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Bibliographic record
Abstract
Psychological and sociological approaches to theorizing prejudice have developed largely in isolation from each other. This paper aims to reconcile the two disciplines and generate new avenues for the empirical study of sexual prejudice. I adopt a post-structuralist analytical position which critiques the epistemological of both disciplines, in order to find useful and fruitful applications for future research. This critical literature review encompasses social psychological theorising regarding prejudice, tracing the development of the discipline from its early postwar beginnings to contemporary theories of prejudice. Key theorists of prejudice in sociology are then examined and critiqued, including Black feminist scholars, and the paper demonstrates how theorising about racial and gendered prejudice came to shape conceptualizations of sexual prejudice.I find that key authors from psychology and sociology made early contributions to the development of each discipline's understandings of prejudice with a critical point of departure after c.1955, around the time of the cognitive revolution, and the adoption of the quantitative science of psychology to social phenomenon. From then, an epistemological hierarchy was constructed as objectivism in psychology became mainstream, and sociology's philosophical underpinnings diverged from objectivism. I draw on the historical and contemporary theorising about prejudice from both disciplines to adopt an intersectional approach which accounts for racial, gendered, and sexual prejudice, which is provides a valuable framework for theorizing prejudice against sexual minorities.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.003 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".