A SOCIOLINGUISTIC ANALYSIS OF STEREOTYPE

IN MULTICULTURAL SOCIETY AS REPRESENTED

IN THE EXPRESS MOVIE

A THESIS

Presented as Fulfillment of Requirements for the Attainment of a Sarjana

Sastra Degree in English Literature

By:
Indah Nurina Utami
13211141005

ENGLISH LITERATURE STUDY PROGRAM

ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
YOGYAKARTA STATE UNIVERSITY
2017
ii
iii
iv
 Mottos
Instead of just sitting around and looking down on tomorrow

You gotta let your feet off the ground

The time is now

(“Waiting Outside the Line” by Greyson Chance)

Be patient

The first step is the hardest

I know you can make it

Go ahead and take it

(“Waiting Outside the Line” by Greyson Chance)

~Man Jadda Wajada~

v
 DEDICATIONS

This thesis is to the utmost dedicated to:

Ma mére et mon pére

(My mother and my father)

and

My dreams

vi
 ACKNOWEDGEMENTS

All praises to Allah SWT for blessing bestowed upon the researcher, for a
chance and strength given, so that she could finish this thesis in the right time.
This thesis is conducted by assistance and encouraging of many parties; without
their supports, the thesis would never be accomplished. Therefore, the researcher
would like to express sincere gratitude to:
1. Prof. Dr. Margana, M.Hum., M.A., as her supervisor, for his guidance all
the time during the process of thesis writing and giving time to read,
criticize, and advise the researcher;
2. her lecturers in English Education Department who have taught her for
almost four years, thanks for the precious knowledge;
3. her beloved parents, for supporting her all the time, for doing the best, for
mentioning her in every single prayer and for raising her as well;
4. her dearest friends, Geng Wolu, and the member of Estehanget; thanks for
always be there, thanks for the moment and memories of youth by which
the existence assists the researcher to eliminate pain and trouble. They
mean more than gold;
5. her friends, who always accompanying her all the time, for laughing and
crying together and sharing her best or bad stories: Ute, Rani, Cindy, Ruhil,
Septi, Desi, Wulan, and many friends in English Literature and Linguistics
class; and
6. to each party who has given contribution and help the researcher that
cannot be mentioned one after another.
Finally, the researcher hopes that this thesis would provide contribution in
English Department as a reference for study. The researcher realizes that this
thesis is far from perfection. Therefore, the researcher does apologize for the
mistakes and errors within the thesis.
Yogyakarta, July 2017

Indah Nurina Utami

vii
 TABLE OF CONTENTS

COVER ............................................................................................................ i
APPROVAL SHEET ....................................................................................... ii
RATIFICATION SHEET ................................................................................ iii
SURAT PERNYATAAN .................................................................................... iv
MOTTOS ......................................................................................................... v
DEDICATIONS ............................................................................................... vi
ACKNOWLEDGEMENTS ............................................................................. vii
TABLE OF CONTENTS ................................................................................. viii
LIST OF FIGURES AND TABLES ............................................................... x
ABSTRACT ..................................................................................................... xi

CHAPTER I INTRODUCTION ...................................................................... 1

A. Background of the Study...................................................................... 1
B. Research Focus..................................................................................... 4
C. Objectives of the Study ........................................................................ 6
D. Significance of the Study ..................................................................... 7

CHAPTER II LITERATURE REVIEW AND CONCEPTUAL

FRAMEWORK ................................................................................................ 8
A. Literature Review ................................................................................. 8
1. Sociolinguistics................................................................................ 8
2. Language and Culture ...................................................................... 9
3. Race and Racism in the USA .......................................................... 11
4. Stereotype ........................................................................................ 14
a. Afro-American ......................................................................... 16
b. White American ....................................................................... 17
c. Linguistic Features Representing Stereotype ........................... 18
1) DAVs ................................................................................. 20
2) IAVs .................................................................................. 20
3) SVs .................................................................................... 21
4) ADJs .................................................................................. 21
5) NCs .................................................................................... 22
d. Factors Initiating Stereotype .................................................... 22
1) As a Way of Simplifying the Demand of the Perceiver .... 23
2) Different Social Roles ....................................................... 24
3) Group Conflict ................................................................... 24
4) Different Power ................................................................. 25
5) Response to a Need of Social Identity............................... 26
e. Functions of Stereotype ............................................................ 27
1) Promote Loyalty of the Dominant Group .......................... 27
2) Rationalization or Excuse Discriminatory Behaviour ........ 27
3) Reduce Mental Effort ......................................................... 28
4) Prove the Inferiority of the Sub-Group .............................. 28
5. The Express .................................................................................. 29

viii
 a. The Production and the Summary of The Express ................. 29
b. The Setting of The Express .................................................... 30
6. Previous Studies ............................................................................ 31
B. Conceptual Framework ........................................................................ 32

CHAPTER III RESEARCH METHODS ........................................................ 35

A. Type of the Research ............................................................................ 35
B. Form, Context, and Source of Data ...................................................... 36
C. Research Instruments ........................................................................... 37
D. Data Collection Techniques ................................................................. 39
E. Data Analysis Techniques .................................................................... 40
F. Data Trustworthiness ........................................................................... 41

CHAPTER IV FINDINGS AND DISCUSSION ............................................ 43

A. Findings ................................................................................................ 43
B. Discussion ............................................................................................ 51
1. Linguistic Features Representing Stereotype in The Express ......... 51
a. DAVs .......................................................................................... 51
b. IAVs ............................................................................................ 54
c. SVs .............................................................................................. 57
d. ADJs............................................................................................ 59
e. NCs ............................................................................................. 61
2. Factors Initiating Stereotype in The Express ................................... 64
a. As a Way of Simplifying the Demand of the Perceiver ............ 64
b. Different Social Roles ............................................................... 66
c. Group Conflict ........................................................................... 69
d. Different Power ......................................................................... 72
e. Response to a Need of Social Identity ....................................... 75
3. Functions of Stereotype in The Express .......................................... 78
a. Promote Loyalty of the Dominant Group .................................. 79
b. Rationalization or Excuse Discriminatory Behaviour ............... 81
c. Reduce Mental Effort ................................................................ 84
d. Prove the Inferiority of the Sub-Group ..................................... 87

CHAPTER V CONCLUSIONS AND SUGGESTIONS ................................. 91

A. Conclusions .......................................................................................... 91
B. Suggestions .......................................................................................... 92

REFERENCES................................................................................................. 94
APPENDIX ...................................................................................................... 97

ix
 LIST OF FIGURES AND TABLES

Figures
Figure 1. Analytical Construct
Figure 2. Linguistic Features Reflecting Stereotype Found in The Express
Movie
Figure 3. Factors Initiating Stereotype Found in The Express Movie
Figure 4. Functions of Stereotype Revealed in The Express Movie

Tables
Table 1. Data Sheet of Linguistic Features Reflecting Stereotype, Factors
Initiating Stereotype, and Functions of Stereotype in The
Express Movie
Table 2. The Data Findings of Linguistic Features Reflecting Stereotype
Found in The Express Movie
Table 3. Data finding of Factors Initiating Stereotype in The Express
Movie
Table 4. The Frequency of Functions of Stereotype Revealed in The
Express Movie

x
 A Sociolinguistic Analysis of Stereotype in Multicultural Society as
Represented in The Express Movie

By: Indah Nurina Utami

NIM 13211141005

ABSTRACT

This research is aimed at investigating the stereotype phenomena in

multicultural society as represented in The Express movie. The objectives of this
research are (1) to identify the linguistic features of stereotype as reflected by the
characters in The Express movie, (2) to explain the factors initiating stereotype,
and (3) to examine the functions of stereotype expressed by the characters in The
Express movie.
This research used descriptive qualitative method providing the
description of social phenomenon seen from the language use. The data were
taken from the selected utterances spoken by the characters that were reflecting
stereotypes extracted from the transcript of The Express movie. In order to check
the data trustworthiness, triangulation method was preserved in this research.
The results of the research show that five linguistic features reflecting
stereotype uttered by the characters are employed in The Express movie:
descriptive action verbs (DAVs), interpretive action verbs (IAVs), state verbs
(SVs), adjectives (ADJs), and noun categories (NCs). NCs become the most
dominant feature employed to assign a certain group. It frequently occurs toward
out-group category. Then, five factors initiating stereotype are revealed, i.e. as a
way to simplify the demand of the perceiver, different social roles, group conflict,
different power, and as a response for a need of social identity. It is found that
different power dominates the factors initiating stereotype. The functions of
stereotype appear as promoting the loyalty and consensus of the dominant group,
rationalization or excusing the discriminatory behaviour, reducing mental effort,
and proving the inferiority of the sub-group. Promoting the loyalty and consensus
of dominant group becomes the major function of stereotype since solidarity
within a group is really necessary to maintain the existence of the group. The
results indicate that stereotype phenomena in The Express movie are
predominantly addressed to the out-group membership.

Keywords: sociolinguistics, stereotype, The Express.

xi
 CHAPTER I

INTRODUCTION

A. Background of the Study

In a society, interaction and socialization play an essential part that must

be accomplished in order to cohesively serve social needs. It relies on the nature

of human as a social creature and its dependability towards one another. An

interaction is begun on each individual and extended into inter-group interaction.

Socialization enables individual intercommunicating across different groups and

cultures. Therefore, people are categorized as the same culture if they similarly

have cultural representation.

According to Georgia (2014), culture is a multifarious structure of cultural

representation in association with diverse themes. In addition, she states that those

themes might concern with; orientation in space and time, values and principles,

perceptions of role relationship, behavioural rituals, various norms and

conventions of communication and institutions. Basically, culture as a human

being creation gives a representation of the way of life that is inherited through

the generations continuously.

Living in a multicultural society requires people in understanding others’

background since its various cultures have their own characteristics and cannot be

equalized one and another. Appreciation and good social interaction toward one

another becomes an important key in shaping harmonized social community. Each

different culture has a big contribution to shape an identity of the country.

Nevertheless, sensitive issues related to culture diversity may frequently appear.

1
 2

Social conflicts can be a serious problem if it is not precisely solved. Conflicts

and other problems may be emerging whether they are trivial or crucial, especially

a problem that involves ethnicity and racial issues.

In a multicultural society, the minor community may be stereotyped and

later get discrimination by the major one. Multiculturalism is related to the

expression of stronger stereotypes about an ethnic which does not belong to the

major group also known as out-group (Ryan et al., 2007). An out-group can be

identified as social community in which people do not identify those groups.

Whereas an in-group is a social classification in which people can identify their

group memberships strongly. Additionally, Giles and Giles (in Kurylo, 2012) state

that segregation between in-out group can be seen from how they characterize

their identities communicatively by the particular languages, style in conversation,

etc. Thus, language and communicative elements turn out to be a very important

tool in creating us and them which then engendering stereotypes among us and

them simultaneously.

Stereotype is a belief about someone or a group looks like. According to

Smith (1980), the most common stereotype occurred in inter-group conflict is the

negative stereotype although stereotype may be positive or negative. It emerges

since the members of a dominant group define negative attributes or characters to

member of other groups (minority). The existence of stereotype leads to the acts

suppressing the minority as for instance group differentiation. One of the group

differentiations is racial discrimination between black and white. Racial

discrimination has been a history since centuries ago. This racial discrimination
 3

aimed to slavery in some countries back then, for example in the United States.

Disparities have been setting up among black and white. Those disparities can be

found in public facilities, education, transportation, administration, and any others

in every single aspect of daily life. Those phenomena can occur since there is

dissimilarity among the group where a group of race is claimed as a higher one

than the others. Thus, a study in regard to the stereotype phenomena in a society

can be analysed using sociolinguistic approach.

Sociolinguistics is a study of language related to the phenomenon in

society. It tends to explore the language use in society concerning its function as

communication system within social community considering the social situation.

In addition, sociolinguistics also deals with the study of intercultural

communication. This research explores phenomenon occurred in a multicultural

society wherein interaction among different cultures called intercultural

communication is being conducted. Through intercultural communication in a

multicultural society, it can be seen some cases dealing with language use.

Language as a part of culture is a fundamental concept that cannot be separated

from society. Language is a system of communication sharing values, beliefs, and

knowledge of a community as a reflection of its original culture. Behaviour of

each society can be seen from the language use to represent its cultural

background. The phenomena of stereotype according to the language use and its

social context are portrayed in The Express movie.

