup.
  3. Encouraging people to focus on the unique, personal characteristics of individuals rather than their group memberships. (correct answer)
  4. Establishing a common enemy that both the ingroup and the outgroup must work together to defeat.
Explanation: The correct answer is C. Decategorization is a strategy that involves trying to break down group boundaries by encouraging people to see others as individuals rather than as members of a group. While this can be effective in one-on-one interactions, it is distinct from the Common Ingroup Identity Model's approach (recategorization), which seeks to redraw group boundaries at a higher, more inclusive level. A and D are examples of recategorization, creating a new, common 'We'. B is an example of multiculturalism, which maintains separate group identities but tries to foster positive regard between them, also distinct from both decategorization and recategorization.

Question 3

A manager observes two employees arriving late to a key meeting on consecutive days. The first, a member of a stereotyped minority group, is judged as 'unreliable and unprofessional.' The second, a member of the manager's own ethnic group, is assumed to have 'probably hit unexpected traffic.' This differential judgment most clearly demonstrates:

  1. the fundamental attribution error.
  2. stereotype threat.
  3. a self-serving bias.
  4. the ultimate attribution error. (correct answer)
Explanation: The correct answer is D. The ultimate attribution error is a group-level attribution error. It involves attributing negative behaviors of outgroup members to their disposition ('unreliable') while attributing the same negative behaviors of ingroup members to situational factors ('traffic'). A, the fundamental attribution error, is the general tendency to favor dispositional explanations for others' behavior, but it does not account for the ingroup-outgroup difference in attributions shown in the scenario. The ultimate attribution error is a specific form of the FAE applied to group dynamics. B, stereotype threat, is the fear experienced by a member of a stereotyped group that they might confirm the stereotype, which affects their performance. This is not what the manager is experiencing. C, a self-serving bias, refers to attributions about one's own behavior (attributing successes to disposition and failures to situation), not the behavior of others.

Question 4

A police department wants to reduce racial bias in its officers' decision-making during traffic stops. Which of the following interventions most directly addresses the institutional and systemic roots of prejudice, rather than individual officers' attitudes?

  1. Requiring all officers to complete an annual implicit bias awareness training seminar.
  2. Creating a community outreach program where officers can interact with citizens in non-enforcement settings.
  3. Implementing a policy that requires officers to collect and report demographic data for every traffic stop to be analyzed for disparities. (correct answer)
  4. Recruiting more officers from minority communities to increase the diversity of the police force.
Explanation: The correct answer is C. This strategy addresses prejudice at an institutional level by creating a system of accountability and data analysis. It shifts the focus from individual officers' intentions to objective patterns of behavior across the entire department. This data can then be used to identify and change policies or practices that lead to biased outcomes, regardless of individual attitudes. A targets individual attitudes and may not lead to behavioral change. B is an individual-level contact hypothesis intervention. D is a strategy aimed at changing the composition of the institution, which can be part of a systemic solution, but the data collection policy in C is a more direct intervention into the process where bias manifests.

Question 5

A student, Sam, belongs to an on-campus environmental club. Sam believes that while the members of his own club have a wide range of complex motivations for their activism, members of a rival student political group are all "the same kind of power-hungry people." This cognitive bias is a specific example of:

  1. the just-world phenomenon.
  2. the outgroup homogeneity effect. (correct answer)
  3. the ultimate attribution error.
  4. scapegoat theory.
Explanation: The correct answer is B. The outgroup homogeneity effect is the tendency to perceive members of an outgroup as being more similar to one another ("all the same") than are members of one's ingroup. Sam sees diversity and complexity within his own group but perceives the rival group as monolithic. A, the just-world phenomenon, is the belief that people get what they deserve, which would manifest as believing the rival group deserves some misfortune. C, the ultimate attribution error, involves explaining outgroup members' negative behaviors with dispositional attributions and their positive behaviors with situational attributions. While related to Sam's negative perception, the core of his statement is about the perceived lack of variability in the outgroup, which is the definition of outgroup homogeneity. D, scapegoat theory, involves blaming a powerless outgroup for one's own frustrations or problems, which is not what is described in the stem.

