The Luck of the Draw: How Attributions for Poverty Shape Support for Economic Inequality
Despite growing economic inequality the American population remains relatively un-motivatedto tackle this issue–why? In six studies (n = 34,198), I aimed to answer this question byexploring the link between both dispositional and situational attributions for poverty andsupport for economic inequality. In Study 1 I used cross-national data from 34 countriesto examine the relationship between attributions for poverty and support for economic inequality.I found that people demonstrated less support for economic inequality in countrieswhere the majority of respondents provided situational (as opposed to dispositional) attributionsfor poverty. In Study 2a I had participants complete an immersive online povertysimulation or play Monopoly. I found that relative to Monopoly, the poverty simulationled to an increase in situational attributions for poverty and turn diminished support foreconomic inequality and increased support for redistribution. In Study 2b I conducted ahigh-powered pre-registered replication and extension of these results. In Study 3a, I presentedparticipants with evidence counter to the stereotype that the poor are lazy by havingthem interact with a low-status (versus average-status) status confederate. I found that thecross-status interaction led to a decrease in dispositional attributions for poverty which inturn decreased support for economic inequality. In Study 3b I conducted a high-poweredpre-registered replication which strengthened the design of the previous study and largelyreplicated these results. Lastly, in Study 4, in order to determine the specificity of relationshipbetween causal attributions and support for economic inequality I conducted a fieldquasi-experiment in undergraduates enrolled in various introductory psychology classes. Icompared attributions for poverty and support for economic inequality over the course of asemester in students who were taking a class that explicitly highlights the situational causesof behaviour versus a series of classes without this explicit framing. I found that taking acourse centred around demonstrating the impact situational factors have in influencing behaviourdid not shift support for economic inequality relative to students in various controlclasses. Overall, this dissertation presents the first experiments showing how attributions forpoverty can shape broader economic attitudes, such as support for economic inequality andhow various simple and low-cost interventions can be leveraged to promote greater socialequality.