The researcher chooses The Express movie as the object of study for it

provides some illustration about social phenomena in a multicultural society,

 4

especially stereotypes that lead to discrimination among the African and

American in the U.S society. Since the movie sets around 1940’s, the existence of

African-American stereotype became the major issues in society and further it had

spread to other aspects in daily life including athletics. Therefore, a struggle

represented throughout athletic domain in the movie was aimed to acquire

equality and eliminate segregation among races. In addition, the researcher prefers

to select the movie because the movie is adopted from a true story experienced by

Ernie Davis. He was an African-American football athlete struggling to win

Heisman trophy over discrimination and racism in the late of 1940's.

B. Research Focus

The Express is a 2008 movie portraying American society in 1940s. Since

American’s cultural background consists of immigrant from around the world, the

multicultural society is shaped. The commonest conflict found is stereotype.

Social typing or stereotyping towards other groups cannot be eluded. This

condition has made some conflicts among gender, culture, race, and ethnicity.

Stereotype of a group leads to racial discrimination as presented in The Express

movie, especially to African-American society. African-American society has its

long history of racial stereotypes since centuries ago. The movie represents an

African-American man who is struggling in sports though there are so many

obstacles come to him. A discrimination issue is surround him, however he fights

to be the winner in the sport he interested in.

In accordance with the background of the study, the phenomenon of

stereotype in a multicultural society can be analysed using sociolinguistics

 5

theories since it deals with the language use related to people’s behaviour in

stereotyping. Sociolinguistics studies the language use and its context. Firstly, the

researcher proposes the linguistic features suggested by Semin and Fiedler, and

Coenan et al. (2006) that are reflecting behaviours in the society. There are

descriptive action verbs (DAVs), interpretive action verb (IAVs), state verbs

(SVs), adjectives (ADJs), and noun categories (NCs). Since the study is under

sociolinguistics approach, the researcher also investigates the social situation

involved by finding the factors that determine the occurrence of stereotype in the

movie. Lastly, the researcher reveals the function of stereotype employing the

theory suggested by Smith.

As it is depicted in The Express movie, some conflicts may be emerging in

a multifarious society. The researcher proposes some limitations of the study.

First, problems that arise in society as an outcome of communication across

culture appear in the form of social discrimination such as stereotype and

prejudice. Therefore, throughout the movie, the researcher selects some characters

that are both being stereotyped and discriminated whether they are black or white.

Secondly, in terms of conversation or dialogue, the researcher categorizes the

linguistic features on the language use that reflect stereotype. The utterances

spoken can be identified into five linguistic categories as proposed by Semin and

Fiedler, and also Coenen et al.; those are descriptive action verbs (DAVs),

interpretive action verbs (IAVs), state verbs (SVs), adjectives (ADJs), and noun

categories (NCs). Thirdly, the limitation of the study focuses on the situation

initiating the emergence of stereotype in association with the context of

 6

sociolinguistics. Finally, there must be some functions of stereotype. Despite

stereotype is a depiction of a certain group, stereotype functions as a kind of

system to restrain the society.

The researcher focuses on three problems due to the limitation of time and

knowledge. Firstly, the problem is concerned with linguistic features reflecting

stereotype as can be seen from the language use. Secondly, it deals with the

background and situation initiating the stereotype based on the context of

sociolinguistics. Finally, the problem is dealing with the functions of conducting

stereotype.

In reference to the limitation and focus of the study, the following research

problems are presented.

1. What are the linguistic features of the stereotype as reflected in the

characters of The Express movie?

2. What factors initiate the existence of stereotype found in The Express movie?

3. What are the functions of stereotype expressed by the characters in The

Express movie?

C. Objectives of the Study

With regard to the research problems, the objectives of this research are:

1. to identify the linguistic features of stereotype as reflected by the characters

in The Express movie,

2. to explain factors initiating stereotype found in The Express movie, and

3. to examine the functions of stereotype expressed by the characters in The

Express movie.
 7

D. Significance of the Study

This study focuses on the analysis of stereotype in African-American

society as reflected in The Express movie. The study is expected to provide some

benefits theoretically and practically. Theoretically, the results of the study are

likely to give additional references for other researchers who will conduct a

research in sociolinguistic field.

Practically, this study may be useful for the readers since it gives some

examples of stereotype phenomena seen from the language use that may still exist

in daily life. It can enrich the readers’ knowledge in understanding other culture

and race. Furthermore, the study may also give benefit for the student of English

Education Department. This research expectedly provides sources for

sociolinguistics study, thus, it is very beneficial for those who want to focus on

stereotypes within a multicultural society. Finally, the researcher hopefully gives a

contribution in sociolinguistics study.

 CHAPTER II

LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

This chapter provides literature review that is used in conducting the

research of stereotype in The Express movie. This chapter is classified into three

parts. Firstly, theoretical background consists of literary review about

sociolinguistics, language and culture, intercultural communication, racism,

stereotype, and The Express movie. Secondly, it discusses the previous studies

conducted the similar topic. Thirdly, it explains the conceptual framework

depicted into an analytical construct.

A. Literature Review

1. Sociolinguistics

Sociolinguistics was developed by Ferdinand De Saussure around 20th

century in which he had a notion that language is a part of social behaviour. This

is in reference with Hickey (2014) who proposes that the methodology to reveal

the social factors in language use had not been found until Saussurean

structuralism appeared. Moreover, he adds that the development of

sociolinguistics was tightly related to the action accomplished by British and

American linguists in 1960s. As an outcome, William Labov came by conclusions

about language variation and language change (2014).

Sociolinguistics is a study involving language use and society. Wardhaugh

(2006:13) argues that sociolinguistics is concerned with investigating the

relationship between language and society which goal is to get better

understanding of the structure of language and how languages function in

8
 9

communication. Therefore, the correlation between language and society has

become the concern of linguistic study and social situation. In addition, Chaika

(via Chandra, 2011) also comes to the conclusion that sociolinguistics is a study

on how people employ language when social interaction takes place.

Language plays important social purpose as a medium in conducting

linguistic communication. Language and society are correlated one another.

Language as a tool to express messages and feelings has a crucial role in society

as a system to interact and socialize with the community by which society

contributes in shaping individual behaviour. The language use of particular group

classifies the membership of its social group since it carries cultural background

of the group reflected by the language variation. Wardhaugh (in Georgiva, 2014)

mentions that there are various possibilities among language and society, i.e. (a)

social structure may influence linguistic structure or behaviour; (b) linguistic

structure or behaviour may determine or give influences toward social structure;

(c) there is no relationship between linguistic structure and social structure since

each of them are independent of the others; (d) language and society may

influence each other in which dialectical in nature is considered as the influence.

Therefore, sociolinguistics can be depicted as a linguistic study that relates

language variation or language change associated with social phenomenon.

2. Language and Culture

Language as a medium of communication is a vital aspect to share

information in social life. In a society that is formed by various cultures, the

interaction is possibly connected across the culture. It is very essential to

 10

emphasize that language and culture are related one another. Intercultural

communication invokes cultural involvement and the communication itself.

Culture is a human creation; it is created to make people’s life easier. Culture is

established by some elements such as “beliefs, values, attitudes, orientations, and

underlying assumption in society” (Samovar et al., 2010: 24). Culture also can be

described as transmitted patterns that share “symbols, meanings, premises, and

rules” (Philipsen in Samovar et al., Ibid). The communication conducted across

the culture is known as intercultural communication.

Intercultural communication occurs when a member of one group that has

certain culture conveys information and messages that are being a kind of

socialization toward another culture. In the same way, Samovar et al. define that

intercultural communication involves interaction between people whose cultural

perceptions and symbol systems are distinct enough to alter the communication

event (2010: 12). It can be simplified that intercultural communication includes

exchange among individuals that share different characteristics of each cultural

background. To deal with the social contact, each individual has to socialize in the

society by communication in order to attain a comprehension toward each other.

Communication itself is a process of engaging symbols in which people

are constructing shared meaning (Lustig and Koester in Wiviana, 2014). Those

symbols are in reference to word or object that becomes a representation of a

meaning while meaning can be defined as a person’s perspective or interpretation.

Wiviana further states that communication is interpretive in nature and people

must give important contributions in comprehending and organizing their daily

 11

experiences in the world. While communication process is taking place, there are

some aspects that probably evoke. Martin and Nakayama (2010) propose three

different perspectives in communication process. The first is the social science

perspective. It deals with element, pattern, and variable of communication.

Second is interpretive perspective that focuses on symbol and the nature of

communication. Last, the critical perspective emphasizes the social situation

determining when communication process is being committed. In regard to the

function of communication, Samovar et al. (2010: 15) propose four functions of

communication: (a) communication provides information about other people; (b)

communication supports fulfilling interpersonal needs; (c) communication

establishes personal identities; and (d) communication influences other.

In line with Martin and Nakayama (2010), when there is social contact

across different culture, cultural values must be presented to evaluate the cultural

groups. To sum up, language as a representation of a certain culture determines

the way individuals communicate within society as well as the communication

does affecting the culture realization.

3. Race and Racism in the USA

Conflicts among multicultural society are undeniable. There is a tendency

in which majority group suppresses the inferior ones. As an instance, racial

discrimination becomes one of the most crucial issues among multicultural society.

According to the Cambridge Dictionary, race is a group of people who have same

characteristics and also share the same history. Considering physical appearance

of a certain racial group, many American tend to focus on skin color which has
 12

determined a long historical background of American racial context. This is in

association with Wodak (2008: 176), who accentuates “on the one hand, it has

been used as a legitimating ideological tool to suppress and exploit specific social

groups and to deny them access to material and cultural resources, work, welfare

services, housing, political rights, etc.”

Race also defines as a social construction seen from the social functional

perspective. In line with Wodak, Frazier (2008) also states that in order to

dominate the society; the social construction of race is formed based on the

ideology of skin color. The concept of race in the United States is linked with the

social organization. Accordingly, Blumer (in Guess, 2006) shows that this

organization concerning race in America is occurred as a result of historical event

as for instance an immigration waves. Race becomes a critical issue since it leads

to responsibility for racial actions. These perspectives are often caused

discrimination as it is well known as racism. Racism can be described as a belief

that one group race is higher and it tends to be superior to the others. Leone (in

Samovar et al., 2010: 177) defines racism:

A belief in the inherent superiority in particular race. It denies the basic

equality of humankind and correlates ability with physical composition.
Thus, it assumes that success if failure in any societal endeavour will
depend upon genetic endowment rather than environment and access to
opportunity.

According to Essed (in Wodak, 2008), racism is a process involving

inequality and social structure, it can also include biological and cultural

background attributing to the group that considers to have different race or ethnic.

Simultaneously, Wodak (2008) states that racism can be identified as: (a) a
 13

practical behaviour, (b) a political program, (c) a legal structure, and (d) a

practical state policy. Multicultural society, i.e. the United States allows the

immigrants from over the world to come over. As a result, it becomes a threat for

the original culture which further could lead to the emergence of racism and the

act of discrimination.

The story of racism in the U.S has expanded in any aspect of daily life

which henceforth influences in athletic scope. The emergence of racism in

athletics is emanating from the intercollegiate athletic. Davis (1999) asserts that,

During the early years of college sports, racism manifested in overtly

discriminatory conduct such as the formal and informal rules that either
precluded or severely limited African-Americans’ participation in sports at
predominately white colleges and universities (p. 881).

In addition, he states that racism in athletic has replaced the act of discrimination

toward African-American after the World War II (1998). The achievements of

black athletes are seen from stereotypes that basically blacks have innately strong

and big physical appearances. Thus, the stereotype of physical superiority is

considered as blacks’ special quality rather than hardworking, hence most black

athletes are able to attain achievement in sports than whites. In accordance with

Anderson (1996: 364), blacks seem to be dominant as the way to “get out from the

ghetto, the poverty, and the economic distress also physical differences.” The

different physical appearances of blacks which are stronger and bigger compared

any other races reflect that blacks tend to have superiority over the whites which

further lead them to achieve accomplishment especially in athletics scope.

 14

4. Stereotype

In a society, there must be a tendency of a member group to conduct social

type as well as across gender, age, or race. Stereotype is a belief of someone or a

group looks like. Initially, the term of stereotype referred to a printing stamp that

was used to make a multiple copies from a single model (Ajtony, 2011: 137).

According to Hippel and Hilton (1996), the notion of stereotype can be described

as a belief about characteristic of an individual who comes from a certain

community. It can be said that stereotyping other individuals or groups are

treating them as they have differences with the others.