Question 6

A person holding prejudiced views is persuaded to volunteer for a campaign that advocates for the civil rights of a group they are biased against. After several weeks of actively working for the campaign, the person's prejudiced attitude lessens significantly. This change is best explained by:

  1. the elaboration likelihood model, as they were persuaded by the campaign's central arguments.
  2. cognitive dissonance theory, as they altered their attitude to resolve the inconsistency with their behavior. (correct answer)
  3. operant conditioning, as they received social reinforcement from other campaign workers for their efforts.
  4. the contact hypothesis, as they experienced positive, cooperative contact with members of the outgroup.
Explanation: The correct answer is B. Cognitive dissonance theory posits that people experience mental discomfort (dissonance) when they hold conflicting beliefs or when their behavior contradicts their beliefs. To resolve this dissonance, they often change their belief to align with their behavior. In this case, the person's behavior (volunteering for the group's rights) conflicts with their prejudiced attitude. The easiest way to resolve this is to change the attitude to be more positive. A is less likely, as the change is driven by their own actions, not by passively processing a persuasive message. C is possible, but social reinforcement is not as powerful an explanation for such a fundamental attitude shift as the internal need to resolve dissonance. D is also possible if they met outgroup members, but the attitude change can occur even without direct contact, simply from the act of public advocacy itself, making cognitive dissonance a more fundamental explanation.

Question 7

In an effective jigsaw classroom, students are placed in diverse small groups where each member is given a unique piece of information necessary to complete a group assignment. What is the primary psychological mechanism that drives the reduction of prejudice in this setting?

  1. It increases the salience of individual academic achievement over group identity, encouraging students to focus on their personal grades.
  2. It fosters interdependence and establishes a superordinate goal, making cooperation essential for both individual and group success. (correct answer)
  3. It allows the teacher, as an authority figure, to model and directly reward positive intergroup behaviors during the activity.
  4. It reduces outgroup homogeneity by exposing students to the varied intellectual abilities within other social groups.
Explanation: The correct answer is B. The core principle of the jigsaw classroom is creating interdependence. Each student must rely on the others to learn the full material and succeed. This shared objective functions as a superordinate goal, forcing students to cooperate and view each other as teammates rather than as members of an outgroup. A is incorrect because the jigsaw classroom actually makes students more dependent on their group, not less; their individual success is directly tied to the group's success. C is incorrect because while teacher support is important (one of Allport's conditions for contact), the primary mechanism is the peer-to-peer interdependence created by the task structure itself, not external rewards from the teacher. D is a positive outcome of the jigsaw method, but it is a consequence of the primary mechanism, which is interdependence. By working together, students naturally come to see the individuality of their peers, but the reason they are working together is the crucial element.

Question 8

A large company, aiming to improve intergroup relations, institutes a monthly "cultural exchange lunch" where employees from different departments and backgrounds are encouraged to eat together. After six months, managers observe that intergroup tensions have actually increased. According to the contact hypothesis, which of the following best explains this counterproductive outcome?

  1. Contact between groups often increases conflict before it can lead to resolution, and more time was needed for the program to work.
  2. The program failed to establish equal status, as higher-level managers and junior employees were in the same lunch groups.
  3. The program lacked a superordinate goal, leading to unstructured interactions that may have reinforced existing stereotypes rather than challenging them. (correct answer)
  4. The employees were not given educational materials about the other cultures beforehand, which is the most critical first step in reducing prejudice.
Explanation: The correct answer is C. Gordon Allport's contact hypothesis posits that mere contact is insufficient to reduce prejudice. One of the critical conditions is the presence of a superordinate goal that requires intergroup cooperation. Without a shared, cooperative task, the unstructured social interactions at the lunch could allow for self-segregation, awkwardness, or exchanges that confirm negative stereotypes. A is incorrect because while conflict can occur, it is not an inherent or necessary stage of successful intergroup contact; rather, it's a sign that the conditions for positive contact are not being met. B is a plausible issue, as equal status is another of Allport's conditions. However, the lack of a cooperative goal in an unstructured social setting is a more fundamental flaw in this specific intervention design and a more direct explanation for the reinforcement of stereotypes. D is incorrect because while education can be helpful, it is not considered one of the core, necessary conditions for the contact hypothesis itself, which emphasizes the structure of the interaction over prior knowledge.

