What Is The Stereotype Content Model? The Stereotype Content Model In A Nutshell

The stereotype content model was first proposed by social psychologist Susan Fiske together with colleagues Jun Xu, Peter Glick, and Amy Cuddy in 2002. The stereotype content model (SCM) describes the way an individual stereotypes members of a group they do not identify with.

Aspect	Explanation
Concept Overview	– The Stereotype Content Model (SCM) is a psychological theory developed by Susan Fiske and her colleagues that seeks to understand and explain how people perceive and categorize individuals and groups based on two fundamental dimensions: warmth and competence. The model posits that these dimensions are central to the formation of stereotypes and judgments about others. Warmth refers to the intentions of a person or group, while competence pertains to their ability to enact those intentions. The SCM is a powerful tool for analyzing social perceptions and prejudices.
Key Dimensions	– The SCM is based on two primary dimensions: 1. Warmth (W): This dimension assesses whether a person or group is perceived as friendly, well-intentioned, and cooperative, or as hostile, unfriendly, and competitive. 2. Competence (C): Competence evaluates whether an individual or group is seen as capable, skilled, and effective or as incapable, unskilled, and ineffective. These two dimensions create a matrix that defines four social perception categories: – High Warmth, High Competence: Groups or individuals in this category are often admired and respected. – High Warmth, Low Competence: These groups are often seen as well-intentioned but not very capable. – Low Warmth, High Competence: This category includes groups or individuals viewed as competent but not particularly friendly or trustworthy. – Low Warmth, Low Competence: Groups or individuals in this category are often subject to contempt and prejudice.
Applications	– The Stereotype Content Model is applied in various fields: 1. Social Psychology: It is used to study the formation and dynamics of stereotypes, prejudice, and discrimination. 2. Diversity and Inclusion: Organizations apply the model to understand biases and promote diversity and inclusion. 3. Conflict Resolution: The SCM helps analyze and mitigate intergroup conflicts. 4. Cross-Cultural Studies: It provides insights into how stereotypes vary across cultures. 5. Political Psychology: It is used to study perceptions of political leaders and groups.
Impact on Society	– The SCM is globally significant as it sheds light on the factors that influence social perceptions and attitudes toward different groups. By understanding how stereotypes are formed and reinforced, society can work towards reducing prejudice, discrimination, and social inequalities. The model’s insights are relevant to addressing issues related to diversity, inclusion, and social harmony in a global context.
Challenges	– The Stereotype Content Model faces challenges related to the complexity of human perception and biases. People’s judgments can be influenced by a range of factors, including cultural context, personal experiences, and media portrayal. While the SCM provides a valuable framework, it does not capture all nuances of social perception and can oversimplify complex interpersonal dynamics. Researchers and practitioners need to consider these challenges when applying the model.

Table of Contents

Understanding the stereotype content model

The model is based on an evolutionary predisposition for people to stereotype strangers in a new group in two different ways:

The individual first assesses the perceived intent of the group to either help them or harm them. This is measured by the metric warmth.
Then, the individual judges the capacity of the group to act on either intention. This is measured by the metric competence.

Depending on how warmth and competence are categorized, the individual will feel a particular way about a group and act accordingly.

These actions are the basis of stereotyping, with subsequent research into the model finding it to be a reliable predictor of stereotypical content and its associated behavior.

Studies on warmth and competence in social psychology have also been utilized in fields such as advertising, international relations, persuasion, policy formation, and corporate management.

The four quadrants of the stereotype content model

To further develop their model, Cuddy, Fiske, and Glick developed a table to show the different interactions between warmth and competence.

The table displays four quadrants, with each based on a causal model of stereotype development.

Primarily, the table was created to show that some stereotypes were positive or contained mixed attributes.

For example, some people stereotype the elderly as warm but not competent, while others may consider Asian people to be competent but not warm.

The table has two spectrums:

Active/passive spectrum

Active behaviors are intentionally directed at the group, while passive behaviors affect the group but do not require noticeable effort.