According to Lippman (1992), stereotypes are presented in people’s

culture and they absorb them through the process called socialization as they are

conducting behaviour patterns. He further adds that there are four classifications

of stereotypes. First, stereotype is more simply than a reality. Secondly, people

tend to acquire stereotype from cultural mediators rather than experiencing by

themselves with the grounds of being stereotyped. Thirdly, erroneous claims that

all stereotypes false. Some may less false than others, and some may less harmful

than others. Lastly, stereotype is resistant to change, though after several decades

ago, old stereotypes are still embedded in people’s perception (Lippman in Ajtony,

2011: 138). Therefore, it can be concluded that stereotype occurs in socialization

process whether it is consciously learned or not.

Stereotype can be identified into two types. According to Burkey (in Smith,

1980), there are two general classification of stereotype depending on out-group

whether it is threatening or dependent. There are Conflict Racist Stereotype and

 15

Paternalistic Racist Social Type. Conflict Racist Stereotype arises when out-group

is more likely threatening to the dominant group or in-group which can emerge

three different out-group images. These can be classified as the Treacherous

savage, the Sinister Foe, and the Indolent Hedonist. Burkey (in Smith, 1980: 63)

states that people who are categorized as the Treacherous Savage tend to be

“vicious, dangerous, treacherous, and lacking in civilized or human sentiment.”

Then, he defines that the Sinister Foe category perceives “cunning, deceitful,

arrogant, mercenary, treacherous, and inferior” while the Indolent Hedonist is

attributed as lazy, sexually promiscuous, ignorant, dirty, superstitious, parasites

that live in on welfare and a group that is burden to tax payers. Whereas when

out-group is found as dependent one, it can be classified as Paternalistic Racist

Stereotype. Similar to Conflict Racist Stereotype, this type also has differences

images identified as: the Charming Primitive, Retarded Adults, or Simple

Children, the Domesticated Animal, and Pathological Victim.

It is already known that the United States is supported by various cultures,

ethnics and races brought by the immigrant. The arrival of immigrant waves in

America has determined the existence of dominant group. As a consequence, the

dominant group holds important role in order to control the society throughout its

power. Thus, stereotype classifies the identity of a group through its cultural

background to reduce the threat toward dominant group and to show the

superiority of that dominant group. The identification of groups separate two

different directions of stereotype namely in-group and out-group category. In-

group category means a social category in which individuals can identify

 16

themselves as they belong to certain group (Giles and Giles in Kurylo, 2012);

hence in-group stereotype is directed to the membership of the group. Meanwhile

out-group category means a social group where the individuals cannot identify

themselves as the member of certain group. Thus, out-group stereotype aims to

the individuals that belong to other groups. As for instance, the United States

comprised of multifarious races or groups for example Asian, Whites, African

American is vulnerable to the emergence of stereotype phenomena. However, the

researcher proposes two kind of group as the object of stereotype in the movie that

are blacks or Afro-American and white American.

a. Afro- American

The view of black is so accepted as Negro or colored people. Many whites

in Europe and the U.S in 18th and 19th centuries viewed black as mentally

inferior, as seen from physic and culture, they were undeveloped. In addition,

blacks were thought to have thicker skin and skulls than those white (Plous and

William, 1995: 795).

Smith (1980) depicts the term “Uncle Tom” or “Black Sambo” as

attributes of Afro-Americans to represent lazy, irresponsible, loyal, childish, and

can do crude jobs, hence it becomes a stereotype of blacks. Blacks have lived side

by side in America for about 300 years ago. American slavery was such a system

since when the first Africans come to Virginia, they treated as servants. Force

labour was needed to stabilize the economic system, therefore, as a racial

prejudice became inherent in social culture, American slavery developed as a

permanent, heredity status centrally tied to race (Equal Justice Initiative, 2003: 5).
 17

The racial stereotype in the early history of American had influenced the

perspective toward African-American at that time. The stereotypes of African

American can be depicted as the figures of Sambo, Jim Crow, the Savage, Mammy,

Aunt Jemimah, Sapphire, and Jazebelle (Green, 1998). As it is listed by Smith

(1980) blacks are seen as lazy, mentally inferior, violent, and bad tempered people.

These characteristics indicate the negative traits of blacks. On the other hand,

blacks are stereotyped as the people who love music, religious, and having

superiority in athletics. The belief that blacks are less sensitive to physical pain

was a major factor determining slavery in the enslavement era.

b. White American

White people were viewed as a race which had higher rank than blacks

back then in slavery era when they enslaved blacks. Plous and William (1995) in

their study demonstrate that respondents agreed at least one in stereotypical

difference in inborn ability is that whites have greater abstract thinking ability

than black. The study conducted by Plous and William (1995) show that whites

are more likely viewed as superior in inborn artistic and abstract thinking ability.

Furthermore, whites are stereotyped as having better jobs, good income, love

animals, and hardworking people.

As the dominant group in America, white people always have the power

brought by their whiteness. Pinder states that the concept of American cultural

identity was associated with the whiteness that further the cultural norms

contribute to the existence of whiteness concept and white as different (2010: 71).

She also defines that white people think themselves as “race neutral or color blind,
 18

the norm, and have a sense of themselves as entitled to judge the other against

their own standards” (Ibid: 72). Whiteness is a social construction as it is stated by

Harris (1993) as “aspects of racial identity, surely, but it is much more; it remains

a concept based on relation of power, a social construct predicted on white

dominance and black subordination” (p. 1765).

Affirmatively, the concept of whiteness creates a gap among black and

white in which the dominant group is occupied by the white. It further leads to

social segregation and constructs social categorization that classifies an individual

based on the whiteness perspective. Furthermore, whiteness develops into “status,

a form of racialized privilege ratified in law” (Harris, 1993: 1745).

According to Cambridge Dictionary, privilege is defined as an “advantage

that certain person or group of people has in accordance with their position.” It is

reflected through the white group as having its privilege to control the power in

society. As a result, a study conducted by Bahk and Jandt (in Martin and

Nakayama, 2010: 189) reveal that non-whites people mostly agree that: a) in the

United States, white people have their own privileges; b) America identically

refers to white people; and c) white people are superior to the other racial group.

c. Linguistic Features Reflecting Stereotype

A perspective among social group toward others’ representation influences

the way community communicates through the language use. The utterances

spoken may reflect judgement of other groups’ representation. In communication,

the choice of language use is determined by the context of social situation. It is in

line with Krauss and Chiu (1998), who note that the act of speaking is influenced
 19

by social situation, perspective, and belief of certain identities. When conducting

interpersonal communication, it is very essential to understand the message being

conveyed both by the speaker and the listener, and also to comprehend its

meaning significantly. A linguistic choice of verbal process in communication can

be analysed by the actions in order to find out the meaning or purpose of the

utterances spoken. According to Yule (1998), speech acts are employed to

describe the communicative intensions of the speaker in expressing utterances.

Furthermore, the utterances produced are composed of three different types of acts,

i.e. locutionary act (the basic utterance), illocutionary act (function), and

prelocutionary act (a particular effect). Speech act can be classified into five types

regarding its function such as declarations, representatives, expressives, directives,

and commisives (Yule, 1998: 53).

Cognitive function of different linguistic categories can be used to

describe people and their behaviour. Moreover, it has a purpose to investigate how

language mediates between social cognition and social reality (Semin and Fiedler,

1988: 558). There are several classifications of linguistic categories presented to

describe the verbal form of interpersonal measures. Linguistic category model is a

conceptual framework which can be applied to classify verbs and adjectives in

interpersonal domain to represent actions and states among the people as well as

their more enduring characteristics or traits (Coenan et al., 2006: 4). Additionally,

linguistic category model is a tool used to elucidate message seen from

interpersonal language as reflected in the language use. There are five

classifications of linguistic category model (LCM) as presented below.

 20

1) Descriptive action verbs (DAVs)

This category is employed to classify single, specific object and situation,

context essential for sentence comprehension and objective behavioural of

observable events (Semin, 1995: 186). DAVs are the most concrete terms and

objective description of a specific behavioral event. This action verb mentions to

an activity that has beginning and ending. It contains physically invariant feature

of an action. For further explanation, Semin and Fiedler (1988) define the verbs

such as kiss, tell, kick involve physical feature reflecting the actions. Semin (1995)

also underscores that those verbs or actions belonged to DAVs do not have

positive or negative semantic valence.

For example, in the sentence ‘she walks her mother’s dog to the forest’,

the action verb walk refers to an observable action that has clearly beginning and

end. Moreover, the action walk involves legs as the physically invariant feature;

therefore it can be identified as DAVs (Coenen et al., 2006: 13).

2) Interpretive action verbs (IAVs)

This classification of linguistic category has a similarity to DAVs which

refer to single behavioural event, specific object, and situation. However, Semin

emphasizes that this type of action verb also refers to autonomous sentence

comprehension and interpretation beyond description (1995). Interpretive action

verbs express multitude different actions that have the same meaning but do not

share physically invariant element. It describes a specific event which can be

observed. As it is mentioned by Semin and Fiedler (1992), these action verbs refer

to behaviours in general class containing activity that can be observed when it is

 21

starting and ending. IAVs also have positive and negative value as pronounced

evaluative element. For example, in the sentence ‘she helps her mother who is ill’,

the word help can be identified as observable behaviour that has the beginning

and ending which refers to multitude behaviour (Coenen et al., 2006: 12).

3) State verbs (SVs)

State verbs refer to mental and emotional states. These states do not have a

clearly defined beginning or end and cannot be objectively verified. SVs are the

most abstract verb category in linguistic category model. According to Coenen et

al. (2006: 11), SVs describe the psychological states of person in relation with

others that can be both “cognitive (for instance to admire, appreciate, etc.) and

affective (to hate, admire).” These verbs typically portray an unobservable

emotional state and not a specific event. For example, in the sentence ‘she loves

her mother’, the verb loves refers to psychological state without clearly defined

beginning and end. In addition, it also focuses on the social object (Ibid: 11).

4) Adjectives (ADJs)

The most abstract category in linguistic category model is adjectives

(ADJs). Semin notes that adjectives are highly person in disposition; no object or

situation; no context reference; highly interpretive; detached from specific

behaviour (1995: 186). He further adds that ADJs are abstract inferences about

psychological components or characteristic of a person. In this way, ADJs qualify

the person to whom they refer. It describes what a person is like. As for example,

in the sentence ‘the postman always drops the letter in the wrong letterbox’,

wrong is an adjective that modified the object letterbox (Coenen et al., 2006: 10).
 22

5) Noun categories (NCs).

Adjectives and nouns almost have similar characteristic. While ADJs

identify or qualify a person seems to be like, nouns can also qualify a person.

These can be the case when a noun refers to a mentioned person. Furthermore,

nouns can also qualify actions, object, and situation (Coenen et al., 2006: 10). For

instance, in the sentence ‘his father is a thief’, the word father and thief refer to the

same person, while ‘thief’ provides something to father. Thief is second noun that

modifies and gives information to the first noun ‘father’ (Ibid: 11). Thus, this can

be identified as NGCs. Nevertheless, there are some distinctions among adjectives

and nouns category. Carnaghi et al. (2008: 841) define that nouns (a) classify event

instead of describing event properties; (b) provide more qualities, rather than

identifying single properties; (c) have an either-or quality, rather than allowing

distinctions of degree; and also (d) have a superordinate status in speech

production and sentence comprehension.

d. Factors Initiating Stereotype

According to Smith (1980), stereotype contains both positive and negative

values. However, the kind of stereotype in which the dominant group attaching

negative attributes toward minority group is the most common stereotype in inter-

group conflict. Stereotype is an outcome of the individuals when they perform

interaction and socialization under certain situations. Negative stereotype in

multicultural society would also give negative impacts to the group being

stereotyped. The individuals being stereotyped may show less performance in

daily life due to the negative stereotype attached to their group membership
 23

(Singletary et al., 2009). It is further known as stereotype threat. Stereotype threat

is a term proposed by Steele in studying African-American performance when

negative stereotype is engaged in a certain situation. Accordingly, there are

several situations contributing to the occurrence of stereotype threat. Stroessner

and Good (2011) classify four situations that lead to stereotype threat: group

identity salience, solo or numerical minority status, stereotype salience, and

evaluative scrutiny.

Ajtony, in his journal regarding stereotype formation (2011), divides

several factors or situations that initiate the stereotype shaping. There are five

factors determining stereotype as presented below.

