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As stereotypes can be harmful or disadvantageous to some groups, they can benefit other groups, races, cultures as well. As a particular group is affected by a stereotype negatively or is disadvantaged the reciprocal tends to happen to the other group. Stereotypes can, in fact, work in some people's favor, especially for members of the dominant group. This can be best understood through the conflict theorist perspective. For example, a ivy league school graduate probably benefits from some of the stereotypes associated with the name, even if the person is not even aware of benefiting in this way. In this way. They can produce prejudice against one group and prejudice in favor of another. Another example would be the stereotype that all Asians are smart. This tends to benefit the Asian and the Asian American community in America. According to Census data it shows that Americans of Asian heritage earn more than other groups, including whites. Asian-Americans also have higher educational attainment than any other group. The Asian or the Asian American community in America tends to benefit in the stereotype that they have better employment opportunity as these group is thought to be very intelligent.
In addition, stereotypes help us as individuals to organize our social experiences as it helps us to more meaningfully categorize and classify events, situations, and people in ways in which we can best remember them, identify with them and relate to them (Ivancevich, Konopaske, & Matteson, 2011). Moreover, Stereotyping can be helpful to individuals approaching new cultures, because it provides them with a refrained and restrained state of mind that potentially cautions and saves them from making social and cultural error or mistake. A study done by a professor of psychology, Richard Nisbett cites a study that followed Chinese-American children and white children into adulthood. Although the two groups started out with the same scores on I.Q. tests, but in the end 55 percent of the Asian-Americans entered high-status occupations, compared with one-third of the whites. To succeed as a manager, whites needed an I.Q. of 100, while Chinese-Americans needed an I.Q. of only 93.(Nisbett, 1)