Harm/facilitation spectrum

The second spectrum is included to differentiate between the out-group an individual (or in-group) is in a position to either assist or harm.

In addition, each stereotype group quadrant is assigned two behavioral tendencies.

This means common cultural stereotypes determine whether a social group will be on the receiving end of cooperative or harmful behavior, with both received either actively or passively.

Let’s now take a look at each of the four quadrants:

High warmth/high competence

These groups are admired with active facilitation and constitute in-groups, or groups to which the observer personally belongs.

Middle class, white, and heterosexual groups fall under this quadrant.

High warmth/low competence

These groups are pitied with passive facilitation. In many Western societies, this treatment is usually directed toward the elderly and disabled.

While these groups are pitied from a moral standpoint, they are nonetheless isolated from society.

For example, elderly people receive passive harm when they are isolated in a care facility.

But they may also receive active facilitation through community service or elderly charities.

Low warmth/high competence

These groups are envied with passive harm because they are generally perceived to lack warmth and possess high competency.

In the United States, out-groups include Asian Americans, wealthy Americans, and the Jewish community.

Low warmth/low competence

These groups are treated with contempt through active harm, such as the homeless or unemployed.

Perhaps unsurprisingly, they are treated with the most hostility of any group.

Key takeaways

The stereotype content model describes the way an individual stereotypes members of a group they do not identify with. It was developed by social psychologist Susan Fiske and colleagues Jun Xu, Peter Glick, and Amy Cuddy in 2002.
The stereotype content model measures two dimensions that describe the way an individual will feel (and subsequently act) when encountering a stranger or group. The first dimension is warmth, or the extent to which the individual believes a group can harm them or help them. The second is competence, or the extent to which the group can carry out either intention.
The two dimensions of the stereotype content model were later displayed in a table with four quadrants. Each quadrant describes a different stereotype out-group, with each categorized according to whether they will be on the receiving end of harmful or cooperative behavior.

Key Highlights

Origin and Purpose: The Stereotype Content Model (SCM) was introduced by social psychologist Susan Fiske and her colleagues in 2002. It aims to explain how individuals stereotype members of groups they do not identify with.
Two Dimensions of Stereotyping: The SCM proposes that people stereotype strangers based on two main dimensions: warmth and competence.
- Warmth: This dimension reflects the perceived intent of a group to either harm or help the observer. It measures whether the group is seen as friendly, trustworthy, and cooperative, or as cold, unfriendly, and competitive.
- Competence: This dimension assesses the perceived capability of the group to carry out their intentions, whether they have the necessary skills and resources. It ranges from high competence (capable) to low competence (incompetent).
Four Quadrants of Stereotype Content Model:
- High Warmth/High Competence: Groups in this quadrant are admired and receive active facilitation. They are often in-groups to which the observer belongs. Examples include middle-class individuals, white people, and heterosexuals.
- High Warmth/Low Competence: These groups are pitied and receive passive facilitation. Examples are the elderly and disabled. While pitied, they might also experience isolation and passive harm.
- Low Warmth/High Competence: These groups are envied but receive passive harm. They are seen as competent but lacking warmth. Examples include Asian Americans and wealthy individuals.
- Low Warmth/Low Competence: Groups in this quadrant are treated with contempt and receive active harm. Homeless and unemployed individuals are often subjected to hostility.
Behavioral Tendencies: Each quadrant is associated with specific behavioral tendencies. The SCM suggests that common cultural stereotypes determine whether a social group will experience cooperative or harmful behavior, either actively or passively.
Applications: The SCM’s concepts of warmth and competence have been applied beyond social psychology to fields such as advertising, international relations, persuasion, policy formation, and corporate management. Understanding how people perceive different groups’ intentions and capabilities can help shape strategies in these areas.