1) As a way of simplifying the demand of the perceiver

Stereotype is a perception of a certain group. Bruner (in McGarty et al.,

2004) states that stereotype formation not only involves of encoding new

information but it also enlists prior knowledge. There are multitude senses making

approaches to social stereotyping. Furthermore, McGarty et al. (2004) add that the

idea of stereotype implicated sense making or knowledge in practical terms is

often reduced to a very simple idea. The process of stereotype involves

simplifying the demand of the perceiver so that the information will be conveyed

easily. Thus, people would simply process the information about others.

Accordingly, Von Hippel adds that stereotype “may cause the perceivers fail to

notice individual differences” (1996: 241). While stereotype is being conducted,

there is a tendency to combine perceived equality, background knowledge and

category labels that is conveyed to other members in society who have similar
 24

beliefs and especially those group memberships as the perceiver (McGarty,

Yzerbyt, and Spears, 2004:18).

2) Different social roles

The emergence of stereotype may be triggered since the view of a group

toward others is different. There are some aspects in society affecting the way

people talk or using language. A person’s position in society determines each

individual to take a responsibility based on the status or position they belong to. It

means that an individual should act appropriately in relevance with the role

obtained from the status categorization in society. In accordance with Georgiva

(2014), there are three social characteristic of the primary determinant in social

roles as such class, sex, and age. Social class plays a part to determine with whom

people will have social contacts and it also determines group memberships’

behaviour. She further accentuates that age and sex are also the major social

factors that influence the way people behave and speak (2014). Stereotype can

emerge from expectancies which define into two principal suggestions. Firstly, the

existence of stereotype appears since actual differences are found among groups

in society. Secondly, stereotype may affect the treatment of group memberships

toward other groups and consequently, the behaviour of a group being stereotyped

may change (McGarty, Yzerbyt, and Spears, 2004: 10).

3) Group conflict

Living within multiculturalism is vulnerable toward the emergence of

conflicts since it composes various cultural backgrounds. Inter-group conflict may

oftentimes occur among multicultural society. Multiculturalism has been indicated

 25

American’s cultural heterogeneity which is incompatible with American’s cultural

homogeneity. It represents a threat to homogeneity especially for those who are

anti-multiculturalist (Pinder, 2010: 1). This condition may lead to stereotype and

racial inequality.

Different values perspectives among cultural groups evoke intercultural

conflict. Conflict can be defined as “interference among individuals or groups of

people who perceive incompatible goals, values, or expectation in attaining those

ends” (Martin and Nakayama, 2010: 431). Conflict can both give positive and

negative impacts in society. It constructs the solidarity among the groups, on the

other hand, conflict can arise disintegration intergroup within society. In the

United States, conflict arises from the concept of equality since basically it is a

belief convinced by most Americans. In fact, inequality remains its existence seen

from dissimilarities in many aspects to the present day (Ibid).

4) Different power

Power refers to an ability to make change and control things. In

accordance with Little (2008), power is a complex social characteristic in which a

certain group or individual is able to make change against other groups’ desires

and needs. The gap between major and minor group creates power existence

among them. Stereotype referred to inferior group may be emphasized since the

dominant group has power over the minority. Commonly, the powerful group

mostly controls almost each aspect of social life. Therefore, social status formed

in society is basically tied by the cultural differences. As it is mentioned by Pinder

 26

(2010), that in American society, those who are perceived as dominant groups

tend to support all of major institutions since they have habitually been in power.

The different power within cultural groups initiates the existence of

stereotype due to privileges provided by dominant group in order to maintain their

authority over white supremacy. Furthermore, the different power distribution

constructs inequality within multicultural groups as reflected in the United States.

5) Response to a need of social identity

In social identity, people tend to emphasize the characteristic of their

groups when in-group identities are prominently revealed. Samovar et al. define

social identity as a creation of individuals that belong to a membership in certain

social group and non-membership in others (2010). Identity is an abstract concept

that gives an important contribution in intercultural communication. Accordingly,

Gardiner and Kosmitzki (in Samovar et al., 2010: 154) define identity as “a

person’s self–definition as a separate and distinct individual including behaviours,

beliefs, and attitudes.” The composition in society classifies each individual into

multiple groups such as race, age and many other forms of social identity which

further distinguishes the membership of in-group and out-group. Within social

identity theory (SIT), a large influence on people’s behaviour is attributed to the

value in having an identity and having a sense of being in a group which is

distinct from other groups (Ajtony, 2011: 141). This theory proposes that

individuals may find the principles of their group throughout the differences

among in group and out-group. Furthermore, McGarty et al. (2004) claim that

stereotype formation involves group differentiation in order to differentiate in-

 27

group from out-group positively. Thus, this becomes a factor initiate the

emergence of stereotype.

e. Functions of Stereotype

Stereotype, as a perspective of mental image toward certain group may

have several functions to control the society. Although stereotype in society can

be both positive and negative, there must be several functions regarding the

existence of stereotype in a society. Individuals conduct stereotype to the others as

an alternative way to give representation of a group membership. Lippman (in

Dyer, 1999) notes several roles of stereotype, i.e. a shortcut, reference, and also

the expression of values. According to Dyer (1999) the function of stereotype is to

maintain the boundary definitions and also to define clearly where the pale ends

and thus who is clearly within and who clearly beyond it. Significantly, stereotype

has a role to make what is invisible becomes visible. It also plays part to make

firm and separate what is in reality fluid to much closer to the norm rather than

dominant values system (Dyer in Marris and Thornham, 1999: par. 18-19).

Different from preceding theory, Smith (1980) depicts four functions of

stereotyping.

Firstly, it promotes the loyalty both of dominant group and in-group. By

stereotyping a certain group, it shares involvement toward the cohesiveness of an

in-group. It also encourages the solidarity to the majority group’s beliefs.

Stereotype constructs a strong bound among membership within a certain in-

group. Secondly, stereotyping functions as rationalization to excuse

discriminatory behaviour (Smith, 1980: 66), it means that belief or attributive in

 28

the group functions like a shield by way of self-protector on the part of the

attackers. It gives an explanation concerning the act of stereotype that has been

done when the individual being stereotyped denies it. Accordingly, Lippman

(1922: 95) states that the presence of stereotype absolutely defends someone’s

position in society:

There is another reason, beside economy of effort, why we so often hold to

our stereotypes when we might pursue a more disinterested vision. The
system of stereotypes may be the core of our personal traditions, the
defenses of our position in society.

At the same time, Samuel (in Smith, 1980) defines five hierarchical defense

mechanisms when people do stereotype which are further classified as the

Selective Recognition, the Selective Categorization, the Selective Perspective of

Traits, Guilt by Stipulation and the last is the Exception. The third functional

quality of stereotype is to reduce mental effort for the individual. Furthermore,

Smith (Ibid) mentions that “it is an easy way of explaining and classifying things

and functions to guide individual and group interaction.” Mental effort can be

described as a concept that helps in defining a person’s attempt to actively process

information presented (Krischner and Krischner, 2012: 2182). Presenting

stereotype in comprehending other individuals or groups identity can reduce their

information in order to simplify the depiction of the groups. The last function

according to the functional qualities of stereotype is to prove the inferiority of the

sub-group. Since it presents the inferiority, there is a tendency in which the

dominant group suppresses the minor group. As a result, the existence of

discrimination within society cannot be eluded.

 29

5. The Express

a. The production and the summary of The Express

The Express movie is a 2008 American film which is produced by John

Davis and directed by Gary Fielder. The film is about African-American athlete

named Ernie Davis who wins the Heisman trophy. In his journey, he is treated

differently from the whites. Although discrimination and racism is surrounding

him, he finally can prove to the world that he can through those problems and

show to the world that he can be the winner. This movie is based on true story of

American football athlete from Syracuse University known as Ernie Davis. The

film was premiered on October 10, 2008 in the United States. It is grossing

$9,793,406 in domestic ticket sales. In addition, The Express movie has also

received positive critical reviews.

The movie tells about the life journey experienced by Ernie Davis. He is a

young African American who lives with his grandfather in Pennsylvania around

1940s during racism and racial discrimination. Then, he moves to Elmira with her

mother and attends a Small Fry Football League. Several years later, he is invited

to join Syracuse University Football headed by Coach Ben Schwartzwalder in

order to replace Jim Brown, a graduating player in senior season. Ben thinks that

Ernie is a potential player; therefore, he recruits him to stand for running back

position.

Initially, some people especially whites are underestimating him since he

is an African American boy. He plays for football competition and accomplishes

victories to Syracuse University. He experiences unpleasant moment when he and

 30

his team are going to defeat Texas Longhorns at the Cotton Bowl. He and other

African American friends are forbidden to stay in the hotel and treated badly by

the whites. Many whites throw bottle and everything over them during the match.

However, he and his team can handle those situations to give a victory to his

college although his leg is injured. In 1961, he is successfully winning Heisman

trophy and becomes professional athlete. Unfortunately, he dies in 1963 due to

leukemia.

The Express Movie

b. The setting of The Express

In the movie, Ernie Davis as the main character has grown up in

Pennsylvania during racism and discrimination in 1940’s. The landmass of

Pennsylvania is about 44,817 sq. mi composed by 67 counties. The existence of

multiculturalism is also found in Pennsylvania as it is composed by various

cultures and races. According to census in 2010, black’s population represented

1,377,689 or 10, 8% from the total population in Pennsylvania. In other word, it

indicates that black counts as second rank population after white.

 31

New York is also determined as the setting of the movie where Syracuse

University is settled. New York has its historical background in accordance with

the African presence since centuries ago. Therefore, the population of African

American is at high rate. Syracuse University is the university attended by Ernie

Davis. In addition, Jim Brown also successfully becomes notable alumnus of

Syracuse University as Football Hall of Famer.

6. Previous Studies

Stereotype in multicultural society has become an interesting topic to be

investigated, whether it is seen from psychological or linguistic aspects. There are

several previous studies that have the same topic about stereotype under

linguistics approach. However, the research conducted by the researcher must

have its own differences. The first is a study entitled A Sociolinguistic Analysis of

Stereotypes Threat in the Blind Side Movie by Vuti Wiviana, Yogyakarta State

University (2014). She focused on stereotype threat which is a branch of

stereotype study in psychological domain. She investigated linguistic choices of

verbal processes in stereotype threat and the situation leads to stereotype threat.

The second is thesis conducted by Dindadari Arumjati entitled A Sociolinguistic

Analysis of Cross-Cultural Communication Style Choice as Reflected in the Script

of Crash (2013). Her study was reflecting multicultural society in the United

States. In her study, she focused on types of cross cultural communication style

and the strategies of cross cultural communication style choice expressed in the

movie.
 32

The last thesis used as one of the previous studies is a study conducted by

Sintawaty Chandra entitled A Sociolinguistic Analysis of Stereotype in Remember

the Titans, Yogyakarta State University (2011). She focused on linguistic choices

of verbal processes in stereotype and situation leads to stereotype shaping in the

United States reflected in Remember the Titans movie. In this research, the

researcher uses the theory suggested by Semin and Fiedler to analyse the

linguistic category model. Additionally, the researcher employs the theory

proposed by Coenen et al. in order to investigate the linguistic features employed

in stereotyping in the form of utterances. Then, the researcher also investigates

factors that lead to the occurrence of stereotype by proposing the theory suggested

by Ajtony which embraces the theory suggested by McGarty et al. (2004).

As compared to the previous studies, the object of this study is different.

The researcher suggests a theory proposed by Yule (1998) that can be used to

investigate utterances spoken by the character. Moreover, the researcher provides

one more objective associated with the functions of stereotype. In this research,

the researcher presents information about two general classifications of stereotype

and also considers the literature review about racism in sports occurred in the U.S

society as it is related to historical background of stereotype among black and

white.

B. Conceptual Framework

The study about stereotype phenomenon is an important topic in

sociolinguistics since it engages language as a linguistic system and a social

construction. In terms of the language use, cognitive function and linguistic

 33

categories can be used to depict people and their behaviour. There are some social

and cognitive implications of linguistics categories in stereotyping. Stereotype

frequently exists when a communication is being conducted, especially across

cultural groups. It influences the way individuals communicate and interpret the

social situation.

Semin and Fiedler (1992) and also Coenen et al. (2006) propose linguistic

category model to classify interpersonal domain such as IAVs, DAVs, SVs, ADJs,

and NCs. Therefore, the researcher proposes linguistic category model to

investigate the linguistic features reflecting stereotype spoken by the characters in

The Express movie. Factors initiating stereotype are presented to identify

situations that influence the occurrence of stereotype such as a way to simplify the

demand of perceiver, different social roles including class; age; and sex; group

conflict; different in power, and response to social identity. Those theories are

arranged by Ajtony which are suggested by McGarty, Yzbert and Spears (2004)

combined with the explanation submitted by Pinder (2010). To reveal the

functions of stereotype found in the movie, the researcher uses the theory

recommended by Smith (1980). These are intended to promote loyalty and

consensus of dominant group, excuse discriminatory behaviour, reduce mental

effort, and prove the inferiority of the sub-group.