Question 9

Two formerly rival middle schools are merged into one. To reduce the predictable friction between the two student bodies, a school counselor proposes several programs. Which of the following proposals most directly applies the principle of creating a common ingroup identity?

  1. Organizing assemblies where students from each of the original schools share positive stories and traditions from their past.
  2. Implementing a peer mediation program where students are trained to resolve conflicts between members of the two groups.
  3. Creating a new school mascot, new school colors, and new all-school extracurricular teams to compete against other districts. (correct answer)
  4. Pairing students from the different original schools as study partners to help each other with difficult academic subjects.
Explanation: The correct answer is C. The Common Ingroup Identity Model suggests that prejudice can be reduced by transforming the cognitive representation of group boundaries from 'us' and 'them' to a more inclusive 'we'. Creating new, unifying symbols (mascot, colors) and a common external enemy (other districts) are classic methods for forging a new, shared identity that supersedes the old, rival ones. A is likely to be counterproductive, as it reinforces and highlights the old, separate identities rather than creating a new shared one. B focuses on managing conflict, which is a reactive strategy, rather than proactively building a new unified identity. D applies principles of cooperation and contact but is less focused on the large-scale, symbolic creation of a new group identity than option C.

Question 10

A university implements a mandatory online training module for all staff that explains the concept of implicit bias and provides statistics on its negative impact in the workplace. A follow-up survey six months later shows no significant change in biased behaviors or attitudes among staff. Which statement best accounts for the ineffectiveness of this intervention?

  1. Implicit biases are unconscious and therefore cannot be influenced by conscious educational interventions.
  2. The intervention failed because it did not also include direct, positive contact with members of minority groups.
  3. The training likely produced psychological reactance, causing staff to reject the information and strengthen their biases.
  4. Knowledge of bias is insufficient; reducing its behavioral impact requires motivation and the practice of specific control strategies. (correct answer)
Explanation: The correct answer is D. Modern research on prejudice reduction indicates that simply making people aware of their implicit biases is not enough to change behavior. Reducing the influence of these automatic biases requires individuals to be motivated to be non-prejudiced and to learn and practice specific strategies, such as considering counter-stereotypical examples, slowing down decision-making, and focusing on individual characteristics. The described intervention lacked this crucial component. A is too absolute; while difficult to change, implicit biases can be influenced by various interventions over time. B is incorrect because while intergroup contact is one effective strategy, its absence doesn't fully explain why an educational strategy itself failed. The core flaw is in the educational strategy's design (awareness vs. action). C, psychological reactance, is a possible reaction for some individuals, but it is not the most fundamental or universal explanation for why awareness-only interventions fail.

Question 11

In a town with a declining manufacturing industry, resentment and hostility toward a new immigrant group have risen. Public discourse often frames the issue as the immigrants taking the few available jobs from native-born citizens. This rise in prejudice is best explained by:

  1. social identity theory, as residents devalue the immigrant outgroup to bolster their own group's self-esteem during a period of economic threat.
  2. scapegoat theory, as residents displace their general economic frustrations onto a vulnerable and convenient target.
  3. realistic conflict theory, as the groups are perceived to be in direct competition for a limited, tangible resource. (correct answer)
  4. the outgroup homogeneity effect, as residents have begun to perceive all immigrants as being identical threats to their employment.
Explanation: The correct answer is C. Realistic conflict theory specifically posits that intergroup hostility arises from competition between groups for scarce resources. In this scenario, the resource is jobs, and the perception of a zero-sum competition is the direct driver of the prejudice described. A, social identity theory, is related but focuses on the psychological need for self-esteem as the motivation for prejudice. While this may be happening, the prompt's emphasis on competition for jobs points more directly to realistic conflict. B, scapegoat theory, is also similar, but it emphasizes the displacement of frustration that may be vague or undirected. Realistic conflict theory is more specific about the source of the conflict being a tangible resource competition. D, the outgroup homogeneity effect, is a cognitive bias that might accompany this prejudice, but it describes the perception of the outgroup, not the root cause of the conflict.

Question 12

A city planner wants to build a new public park between two neighborhoods with a history of mutual distrust. To maximize the park's potential for reducing intergroup prejudice, which of the following design features would be most crucial, based on the contact hypothesis?

  1. Ensuring the park's rules and regulations are prominently posted and strictly enforced by diverse security staff.
  2. Including facilities like community gardens and sports fields that require cooperative, mixed-group use to be successful. (correct answer)
  3. Building identical, high-quality entrances on both sides to signal that neither neighborhood has ownership over the other.
  4. Creating numerous small, secluded seating areas to allow for intimate, one-on-one conversations between residents.
Explanation: The correct answer is B. This option directly addresses the critical condition of intergroup cooperation toward a superordinate goal. Community gardens and mixed sports leagues necessitate that residents from both neighborhoods work together for a shared outcome (a successful harvest, a winning team). This type of interaction is at the core of effective prejudice reduction via contact. A addresses the condition of institutional support but does not create the necessary cooperative interaction. C addresses the condition of equal status in a symbolic way, which is helpful, but less impactful than active cooperation. D, while seemingly positive, could lead to self-segregation where residents only interact with people they already know, failing to foster the necessary intergroup contact.

Question 13

A person holding prejudiced views is persuaded to volunteer for a campaign that advocates for the civil rights of a group they are biased against. After several weeks of actively working for the campaign, the person's prejudiced attitude lessens significantly. This change is best explained by:

  1. the elaboration likelihood model, as they were persuaded by the campaign's central arguments.
  2. cognitive dissonance theory, as they altered their attitude to resolve the inconsistency with their behavior. (correct answer)
  3. operant conditioning, as they received social reinforcement from other campaign workers for their efforts.
  4. the contact hypothesis, as they experienced positive, cooperative contact with members of the outgroup.
Explanation: The correct answer is B. Cognitive dissonance theory posits that people experience mental discomfort (dissonance) when they hold conflicting beliefs or when their behavior contradicts their beliefs. To resolve this dissonance, they often change their belief to align with their behavior. In this case, the person's behavior (volunteering for the group's rights) conflicts with their prejudiced attitude. The easiest way to resolve this is to change the attitude to be more positive. A is less likely, as the change is driven by their own actions, not by passively processing a persuasive message. C is possible, but social reinforcement is not as powerful an explanation for such a fundamental attitude shift as the internal need to resolve dissonance. D is also possible if they met outgroup members, but the attitude change can occur even without direct contact, simply from the act of public advocacy itself, making cognitive dissonance a more fundamental explanation.

Question 14

A researcher finds that actively trying to suppress a stereotypical thought for a short period of time can lead to that thought becoming even more mentally accessible afterward. This phenomenon is known as:

  1. cognitive dissonance.
  2. the rebound effect. (correct answer)
  3. stereotype threat.
  4. confirmation bias.
Explanation: The correct answer is B. This is the definition of the ironic rebound effect of thought suppression, first demonstrated by Daniel Wegner. Attempting to force a thought out of one's mind often makes it come back with greater intensity once the suppression effort ceases. This has important implications for prejudice reduction, suggesting that simply telling people 'don't be prejudiced' or 'don't think in stereotypes' can be counterproductive. A, cognitive dissonance, is discomfort from conflicting thoughts or behaviors. C, stereotype threat, is the fear of confirming a negative stereotype about one's own group. D, confirmation bias, is the tendency to seek out and interpret information that confirms one's existing beliefs.