Related Framework	Description	When to Apply
Social Identity Theory	Social Identity Theory proposes that individuals’ self-concept and behavior are influenced by their membership in social groups. Similar to the Stereotype Content Model, Social Identity Theory examines how group membership shapes attitudes, perceptions, and behavior. Social Identity Theory emphasizes the importance of social categorization, social comparison, and social identity processes in understanding intergroup relations and prejudice. By exploring the role of social identity in shaping intergroup dynamics, Social Identity Theory provides insights into the formation and maintenance of stereotypes and prejudice.	When studying intergroup relations, prejudice, or discrimination, applying Social Identity Theory to explore how group membership influences attitudes, perceptions, and behavior, thus gaining insights into the social psychological processes underlying stereotypes and prejudice.
Implicit Bias	Implicit Bias refers to unconscious attitudes or stereotypes that affect our understanding, actions, and decisions. Like the Stereotype Content Model, Implicit Bias theory examines the automatic and unintentional activation of stereotypes and biases. Implicit Bias theory suggests that individuals may hold biases or stereotypes without conscious awareness, influencing their perceptions and behaviors toward others. By uncovering implicit biases, researchers can identify and address implicit prejudices that may contribute to social inequalities and discrimination.	When investigating bias, discrimination, or disparities, using Implicit Bias theory to explore unconscious attitudes and stereotypes that may influence perceptions and behaviors, thus raising awareness of implicit biases and their potential impact on social interactions and decision-making processes.
Contact Hypothesis	The Contact Hypothesis proposes that intergroup contact under appropriate conditions can reduce prejudice and improve intergroup relations. Similar to the Stereotype Content Model, the Contact Hypothesis examines the role of intergroup contact in shaping attitudes and perceptions toward outgroups. The Contact Hypothesis emphasizes the importance of positive, cooperative interactions between members of different groups in reducing prejudice and fostering mutual understanding. By facilitating meaningful contact between groups, the Contact Hypothesis can help challenge stereotypes and promote social cohesion.	When designing interventions or programs to reduce prejudice and improve intergroup relations, applying the Contact Hypothesis to promote positive, meaningful interactions between members of different social groups, thus fostering mutual understanding, empathy, and cooperation, and reducing stereotypes and prejudice.
Intersectionality Theory	Intersectionality Theory explores how intersecting social identities (e.g., race, gender, class) shape individuals’ experiences and opportunities. Like the Stereotype Content Model, Intersectionality Theory examines the complexity of social categorization and its implications for inequality. Intersectionality Theory highlights the interconnected nature of social identities and emphasizes the need to consider multiple dimensions of identity when analyzing prejudice and discrimination. By recognizing intersecting forms of privilege and oppression, Intersectionality Theory provides a framework for understanding the nuanced dynamics of stereotypes and prejudice.	When examining the impact of social identities on individuals’ experiences and opportunities, employing Intersectionality Theory to analyze how intersecting dimensions of identity (e.g., race, gender, class) shape perceptions, attitudes, and opportunities, thus gaining insights into the intersecting forms of privilege and oppression that contribute to stereotypes and prejudice in diverse contexts.
Social Dominance Theory	Social Dominance Theory posits that society is structured by group-based social hierarchies, leading to the dominance of certain groups over others. Similar to the Stereotype Content Model, Social Dominance Theory examines the role of social hierarchy in shaping attitudes and behaviors toward different social groups. Social Dominance Theory emphasizes the perpetuation of social inequalities and the maintenance of group-based dominance through stereotypes, prejudice, and discrimination. By exploring the social psychological mechanisms underlying social hierarchy, Social Dominance Theory sheds light on the roots of stereotypes and intergroup bias.	When analyzing social inequalities, discrimination, or prejudice, using Social Dominance Theory to examine how group-based social hierarchies perpetuate stereotypes, prejudice, and discrimination, thus gaining insights into the social psychological processes underlying intergroup bias and the maintenance of social inequality.