Obviously, stereotype is a social phenomenon that frequently appears in a

multicultural society as it is well portrayed in The Express movie. The diagram of

analytical construct shown in Figure 1 is formulated in order to embrace the

theories in investigating stereotype phenomena in The Express movie.

 Sociolinguistics
Context

Language and Gender Language and Age Language and Culture

Intercultural Communication

Stereotype Race and Racism Prejudice

Linguistic Features of Stereotype Factors Initiating Stereotype Functions of Stereotype

Descriptive Action Verbs (DAVs) As a way of Simplifying the Demand Promote Loyalty of Dominant
of the Perceiver Group
Interpretive Action Verbs (IAVs)
Different Social Roles
Rationalization or Excuse
State Verbs (SVs) Discriminatory Behaviour
Group Conflict
Adjectives (ADJs) Reduce Mental Effort
Different Power
Noun Categories (NCs) Prove the Inferiority of the Sub-
Response to a Need of Social Identity
Differences in power Group

The Express movie

A Sociolinguistics Analysis of Stereotype in Multicultural Society as Represented in The Express Movie

34
Figure 1. Analytical Construct
 CHAPTER III

RESEARCH METHODS

This chapter presents the description of the research method. It consists of

type of research, source of the research data collection techniques, research

instrument, and data analysis techniques. Finally, it explains the data

trustworthiness in order to check the validity of the data findings.

A. Type of the Research

In this research, the researcher used descriptive qualitative research

method applying sociolinguistics approach since the research focused on

describing phenomenon about language use in society. Descriptive research was

presented in order to depict the phenomena being studied. According to

Vanderstoep and Johnston (2009:7), qualitative research produces narrative or

textual descriptions of the phenomena under study. Moreover, qualitative research

is characterized by its aims relating to aspects in social life and for the data

analysis of which the method employs words rather than number (Green and

Brikci, 2007: 3).

Qualitative research deals with several elements that provides question

responses about: (a) why people behave the way they do, (b) how opinions and

attitudes are formed, (c) how people are affected by the events that go on around

them, and (d) how and why cultures and practices have developed in the way they

have (Hancock et al., 2009: 2). This research focused on detail explanation about

stereotype phenomenon emerged in multicultural society, especially in African-

American society that is reflected through The Express movie. Using descriptive

35
 36

analysis method provided the depiction the social phenomenon throughout the

language use that was in the form of utterances spoken by the characters in The

Express in its context. It gave description concerning the classification of

linguistic features reflecting social type and its relevant cultural background that

determined to the occurrence of stereotype phenomena in multicultural society.

B. Form, Context, and Source of Data

The research was conducted based on the data taken from the conversation

in The Express movie as the object of the research. The researcher focused on the

exchange spoken by the characters represented in The Express movie in form of

words, utterances, or sentences consisting of either stereotype or judgement

referring to stereotype phenomena. For example, Ernie Davis, a black figure in the

movie shouted ‘Hey! Negro polar bears’ when assigning the black girls. This

expression was uttered as reflecting stereotype of black people in the form of

utterance or words.

The context of the data was the dialogues or conversations among the

characters. According to Cambridge Advanced Learners Dictionary, context is

“the text that comes immediately before and after a particular phrase or text and

helps to explain its meaning.” Thus, the conversations which were taken from the

written text of The Express movie became the context of the data assisting the

meaning interpretation. Source of data was the movie and the transcript of The

Express movie extracted from its subtitles. The movie itself was downloaded from

theexpres72ray.Ganool.com on May 2, 2016.

 37

Reading the transcript of the movie was very important since it gave

beneficial to check the correctness of the dialogue reflecting stereotype while

watching the movie. The movie transcript was retrieved from http: //

www.opensubtitles.org/en/search/sublanguageid-all/idmovie. Other sources also

were employed by the researcher to help her obtained more data such as journal

and article.

C. Research Instruments

Lincoln and Guba state (in Vanderstoep and Johnson, 2009: 189) that

human is the best instrument for qualitative research. The main instrument was

the researcher herself as it was in line with Sugiyono (in Jati, 2013) who mentions

that in qualitative research, the research instrument is the researcher herself. The

researcher played an important role during the research. The researcher gave a

main contribution to collect, categorize, analyse, interpret the data, and draw the

conclusion of the research result. As secondary instrument, the researcher used

nonhuman instrument which was data sheet. According to Lincoln and Cuba (in

Vanderstoep and Johnson, 2009: 189), nonhuman instruments can only tap into

the dimensions built into the instrument. The data sheet functioned to take a note

of linguistic phenomena in form of words or utterances spoken by the characters

in the movie. The table of data sheet is given as follows.

 38

Table 1. Data Sheet of Linguistic Features Reflecting Stereotype, Factors

Initiating Stereotype, and Functions of Stereotype in The Express Movie

Note
Linguistic Features of Stereotype
DAVs : Descriptive Action Verbs
IAVs : Interpretive Action Verbs
SVs : State Verbs
ADJs : Adjectives
NCs : Noun Categories
Factors initiating stereotype
ASDP : As a Way of Simplifying the Demand of the Perceiver
DSR : Different Social Roles
GC : Group Conflict
DP : Differences in Power
RNSI : Response to a Need of Social Identity
Functions of Stereotype
PLDG : Promote loyalty of Dominant Group
REDB : Rationalization or Excuse Discriminatory of Behaviour
RME : Reduce Mental Effort
PISG : Prove the Inferiority of the Sub-Group
 39

D. Data Collection Techniques

According to Vanderstoep and Johnson (2009: 224), a qualitative study

involves the analysis of language and nonverbal in observation and interviews,

analysis of historical document, and the analysis of oneself. The researcher used

note-taking technique in order to obtain the data. Best and Khan (in Muswazi and

Nhamo, 2013) describe note taking as a process of selecting information into a

form that can be recollected in the future. It is a process to write down the

important information while listening to the usage of language. The procedures of

data collection conducted by the researcher were in the following items.

1. The researcher downloaded The Express movie and the script of the movie.

2. The researcher watched The Express movie carefully in order to find out the

information needed.

3. The researcher read the transcript of the movie to find the utterances that

would be a reference taken into data sheet.

4. The researcher checked the correctness of the transcript as it related to the

context of the utterances or language use.

5. The researcher selected and identified the data based on the utterances

regarding the stereotype that contained information about the linguistic

feature, the factors initiating stereotype, and the functions of stereotype.

6. The researcher refitted the collected data.

7. The researcher transferred the data into the data sheet and starting to analyse

the data.
 40

E. Data Analysis Techniques

Qualitative data analysis engages several procedures started from

identification, examination, and interpretation of patterns and themes in textual

data in order to answer the research questions (Pell Institute, 2017). In addition, it

examines the meaning and symbolic content of the data as it is a process to

transfer the qualitative data collected into explanation, understanding, and also

interpretation regarding the people and the situations being investigated (Gibbs,

2012). Accordingly, the researcher conducted several steps in the following.

1. Identifying

Firstly, the researcher identified the raw data that was taken from the utterances

of the characters in the movie into some categorizations. This process was

called the open coding.

2. Coding

When the process of identifying data finished, the researcher began to organize

the data or coding. Coding was applied to explore the descriptive detail of

phenomenon to describe the data.

3. Interpreting

The researcher conducted the next step that was interpreting the data. The

researcher interpreted the data in order to find out the resolution for the

research problems. The researcher described the utterances spoken by the

characters in the movie that had been supported by the data sheet.
 41

4. Discussing

After the interpretation of the data was finished, the researcher discussed the

result of the interpreting data based on the theories proposed.

5. Concluding

The final step was drawing a conclusion derived from the finding of the

research.

F. Data Trustworthiness

The concept of the validity and reliability to establish the data

trustworthiness in qualitative research should be reconsidered since those terms do

not refer in the same way in naturalistic work (Shenton, 2004: 64). Guba (in

Shenton, Ibid) proposes four criteria purposed to acquire the data trustworthiness

in qualitative research such as credibility, transferability, dependability, and

conformability. The researcher preserved triangulation method to establish the

trustworthiness of the data.

Triangulation is a process of validation data in qualitative research that

involves some perspectives and techniques. Cohen and Manion (in Litosseliti,

2010: 34) state that triangulation as a central methodological concept comes high

on the list of key features of good research design. In order to acquire a

comprehension, triangulation must engage multitude data sources in a research. In

addition, Denzin and Patton (in Cohen and Crabtree, 2008) add four categories of

triangulation. These could be divided as theoretical triangulation, methodological

triangulation, investigator triangulation, and triangulation of sources.

 42

In this research the data trustworthiness was preserved by investigator

triangulation or peer discussion and theoretical triangulation. The triangulation

was conducted by checking the data source, method, and theories. Peer discussion

could be done by gathering friends who have similar background as the researcher

in order to investigate the correctness of the findings revealed by the researcher

herself. Theoretical triangulation was conducted by using multiple theories to

investigate and interpret the data. Those various theories were certainly related to

stereotype phenomenon proposed by Semin and Fiedler, Coenen et al, McGarty et

al. and Pinder, and also Smith.

 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter provides two sections, namely findings and discussion. In the

first section, the researcher shows the findings of the research that suggest the

solution for the research objectives presented in the form of tables and diagrams.

These tables contain quantities and percentage to represent the stereotype

phenomena. Secondly, the researcher presents discussion section which provides

description and examples of the findings in order to obtain any information about

the stereotype phenomena.

A. Findings

The section presents the data in order to provide the solution for the

objectives of the research. Firstly, the findings show the linguistic features

reflecting stereotype that are reflected throughout the utterances spoken by the

characters within the movie. Secondly, the findings provide the situation or

factors initiating stereotype process. Finally, the findings present the functions of

stereotype. The findings indicate that stereotype phenomena in the United States

occur not only across the group, but also to the group itself.

The data used for the analysis are presented in the form of tables

containing frequency and percentage of the data in order to highlight the number

of the occurrence of stereotype phenomena in The Express Movie. The first

findings concerning linguistic features reflecting stereotype are shown in the

following section.

43
 44

1. Linguistic Features Reflecting Stereotype

Multicultural society deals with various sensitive issues concerning

cultural groups and ethnicity. Stereotype becomes an alternative way to asses a

characteristic of a group. It can be reflected through the language use that contain

judgement or social typing related to their behaviour by which further can be

identified into linguistic categories.

Here is the table implicating the frequency and percentage of the linguistic

categories which reflect stereotype seen from the utterances spoken by both black

and white characters.

Table 2. The Data Findings of Linguistic Features Reflecting Stereotype

Found in The Express Movie

No Linguistic Features Reflecting Frequency Percentage

Stereotypes (%)
1 Descriptive Action Verbs (DAVs)
a. In-Group 0 0
b. Out-Group 5 7.9
2 Interpretive Action Verbs (IAVs)
a. In-Group 4 6.4
b. Out-Group 8 12.7

3 State Verbs (SVs)

a. In-Group 1 1.6
b. Out-Group 5 7.9
4 Adjectives (ADJs)
a. In-Group 6 9.5
b. Out-Group 7 11.1
5 Noun Categories (NCs)
a. In-Group 11 17.5
b. Out-Group 16 25.4

Total 63 100

The frequency of linguistic features reflecting stereotype is also presented

in Figure 2 as follows.
 45

Figure 2. Linguistic Features Reflecting Stereotype Found in The Express

Movie

16
14
12
10
In-Group
8
Out Group
6
4
2
0
DAVs IAVs SVs ADJs NCs

As it is shown in Table and Figure 2, all types of linguistic features

reflecting stereotype emerge in The Express movie. The total data of linguistic

features reflecting stereotype is 63 in which stereotype is conducted by both white

and black people toward in and out-group. Affirmatively, the most dominant type

occurred is identified as noun categories (NCs) representing 11 times (17.5%)

within in-group category and 16 times (25.4%) within out-group category. It

becomes the most dominant feature employed since mostly utterances spoken are

referring to the qualification of individual characteristic in accordance with the

individual appearance. In addition, the group having a tendency to use stereotype

in the form of NCs is the white people as the majority group in the United States.