Question 15

An intervention program has participants read a vivid, first-person narrative about the challenges faced by a single mother experiencing poverty. The goal is to reduce negative stereotypes about people in poverty. This strategy's effectiveness primarily depends on its ability to:

  1. induce empathy by encouraging emotional and cognitive perspective-taking. (correct answer)
  2. challenge the outgroup homogeneity effect by providing an individuating example.
  3. create cognitive dissonance between the reader's stereotypes and the sympathetic character.
  4. disprove the just-world hypothesis by illustrating an instance of undeserved hardship.
Explanation: The correct answer is A. The core mechanism of such interventions is empathy. By having participants step into the shoes of an outgroup member and feel their experiences, the emotional distance that supports prejudice is reduced. This humanizing experience is a powerful tool for changing attitudes. B, C, and D are all likely positive consequences of this empathy-inducing exercise. Seeing an individual's story does combat outgroup homogeneity, the story might create dissonance, and it could challenge just-world beliefs. However, the fundamental psychological process that the intervention is designed to trigger, and which leads to these other outcomes, is empathy through perspective-taking.

Question 16

A person watches several vivid news reports of violent crimes committed by members of a very small and distinctive minority group. Although statistics show this group's crime rate is no higher than the average, the person develops a strong association between the group and criminality. The cognitive mechanism that best explains the formation of this stereotype is:

  1. the availability heuristic.
  2. an illusory correlation. (correct answer)
  3. confirmation bias.
  4. the just-world phenomenon.
Explanation: The correct answer is B. An illusory correlation occurs when people overestimate the link between two variables that are only weakly or not at all correlated. This often happens when the variables are distinctive or unusual. In this case, a minority group member (distinctive) and a violent crime (distinctive) co-occur, leading the observer's mind to form a strong, but false, association. A, the availability heuristic, is the tendency to judge the likelihood of an event by how easily examples come to mind. While related, as the vivid news reports are easily recalled, illusory correlation is more specific about the false linking of two distinct variables (group membership and behavior). C, confirmation bias, is the tendency to seek out information that supports an existing belief. The stem implies the belief is being formed by these reports. D, the just-world phenomenon, is the belief that people deserve their outcomes, which is not the primary mechanism described.

Question 17

A summer camp brings together children from two economically divided communities. The camp counselors make sure the children have equal status within the camp and that intergroup cooperation is required for camp-wide competitions. However, the program director systematically gives the more desirable leadership roles and recognition to children from the wealthier community. According to the contact hypothesis, why is this program likely to fail?

  1. It violates the condition of equal status by creating a hierarchy within the cooperative activities. (correct answer)
  2. It fails to secure the support of legitimate authorities, as the director is undermining the program's goals.
  3. It lacks a genuine superordinate goal because the competitions are not meaningful enough to the children.
  4. The contact is not personalized, allowing children to interact only at a superficial, group-based level.
Explanation: The correct answer is A. Even if groups have equal status on paper (e.g., all are 'campers'), if the implementation of activities creates a clear status hierarchy, the condition of equal status is violated. By assigning desirable roles based on group membership, the director is reinforcing the very social hierarchy the camp is supposed to overcome, which can lead to resentment and strengthen stereotypes. B is incorrect because the director is a legitimate authority; the problem is that their support is biased. Their actions undermine the conditions, but their authority is not in question. C is incorrect as the stem states there are camp-wide competitions, which function as superordinate goals. D is incorrect because assigning roles, even unequal ones, is a form of personalization, not anonymity.