Social Cognitive Theory	Social Cognitive Theory (SCT) explores how individuals learn and develop through social interactions, observation, and modeling. Like the Stereotype Content Model, SCT examines the cognitive processes involved in acquiring and applying stereotypes and beliefs about others. Social Cognitive Theory emphasizes the role of observational learning, social modeling, and cognitive processes in shaping attitudes, perceptions, and behavior toward different social groups. By understanding the mechanisms of social learning, Social Cognitive Theory provides insights into the transmission and reinforcement of stereotypes and prejudice.	When studying social learning, attitude formation, or behavior change, employing Social Cognitive Theory to investigate how individuals acquire, interpret, and apply stereotypes and beliefs about others through social interactions and modeling, thus gaining insights into the cognitive processes underlying stereotype formation and maintenance.
Ingroup Bias	Ingroup Bias refers to the tendency to favor and show preference for members of one’s own group over members of outgroups. Similar to the Stereotype Content Model, Ingroup Bias theory examines the favoritism and positive attitudes toward one’s ingroup compared to outgroups. Ingroup Bias theory suggests that individuals may display bias in favor of their ingroup due to social identity processes and intergroup dynamics. By exploring ingroup bias, researchers can uncover the cognitive and affective processes underlying group favoritism and intergroup relations.	When investigating intergroup dynamics, social identity processes, or prejudice, using Ingroup Bias theory to examine the tendency to favor and show preference for one’s ingroup over outgroups, thus gaining insights into the cognitive and affective mechanisms underlying intergroup bias and favoritism.
Realistic Conflict Theory	Realistic Conflict Theory posits that intergroup conflict arises from competition over scarce resources, leading to negative attitudes and hostility between groups. Like the Stereotype Content Model, Realistic Conflict Theory examines the role of intergroup competition and conflict in shaping stereotypes and intergroup relations. Realistic Conflict Theory emphasizes the influence of economic, political, and social factors in exacerbating intergroup tensions and fostering stereotypes and prejudice. By understanding the root causes of intergroup conflict, Realistic Conflict Theory provides insights into strategies for reducing prejudice and promoting cooperation between groups.	When analyzing intergroup relations, prejudice, or conflict, applying Realistic Conflict Theory to examine how competition over resources and perceived threats contribute to intergroup tensions and stereotypes, thus gaining insights into the underlying factors driving intergroup conflict and hostility, and identifying strategies for promoting cooperation and reducing prejudice between groups.
Social Identity Development	Social Identity Development theories explore how individuals’ sense of self and group identity evolves over time through socialization and group membership. Similar to the Stereotype Content Model, Social Identity Development theories examine the formation and consolidation of social identities and group affiliations. Social Identity Development theories emphasize the role of socialization, identification, and group membership in shaping attitudes, beliefs, and behaviors toward different social groups. By understanding the process of identity formation, Social Identity Development theories provide insights into the acquisition and internalization of stereotypes and prejudice.	When studying identity formation, socialization processes, or intergroup relations, using Social Identity Development theories to explore how individuals’ sense of self and group identity evolves over time, thus gaining insights into the formation and internalization of stereotypes, attitudes, and behaviors toward different social groups across the lifespan.
Self-Categorization Theory	Self-Categorization Theory posits that individuals categorize themselves and others into social groups based on shared characteristics, leading to the formation of social identities and group memberships. Like the Stereotype Content Model, Self-Categorization Theory examines the role of social categorization in shaping perceptions and attitudes toward different social groups. Self-Categorization Theory emphasizes the cognitive processes involved in self-conceptualization and group identification, influencing individuals’ attitudes and behaviors toward ingroups and outgroups. By understanding self-categorization processes, Self-Categorization Theory provides insights into the formation and maintenance of stereotypes and intergroup bias.	When exploring group processes, identity formation, or intergroup relations, applying Self-Categorization Theory to examine how individuals categorize themselves and others into social groups, thus shaping attitudes, perceptions, and behaviors toward ingroups and outgroups, and gaining insights into the cognitive processes underlying social identity and intergroup bias.