Adjectives are categorized in the second place of the most dominant type

of linguistic features used when stereotyping. It represents 6 numbers (9.5%)

within in-group category and 7 numbers (11.1%) within out-group category. This

type is similar to NCs; nevertheless, NCs are used to qualify an individual. The

occurrence of IAVs within in-group category is 4 times (6.4%) and 8 times within
 46

out-group category (12.7%). Interpretive action verbs (IAVs) are frequently

employed since this feature gives interpretation beyond the utterance spoken. The

occurrence of state verbs (SVs) and descriptive action verbs (DAVs) are

infrequently employed since state verbs invoke mental and emotional state beyond

the utterances expressed. Furthermore, the DAVs share physical element to

represent the actions in conducting social type.

In reference to the diagram and table presented above, it can be concluded

that when individual conducting stereotype, the foremost feature used is noun

categories (NCs) representing 24 (38.1%) cases within in-group plus out-group

while the least feature is DAVs representing in the number of 5 cases (7.9%)

signifying by the out-group category from the total 63 collected data of stereotype

phenomena.

2. Factors Initiating Stereotype

Stereotype process developing in society must be determined by certain

situation. Definitely, the occurrence of stereotype impacts the social interaction in

the society. There are five factors that initiate the occurrence of stereotype

classified by Ajtony: (a) as a way of simplifying demand of the perceiver; (b)

different social role; (c) group conflict; different power; and also (d) response to a

need for social identity. With regard to the data analysed, the percentage of factors

initiating stereotype found in The Express movie is presented in the following

table.
 47

Table 3. Data finding of Factors Initiating Stereotype in The Express movie

No Factors Initiating Stereotype Frequency Percentage

(%)
1 As a Way Simplifying the Demand of the
Perceiver
a. In-Group 1 1.6
b. Out-Group 13 20.7
2 Different Social Roles
a. In-Group 8 12.7
b. Out-Group 3 4.7
3 Group Conflict
a. In-Group 4 6.4
b. Out-Group 6 9.5
4 Different Power
a. In-Group 3 4.7
b. Out-Group 12 19.1
5 Response to a Need for Social Identity
a. In-Group 6 9.5
b. Out-Group 7 11.1
Total 63 100

In addition, the frequency of the factors initiating stereotype is clearly

depicted in the following diagram.

Figure 3. Factors Initiating Stereotype Found in The Express movie

14
12
10
8 In-Group
6 Out-Group
4
2
0
ASDP DSR GC DP RNSI

In regard to the percentage and diagram presented above, the most

dominant factor initiating stereotype is different power by the occurrence as much

as 3 cases (4.7%) within in-group category and 12 (19.1%) cases within out-group
 48

category. The different power distribution in a society, especially composed by

multifarious groups causes powerful and powerless group. This situation is

susceptible regarding particularly negative stereotype. Under different power,

there is factor initiating stereotype process as a way of simplifying the demand of

the perceiver. This occurrence is quite similar compared with the previous factor

by its difference one point out of the total in and out-group stereotype showing as

much as 14 cases (22.2%).

Response to a need of social identity places in the third rank by the

frequency of 6 cases (9.5%) in-group category and 7 cases (11.1%) out-group

category. Social identity requires individuals to identify the class they belong.

Thus, the stereotype is a form of manifestation of a response regarding the need of

social identity. Lastly, with regard to the phenomena observed, different social

roles and group conflict obtain smaller rank as having contiguous proportion 11

cases and 10 cases by the overall in and out-group category. It occurs 8 (12.7%)

in-group stereotype cases and 3 (4.7%) out-group stereotype cases regarding the

different social roles factor, whereas the occurrence determined by group conflict

is identified into 4 (6. 4%) in-group stereotype cases and 6 (9.5%) out-group

stereotype cases. Therefore, according to the data analysed, those possible factors

initiating stereotype phenomena are all identified as well as reflecting in 63 data

analysed.

3. Functions of Stereotype

The third objective of the research is to examine the functions of

stereotype that are found in The Express movie. Stereotype conducted to label
 49

individuals in a community can be positive and negative. However, negative

stereotype is frequently directed in intergroup relationship. There are several

functions of stereotype and excuses why people do employ stereotype. Stereotype

can be used as tool or a device to control the society, several reasons supported to

excuse the occurrence of stereotype.

These possible functions of stereotype can be explained as to promote

loyalty and consensus of dominant group, rationalization or excuse discriminatory

behaviour, reduce mental effort, and prove inferiority of the sub-group. Those

possible factors are not extracted based on the linguistic features and factors

initiating stereotype. These are in reference to Smith’s theory regarding the

functions of stereotype. The findings of functions of stereotype are presented in

the Table 4 as follows.

Table 4. The Frequency of the Functions Stereotype Revealed in The Express

Movie
No Functions of Stereotype Frequency Percentage (%)
1 Promote loyalty and consensus of major
group
a. In-Group 10 15.8
b. Out-Group 9 14.3
2 Rationalization or Excuse discriminatory
behaviour 2 3.2
a. In-Group 13 20.7
b. Out-Group
3 Reduce mental effort
a. In-Group 5 7.9
b. Out-Group 7 11.1
4 Prove the inferiority of the sub- group
a. In-Group 5 7.9
b. Out-Group 12 19.1
Total 63 100
 50

The frequency of the functions of stereotype is also defined in Figure 4

below.

Figure 4. Functions of Stereotype Revealed in The Express Movie

14
12
10
8 In-Group
6 Out-Group
4
2
0
PLMG REDB RME PISG

As it is shown in the Table 4 and Figure 4 in regard to the frequency of

stereotype phenomena, the distribution of possible function of stereotype is

variated. The most dominant occurrence of the function of stereotype is to

promote loyalty and consensus of a dominant group representing 10 cases (15.8%)

in-group category and 9 cases (14.3%) out -group category. Secondly, it is

followed by the function to prove the inferiority of sub group as much as 5 cases

(7.9%) within in-group category while 12 cases (19.1%) within out-group

category. Both dominant occurrences appear due to the majority domination over

minor groups in society.

Then, it is discovered that the frequency of rationalization or excuse the

discriminatory behaviour is 2 cases (3.2%) in-group category and 13 cases (20.7%)

out-group category from 63 data analysed. The least function of stereotype is to

reduce mental effort. This function of stereotype is tightly related with the

psychological state of the individual. It represents as much as 5 cases (7.9%) of

in-group stereotype and 7 cases (11.1%) of out-group stereotype. Predominantly,

 51

the purpose of stereotype based on stereotype phenomena analysed in The Express

movie is to maintain the existence of each group in the society.

Briefly, according to the findings revealed, there is correlation among

three objectives proposed in the research. The stereotype phenomena in The

Express movie are not merely arising perversely. The utterances spoken by the

characters whether black or white people, in order to judge individual behaviour

are caused by certain situation or factors since there is a goal that would be

conveyed throughout the language use.

B. Discussion

This second section presents comprehensive explanation in reference to

the findings revealed in the first section. Additionally, this part provides examples

of stereotype phenomena found in The Express movie in order to give detailed

information and description concerning the objectives of this research.

1. Linguistic Features Reflecting Stereotype

This linguistic feature is portraying the use of elements of linguistic in

relevance to individual’s behaviour to depict the characteristic of a certain group.

Semin and Fiedler divide five categories of linguistic category model as

descriptive action verbs (DAVs), interpretive action verbs (IAVs), state verbs

(SVs), adjectives (ADJs), and noun categories (NCs).

a. Descriptive action verbs (DAVs)

Descriptive action verbs (DAVs) tend to describe events that involve

physical feature to represent the action. Based on the findings, it is found 5 cases

reflected this feature in which none of them is revealed within in-group category.
 52

Those 5 cases are covered within the out-group category (7.9%). Here are the

examples of stereotype phenomena taking from the data findings conducted to the

out-group category of stereotype.

(4: 01) Ernie : I got a scholarship.

I can't risk losing it, and I don't wanna invite
trouble.
Will : I see. Did Emmett Till invite trouble? Did Rosa
Parks?
Who told you this, your coach?
Ernie : You don't understand. It's a different world up there.
(Datum No. 33)

The dialogue above is showing a feature of descriptive action verb. Will

persuaded Ernie Davis to attend an event supporting black equality. However,

Ernie refuted him because he had a responsibility according to his role in football

team and as a student of Syracuse University and importantly, it would invite

trouble for his career. His decision made Will mad at him. He accused Ernie’s

coach for influencing Ernie Davis to disregard the event. It was clearly

emphasized by the word told when accusing Ernie’s coach. This was conducted to

judge the disposition of his coach. Told is an action verb refer to an activity

involving mouth to describe an observable action. This action verb is also clearly

defined the beginning and ending of the action.

The classification of descriptive action verb category directed to out-

group membership is also shown in the datum below.

(4: 02) Logan : I've been waiting for this nigger

Referee : Okie. Okie. Set!
Logan : I'm about to kick your black ass back to Africa, boy.
JB : Oh, yeah? Too bad I'm from Philly.

(Datum No. 56)

 53

The dialogue took place in the field when Ernie’s team was against the

opponent team, Texas Longhorn. Both of the team set to get a ball where JB was

in the front row facing the white man from Longhorn team. Blacks were

oftentimes viewed as threat for the white group; as a consequence, it might cause

hatred over them. Here, Logan threated the black people by said ‘kick your black

ass to Africa’. Literally, kick means to hit someone involving ‘foot’ as physically

invariant feature of an action. Therefore, it is categorized as descriptive action

verb (DAV). Implicitly, Logan expressed the word kick to expel the black from

America to his native land in Africa.

Another example of descriptive action verb category is shown in the

following datum.

(4: 03) Logan : Pack your bags, spook.

Donald : Come on, let's just play ball.
Logan : You defending this nigger?
How you gonna call yourself a white Christian?
Donald : I'm Jewish.
(Datum No. 59)

The conversation above occurred in the middle of the game held in Texas.

Logan as a white man from Texas said to Ernie Davis to pack his bag. Pack is an

action verb sharing physically invariant feature ‘hand’ to represent the action.

Implicitly, Logan tried to pull him out of the game. This stereotype meant that

Ernie Davis should leave the football game and keep a distance away from the

whites due to his existence as a spook. Donald, another member of his team who

was a white man, attempted to calm them down. However, Logan showed his

sarcasm by emphasizing Donald’s background ethnicity.

 54

b. Interpretive action verbs (IAVs)

Interpretive action verbs are those verb categories having the same

meaning but do not share physically invariant element. This type of verb identifies

an activity that both the beginning and ending can be observed. Interpretive action

verbs occur as much as 12 times from the total data analysed. In-group category

contributes 4 occurrences (6.4%), whereas stereotype in out-group category

represents 8 occurrences (12. 7%).

An example of interpretive action verb (IAV) within in-group category is

shown in the dialogue below.

(4: 04) Will : That'll bring Jackie Robinson up.

He's wearing a Brooklyn Dodgers uniform.
He's Negro and he's playing for the Brooklyn
Dodgers?
Pops : That's right, boys.
That there is Jackie Robinson
(Datum No. 8)

The conversation set when Pops and his grandsons were watching the

football game in a TV shop. Will amazed by a black player who wore Brooklyn

Dodger uniform; it seemed like impossibility for the black to play game with the

whites. He conducted a stereotype toward his group membership (in-group

stereotype) through the word wearing and playing. Wearing and playing are two

action verbs that belong to IAVs since they do not share physical invariant

element. However, the stereotype tended to the black player provides positive

value that means to give positive motivation to the in group membership.

 55

Another example of interpretive action verb found within in-group

category related to the stereotype phenomena in The Express movie is presented

as follows.

(4: 05) JB : Worse. He dated a white girl.

Majorette, blonde. Schwartzwalder wouldn't even
give Jim a scholarship until sophomore year.
Made him prove himself.
Just goes to show, Coach likes winning more than he
dislikes Negroes
(Datum No. 24)

The situation took place when JB and Ernie Davis were at campus talking

about a white girl and the Avatus Stone. Here, JB informed Ernie Davis to be

careful because the preceding black student or well known as Avatus Stone had

disappeared unexpectedly and never came back due to his behaviour. He dated a

white girl wherein there was a prohibition to date a white girl. Here, the word

dated is used to describe an activity conducted by the in-group membership which

contains negative value. This action verb is categorized as interpretive action verb

that clearly has beginning and end, and it does not involve physical component.

This negative value of stereotype would likely invite trouble for the member of

the in-group itself.

The occurrence of this feature within out-group category is presented by

the example in conversation among Lundy, JB, and Ernie.