Question 18

To reduce prejudice, a school curriculum is designed to teach students about the history and cultural achievements of various minority groups. While this approach can increase explicit knowledge and respect, its effectiveness at changing deep-seated negative attitudes can be limited because:

  1. it fails to establish a superordinate goal that requires active cooperation between groups.
  2. it can inadvertently cause stereotype threat in minority students who feel pressure to represent their group.
  3. it primarily targets explicit, conscious beliefs and may not alter implicit, automatic associations. (correct answer)
  4. it violates the principle of decategorization by emphasizing and reinforcing group differences.
Explanation: The correct answer is C. This question addresses the distinction between explicit and implicit prejudice. Educational approaches are very effective at changing what people consciously believe and report (their explicit attitudes). However, implicit attitudes—the automatic, gut-level associations a person holds—are often resistant to purely informational or logical persuasion. Changing these requires different techniques, such as counter-conditioning or intergroup contact. Therefore, a purely educational approach might leave implicit biases largely untouched. A is a valid point related to the contact hypothesis, but the question asks why an educational approach itself has limits. The distinction between explicit and implicit cognition is a more direct answer. B is a possible side effect but not the core reason for the limited effectiveness on attitude change. D describes a potential conflict with a different prejudice-reduction model (decategorization), but many multicultural approaches intentionally highlight group differences in a positive way. The key limitation is the implicit/explicit divide.

Question 19

A university implements a mandatory online training module for all staff that explains the concept of implicit bias and provides statistics on its negative impact in the workplace. A follow-up survey six months later shows no significant change in biased behaviors or attitudes among staff. Which statement best accounts for the ineffectiveness of this intervention?

  1. Implicit biases are unconscious and therefore cannot be influenced by conscious educational interventions.
  2. The intervention failed because it did not also include direct, positive contact with members of minority groups.
  3. The training likely produced psychological reactance, causing staff to reject the information and strengthen their biases.
  4. Knowledge of bias is insufficient; reducing its behavioral impact requires motivation and the practice of specific control strategies. (correct answer)
Explanation: The correct answer is D. Modern research on prejudice reduction indicates that simply making people aware of their implicit biases is not enough to change behavior. Reducing the influence of these automatic biases requires individuals to be motivated to be non-prejudiced and to learn and practice specific strategies, such as considering counter-stereotypical examples, slowing down decision-making, and focusing on individual characteristics. The described intervention lacked this crucial component. A is too absolute; while difficult to change, implicit biases can be influenced by various interventions over time. B is incorrect because while intergroup contact is one effective strategy, its absence doesn't fully explain why an educational strategy itself failed. The core flaw is in the educational strategy's design (awareness vs. action). C, psychological reactance, is a possible reaction for some individuals, but it is not the most fundamental or universal explanation for why awareness-only interventions fail.

Question 20

In a town with a declining manufacturing industry, resentment and hostility toward a new immigrant group have risen. Public discourse often frames the issue as the immigrants taking the few available jobs from native-born citizens. This rise in prejudice is best explained by:

  1. social identity theory, as residents devalue the immigrant outgroup to bolster their own group's self-esteem during a period of economic threat.
  2. scapegoat theory, as residents displace their general economic frustrations onto a vulnerable and convenient target.
  3. realistic conflict theory, as the groups are perceived to be in direct competition for a limited, tangible resource. (correct answer)
  4. the outgroup homogeneity effect, as residents have begun to perceive all immigrants as being identical threats to their employment.
Explanation: The correct answer is C. Realistic conflict theory specifically posits that intergroup hostility arises from competition between groups for scarce resources. In this scenario, the resource is jobs, and the perception of a zero-sum competition is the direct driver of the prejudice described. A, social identity theory, is related but focuses on the psychological need for self-esteem as the motivation for prejudice. While this may be happening, the prompt's emphasis on competition for jobs points more directly to realistic conflict. B, scapegoat theory, is also similar, but it emphasizes the displacement of frustration that may be vague or undirected. Realistic conflict theory is more specific about the source of the conflict being a tangible resource competition. D, the outgroup homogeneity effect, is a cognitive bias that might accompany this prejudice, but it describes the perception of the outgroup, not the root cause of the conflict.