(4: 06) Lundy : You've got something to say, 44?

JB : You all right?
Ernie : Yeah
JB : You can't let him treat you like that and not say
nothing.
Ernie : That's all right. I do my talking on the field.
(Datum No. 27)
 56

In the middle of the training, Lundy intentionally crashed his body into

Ernie’s; hence Ernie Davis fell on the ground. At this time, JB helped Ernie up

and talked to him so that he would give a response to person that treated him

badly. As a membership of the same group, JB advised Ernie to say something

when people especially whites treated him so harshly. Here, treat is categorized as

IAV referring Lundy’s behaviour treating black people violently. This stereotype

is reflected to the out-group membership in representing Lundy’s characteristic.

This verb contains negative meaning that would cause threat for a certain

individual as experienced by Ernie Davis.

The next example of IAV within in-group category is also shown in datum

presented below.

(4: 07) Lundy : Hell, Squirrel, I don't know which one's worse.
But you see, Davis, around here,
If it makes you happy, Squirrel finishes the laces,
you can shine them for me.
(Datum No. 41)

Datum 41 set in the locker room when all of the members of Orangemen

team of Syracuse University cleaned up after the training. Lundy commanded his

friend called Squirrel to do the laces. Ernie tried to remind him that he should call

him Donald instead of Squirrel. However, Lundy mocked Ernie to shine his shoes.

Shine is classified as IAV performing a specific event in which its beginning and

end could be defined. This stereotype reminds the long history of slavery era

when black people worked as servants. The judgement about black servant still

existed for centuries as it was simply reflected by Lundy’s word to clean up his

shoes.
 57

c. State verbs (SVs)

As it is stated in the findings above, the total occurrence of state verb

category is as much as 6 cases both in-group and out-group category. Each group

represents 1 case (3.2%) for in-group category and 5 frequencies (7.9%) for out-

group category. State verbs express mental and emotional states describing the

psychological states of person. Some examples of state verbs revealed in the

movie are shown in the data below. The first example is portraying the occurrence

of sate verb in in-group category.

(4: 08) Pops : Were you the first in your family to go to college?
Jim : Yes, sir, I was.
Pops : And what's it like at Syracuse for men like us?
Jim : It's great.
(Datum No. 17)

Here, Jim Brown, a graduated football player at Syracuse University came

to Ernie’s home together with Ben, the coach. Jim Brown was a black man,

whereas Ben was a white man. Pops, Ernie’s grandfather asked him concerning

the treatment he got while in the university because he was different. The

stereotype was tended to the membership of in-group category through the word

like. Like is categorized as state verb explaining mental or emotional states by

which the beginning and end is not clearly defined. It also describes psychological

state in order to define the typical or characteristic of a group membership.

The linguistic features reflecting stereotype categorized as state verb in

out-group is shown in datum 9 below.

(4: 09) Coach : I'm sorry, boys.

That's all there are.
Don't worry. The other team won't have any trouble
recognizing you.
 58

(Datum No. 9)

The dialogue stated in datum 9 occurred when little Ernie Davis joined the

football team in Elmira. Since he was black, he was being an object of stereotype

by his white coach. Here, almost everyone obtained jersey for training except

Ernie Davis. The coach said that everyone would recognize him even though he

was not wearing the football jersey for the reason that he was colored. It can be

interpreted that the stereotype of physical appearance of Ernie Davis is stressed by

‘recognizing’ his presence. Recognizing refers to state verb that implies mental

state of a person. Furthermore, the word recognizing shares a cognitive

psychological of a person.

The next example of state verb expressed to out-group category is when

Lundy says the allusive word as presented in datum as follows.

(4: 10) Lundy : Well, maybe he can entertain us.

You dance, Davis?
JB : Not as good as me, Lundy.
(Datum No. 20)

Based on the exchange above, Ernie Davis recently joined the Orangemen

team at Syracuse University. Another member team identified as a white man

named Lundy tried to compare Ernie Davis with preceding black boy joined in

Syracuse team (Jim Brown). He wanted to find out that he was not as tempered as

Jim Brown by offering him to dance. Black people are oftentimes stereotyped as a

skilled dancer by the whites. The word entertain refers to psychological state of a

person that cannot be objectively verified. Throughout this stereotype, it is

inferred that Lundy expects an amusement served by black since it shares

cognitive meaning.
 59

d. Adjectives (ADJs)

Adjectives are the most abstract category in linguistic category model

applied to describe language and behaviour. This kind of linguistic feature

qualifies the person to whom they refer. Furthermore, ADJs describe what a

person is like. There are 13 cases regarding the occurrence of adjectives revealed

in the movie in which 6 cases found within in-group category and 7 cases within

out-group category. For detailed information, the examples of adjectives category

reflecting stereotype phenomena will be presented into several examples. The first

example is portraying the type within in-group category.

(4: 11) Ernie : Am I invisible?

Ben : What?
Ernie : Am I invisible to you?
Am I an X, an O in your goddamn playbook, or do
you see a person standing here? Am I Avatus
Stone?
Am I Jim Brown? Just a running back?
That's bullshit!
(Datum No. 47)

In datum 47, Ernie Davis was talking to his coach for the motive he was

pulled out of the game due to urgent reason. Ernie Davis thought that Ben did not

care much about him as the member of the minor group in society (blacks). The

stereotype was presented to stigmatize his appearance that seemed to be ignored

by his coach. In order to highlight his undecided idea, the stereotype was

presented throughout his statement ‘invisible’. Invisible is classified as an

adjective employed to qualify Ernie Davis appearance. In addition, this stereotype

concerning Ernie Davis proposed to find out whether Ben, as a white man was

denied his existence in the team or just fooling him.

 60

(4: 12) Ben : Now, we barely got by West Virginia when we

played them here last year, and they've been
licking their chops waiting for us ever since.
They play by a different set of rules. It will be
hostile
Their fans are unruly, especially when they're
playing against a team that looks a little different
than they do.
(Datum No.40)

In the dialogue above, Ben advised his team members to pay attention

when the match was being taken place. The fans of West Virginia could not

calmly support the football match; hence Ben employed a stereotype toward the

in-group membership since the supporters of West Virginia were in the same

category as the white folks. The depiction of the opponent fans were represented

by Ben’s statement unruly. Unruly is categorized as adjective category. This

describes what person is like, especially whites with regard to abstract inferences

about their characteristics.

The next examples of adjectives classification occur in out-group category

are presented in the following data.

(4: 13) White Boy 1 : So, you're the next Jim Brown, huh?
Ernie : Yeah, I can see the resemblance.
Lundy : Yeah, except Brown was always mad about
something.
(Datum No. 19)

The exchange in datum 19 shows a stereotype referred to the out-group. It

was a conversation among Ernie and his friends in the middle of training at the

university court. In this context, the white people did stereotype to a member of a

group that did not belong to their group (out-group) or black people as represented

by Ernie Davis and his friends. Mad belongs to adjective which qualifies or gives
 61

a characteristic of Jim Brown. Black people are oftentimes stereotyped as bad

tempered and violent. Therefore, Lundy conducted social types to define the Jim

Brown character that was always mad about something.

(4: 14) Lundy : Don't ever make me look bad again

Ben : Back to the huddle, Lundy
You got away with a lot back in high school 'cause
you were bigger than everybody else.
Those days are done. You got it?
Ernie : Got it, Coach.
(Datum No. 28)

Lundy hit Ernie Davis on the ground when Ernie tried to help Lundy up

because they were intuitively bumping one another. In this situation, Ben

separated both Ernie and Lundy. Here, Ernie was being the one stereotyped by

Ben as reflected through a warning to stop the fight. Ernie Davis had big physical

appearance as it was in line with the trait of black people in which physically

superior than other races. The term bigger applied is classified as an adjective

category qualifying Ernie’s disposition.

e. Noun categories (NCs)

The total occurrence of noun categories in The Express movie is in the first

rank representing 27 cases both in and out-group. The appearance within in-group

category is 11 cases (17.5%) while out-group category is 16 cases (25.4%). Nouns

are used either to classify or assign an individual based on the specific group. In

under certain condition, nouns also qualify a person. Nouns are the most dominant

feature employed since mostly utterances spoken by the characters are referring to

the qualification of individual characteristic related to the appearance of the

 62

individuals. The further information of nouns as group categories will be

described in the examples of the phenomena.

(4: 15) Will : Where you gonna get a good job at, a Negro with a
diploma?
AT&T? GM?
It's football that's gonna take him some place.
Otherwise, he gonna be working right here with us,
cutting coal, and you know it.
(Datum No. 32)

Here, Will was talking to Ernie Davis about his school. However, Will

convinced him that he would end up to work as other Negroes did although he

was educated. It happened since there must be either differentiation or separation

among blacks and whites. Negro is a noun used to classify black people as

referring to their physical appearances and their colored skin. According to Will,

it would be the same whether black people had diploma degree or not, they would

never be in the high position as it was tightly related to racial inferiority of blacks.

Thus, the datum above reflects a stereotype within in-group category.

(4:16) Journalist : You just be careful, Ben.

They got no discipline. Too many of them and
they'll take the team away from you.
Now, you give my best to Reggie.
Spectator : Coon-lover!

(Datum No. 50)

In this situation, Ben Schwartzwalder, the Syracuse coach had a

conversation with a journalist where the situation was extremely crowded. The

spectators of the opponent team were still throwing bottles and trash to the field

despite the game was already over. Here, they assigned Ben Schwartzwalder as a

coon –lover. Coon is used by whites to describe the characteristic of out-group

 63

membership towards colored people. This word is employed to highlight the

stereotype tended to black people. However, Ben as a white man looking after

three Negro players was stereotyped as a coon-lover by the whites themselves

because they hated the blacks’ presence.

The next examples of noun classification emerged in out-group category

represent in the following data.

(4: 17) JB : They're saying Pete Dawkins is gonna take home the
Heisman.
Ernie : Well, he rushed for over 1,000 yards, and has almost
as many receiving yards, JB.
He's gotta be real good.
JB : Yeah, well, he's definitely real white.
(Datum No. 29)

In the dialogue above, JB showed a newspaper to Ernie Davis telling about

a white football player who wanted to win over the Heisman trophy. Here, the

stereotype was tended to the out group category conducted by JB as a black man

to Pete Dawkins as the white. The stereotype was shown by the definition of real

white to refer a specific characteristic of a group. Real white is a noun category

used to depict a representation of Pete Dawkins personality who seems to be a

good player in accordance with the white stereotype as known as hardworking

people. Therefore, JB and Ernie concluded the possibility of Pete’s wishes might

be achieved.

(4: 18) Sarah : "Ernie Davis is a bull-necked, steel-shouldered

running back "from Syracuse University, who can
run a football field's length "in 10 seconds flat."
Ernie : Okay, put that away now, please.

(Datum No. 39)

 64

The last example of noun as group category is presented in datum 39

above. Ernie Davis and his friends were strolling outside the campus. Sarah

holding a magazine in her hands read out loud the headline that highlighted Ernie

Davis’ name. Throughout the magazine published by whites, Ernie Davis was

depicted as bull-necked and steel-shouldered running back. Those phrases are

representing Ernie Davis as a strong man. Accordingly, these noun categories

refer to the physical appearance of black people that bigger and stronger

compared to others which further was stereotyped as physically superior.

2. Factors Initiating Stereotype

The second objective of this research is to explain factors initiating

stereotype in society especially revealed in The Express movie. Stereotype does

not merely occur; there must be several situation or causal factors that give

contribution in process of stereotype shaping. Ajtony proposes several theories

collected by several theorist that contribute to determine factors initiating

stereotype including as a way to simplifying the demand of the perceiver,

different social roles, group conflict, different power, and response to a need for

social identity. According to the findings, different power is the most dominant

factor occurred based on the stereotype phenomena. It represents 15 cases (23.8%)

from the total 63 data analysed. Further description concerning factors initiating

stereotype will be presented in the examples below.

a. As a way of simplifying the demand of the perceiver

Stereotype as a depiction of a certain group provides much information

regarding the group itself. Stereotype emerges as a response to simplify the

 65

excessive information in the society on the side of the perceivers. In this case, the

process of stereotype involves simplifying the demand of the perceiver so that the

information will be conveyed easily. According to the findings, this factor of

stereotype contributes 14 cases (22.2%) emerged both within in and out-group

category.

The example of factors that determine stereotype is given in the dialogue

below.

(4: 19) Ben : And we are up against the big boys.

We've got Pitt, UCLA, Texas.
Jim : You mean he's colored.
Ben : He's a Negro, yes.
Jim : You can't talk to Negroes?
(Datum No. 16)

In this situation, Ben persuaded Jim Brown to help him recruiting a good-

skilled boy named Ernie Davis as the member of his team. However, the boy

aimed was a Negro. Negro is a word employed by whites to assign the black

people based on their physical appearances. However, Jim Brown who considered

being a Negro also defined the term ‘negro’ to identify Ernie Davis’ characteristic.

Jim Brown asked him why he could not talk to Negroes by himself. By stating the

word Negroes, it simplifies the information about Ernie Davis by which this

situation is employed within in-group category.

Predominantly, factor regarding a way of simplifying the demand of the

perceiver occur within out-group category. This is a simple way to filter the

information of the out-group depiction.

(4: 20) Coach : I'm sorry, boys.

That's all there are.
 66

Don't worry. The other team won't have any trouble

recognizing you.
(Datum No. 9)

Datum 9 shows the situation when little Ernie Davis joined the Elmira

Kids Academy in New York. As being a different child since he was colored, his

coach treated him differently. He did not have a jersey for the reason that the

opponent team would recognize his existence conspicuously. Accordingly, this

situation was an easy way to depict the representation of black people by their

physical appearance and skin color.

(4: 21) White Boy 1 : So, you're the next Jim Brown, huh?
Ernie : Yeah, I can see the resemblance.
Lundy : Yeah, except Brown was always mad about
something.
(Datum No. 19)

In this situation, Ernie Davis just joined the Syracuse team was in training

session. The other members of the team introduced themselves. When it came to

Ernie Davis, they were rather stigmatizing the presence of him. Here, Lundy

comprised him with Jim Brown, a skilled football player at Syracuse since they

had similarities. However, Lundy described Jim Brown as a bad tempered person.

It was related to the black stereotype seen as bad tempered and violent. Lundy

portrayed the representation of black people was similar to one another due to the

simplifying information about them.

b. Different social roles

Social roles provide significant contribution in shaping the interaction and

determine the social contact in a community. An individual’s position in society

determines every individual to take a responsibility based on the status or position

 67

they belong to. It means that an individual should act appropriately in relevance

with the role obtained from the status categorization in society. There are 11 cases

of different social roles found based on the phenomena analysed. The occurrence

within in-group category emerges 8 times (12.7%) while out-group category is 3

times (4.7%).

Different social roles contribute to the emergence of stereotype since

social class and position determine the social contact. This causal factor mostly

found within in-group category experienced by the black people since they

realized that they were in the lower position. Here are the examples of the

phenomena as follows.

(4: 22) Pops : Were you the first in your family to go to college?
Jim : Yes, sir, I was.
Pops : And what's it like at Syracuse for men like us?
Jim : It's great
(Datum No. 17)

Based on the dialogue above, it was clearly stated that Jim Brown was the

first family to go to college. Pops asked him the way his university treated man

like them (black people) since rarely colored people attended school together with

the whites. In addition, Pops implied there must be differentiation among them.

Obtaining higher education was not easy way for the black people. There was

separation in education and other facilities which were constructed from the class

categorization or position in the society. Here, Pops realized his and other black

position in society; therefore this becomes factor of stereotyping towards his

group membership.

(4: 23) Will : Where you gonna get a good job at, a Negro with a
diploma?
 68

AT&T? GM?
It's football that's gonna take him someplace.
Otherwise, he gonna be working right here with us,
cutting coal, and you know it.

(Datum No. 32)

Datum 32 presents another different social role within in-group category.

Considering the separation among black and white, Will sardonically convinced

Ernie whether he could get a better job by his degree or not. He assured that

Diploma would not take him to get a better job since role and position possessed

by Ernie Davis who belonged to the lower group was different from those whites.

He believed that people just like them would end up by cutting coal.

(4: 24) Ben : Scare tactics.

Doesn't have a goddamn thing to do with football
Lew : We shouldn't play him.
Maybe not even Art or Jack but especially Ernie.
The NCAA is on my back
Even the Mayor of Dallas is nervous, afraid of race
riots
(Datum No. 54)

Datum 54 shows the stereotype towards out-group category conducted by

the white people (Lew) to the three Negroes football players. Throughout Lew’s

utterance, he tried to give an advice to Ben since it was dangerous to employ

Negro players within the team. NCAA as the association of athletic in the United

States was right away watching him. Anxiousness concerning racial chaos

emerged due to different social roles. Ernie Davis as the member of minor group

should take responsibility as his achievement in the field became the headline in a

newspaper. Many black people were looking up to him, hoping for better
 69

opportunity and equality. This situation was denied by the white; as a result the

hatred became a threat of racial chaos for the two groups.

(4: 25) JB : So precisely when is it you're going to start

kicking my black ass back to Africa?
Coach : Hey Buckley!
Ernie : Hey, come on, stay cool.
Ben : They’re baiting us.
Coach 2 : They’re baiting them
Longhorn’s Coach : Hey, Logan, Taylor, 44 is embarrassing you.
(Datum No. 58)

Ernie Davis gave a point to his team and it made the opponent team (Texas

Longhorn) mad at him. Ernie’s achievement was a shame for Texas Longhorn

since the white failed to defeat the black. Therefore, the coach directly referred

Ernie Davis, the owner of number 44, was embarrassing them. The failure of the

Longhorn team indicated that they could not take a responsibility to maintain their

position, specifically over blacks. Thus, it can be concluded that the causal factor

initiating stereotype is the different social role since the whites especially in

Longhorn part could not act as it was supposed to be regarding their higher

category in society compared to black.

c. Group conflict

Inter-group conflict may oftentimes occur among multicultural society.

Multiculturalism has been indicated American’s cultural heterogeneity which

conflicts with American’s cultural homogeneity. In the United States conflict can

emerge since there is a concept of equality. This can be portrayed in The Express

movie focused on stereotype phenomena in related to some issues as in a

multicultural society. According to the 63 data analysed, 10 cases of the

occurrence concerning group conflict are found. As much as 4 cases (6.4%)

 70

emerge within in-group category while 6 cases (9.5%) reveal within out-group

category. The examples of this factor initiating stereotype are presented in the

following conversation.

(4: 26) Ben : Now, we barely got by West Virginia when we

played them here last year, and they've been licking
their chops waiting for us ever since.
They play by a different set of rules. It will be
hostile.
Their fans are unruly, especially when they're
playing against a team that looks a little different
than they do.
(Datum No. 40)
Syracuse University had a football match against Mountaineer team held

in West Virginia. The fans of the Mountaineer had a different way to treat the

opponent team. They did not pay attention to the rule being set; brutal and unruly.

Specifically, it was intentionally tended to the group having different

representation and appearances than they did. This triggered a group conflict

between two groups that further caused a stereotype. Thus, datum 40 shows a

stereotype that emerges because of group conflict. It is interpreted that the conflict

is coming from both different values and perspectives about ‘equality’.

(4: 27) JB : Worse. He dated a white girl.

Majorette, blonde.
Schwartzwalder wouldn't even give Jim
a scholarship until sophomore year.
Made him prove himself.
Just goes to show, Coach likes winning more than he
dislikes Negroes.
(Datum No. 24)

According to JB, there was a man known as Avatus Stone who suddenly

disappeared from the university. Information said that he suddenly disappeared

after dating a white girl. Dating a white girl could cause a risk for the black people.
 71

Here, conflict among group initiates the emergence of stereotype within in-group

category. Different values perspectives among cultural groups evoke intercultural

conflict. The Avatus Stone is not equal to date with a white girl since the values of

each group is different. Therefore, the Avatus Stone may have a trouble and finally

disappear.

The next examples is group conflict emerged in out-group category.

(4: 28) Ernie : I got a scholarship.

I can't risk losing it, and I don't wanna invite trouble.
Will : I see. Did Emmett Till invite trouble?
Did Rosa Parks?
Who told you this, your coach?
Ernie : You don't understand.
It's a different world up there.
(Datum No. 33)

Will invited Ernie to attend an event for the sake of country change and

equality. Since Ernie got a scholarship he could not attend that event. Will

presumed that the coach gave a bad influence on Ernie Davis. In the dialogue

above, Will did stereotype to Ben (Ernie’s coach) in which based on Will’s

perspective, had affected him. It is interpreted that factor determining stereotype is

group conflict since it is associated with values of equality. Here, Will

emphasized the figure of Rosa Park and Emmet Till in order to convince Ernie.

Those were figures that gave influences on civil rights in American history.

(4: 29) Commentator : and the Orangemen have grabbed a 6-0 lead against
the Mountaineers on their own home turf.
Spectator : Go home, blackie!
(Datum No. 46)
The Orangemen team led the game over the Mountaineers. The

Orangemen itself was strengthen by several blacks provoking the hatred of the

whites on the part of opponent team and its spectators. This chaotic situation
 72

caused the spectator insulting the black people. They shouted out and commanded

the blacks to go back to Africa since their presence as an inferior group was

assessed as a threat for the whites. Conflict aroused disintegration intergroup

within society as it was depicted by the chaos happened in the field. The

spectators, who were mostly whites, highlighted the word blackie in order to defy

heterogeneity.

d. Different power

The gap between dominant and minor group creates power existence

among them. Stereotype referred to inferior group may be emphasized since the

dominant group has power over the minority. Generally, the powerful group

mostly controls almost every aspect of social life. Based on the 63 data analysed,

differences in power become the most dominant factor initiating the emergence of

stereotype as much as 15 cases (23.8%). It can be calculated that 3 cases (4.7%)

emerge within in-group category while 12 cases (19.1%) found within out-group

category.

Different power becomes the most dominant factor initiating stereotype

since the social structure in America is composed from various races and ethnics

as such blacks that have a long history since centuries ago wherein the dominant

group controls the society. Here are the examples of different power emerged in

The Express movie.

(4: 30) Journalist : And you're saying you should have?

Jim : Now, if I say that the papers tomorrow,
will tell the story of the angry Negro who doesn't
know his place. I know my place, gentlemen. It just
may not be where you like.
(Datum No. 12)
 73

Dialogue in datum 12 occurred when some journalists asked Jim Brown

concerning the Heisman Trophy. Jim gave a response to the journalist using the

word Negro, that he was not deserved to win the trophy. Jim knew his position in

society as he belonged to the minor group. Different power among black and

white created a gap between them. Jim realized that he and his groups were

powerless. If he said he would win over the Heisman trophy, the news would talk

about him as an indignant Negro. Thus, stereotype was conducted to himself as

in-group category since he comprehended the privilege right possessed by white

as the dominant group.

(4: 31) Will : No understanding whatsoever with the troubles in this

country.
“You boys got no business north of Union Street,
you hear me?"
Ernie : Now, leave Pops out of this, Will.

(Datum No. 34)

After a meeting taking place in the church finished, Will had a

conversation with Ernie Davis. They talked about an event held in Washington

together with Martin Luther King Jr. However, Ernie Davis could not attend this

event and it triggered a strong argument among them. Based on Will’s statement,

there was an assumption that Ernie Davis did not care about the troubles in his

country, especially trouble concerning racial equality and Union Street constraint.

Union Street was a street settled by various immigrants from across the world

including African-American. Union Street became a separating line among black

and white. Black should not have across the north Union street since it represented

a prohibition, so that they would not have an affair across the north union. The
 74

existence of power constructed a boundary embodied on the Union Street line.

Here, Will as the member of minor group understood this constraint.

Consequently, he invited Ernie Davis to join the event in Washington.

Different power mostly appears within out-group category. The examples

of this factor initiating stereotype are shown in data as follows.

(4: 32) White boy : What are you boys doing north of Union Street?
One of you better answer
Ernie : Just collecting bottles.
White boy : These are our bottles up here.
Hey, guys! Ain't but one thing to do here.
Will : Ernie, you listening to me?
Ernie.. now, Ernie! Ernie!
White boy : This one must be stupid. I'll tell you what, you give
us those bottles, and we won't kick your black ass.
Got something to say?
(Datum No. 1)

When Ernie Davis and Will were collecting bottles near the railway station,

a gang of white boys came along and threated them. Will successfully climbed a

train passing through. Further, Ernie Davis was left all alone and threated by the

white boys. Here, it is interpreted that different power becomes the factor

determining stereotype for the reason that a threat and coercion for Ernie Davis is

conducted since the whites have more power to control the society, including the

matter of Union Street. It also implies that the north of Union Street was under

white authority. Blacks had no business across the Union Street.

(4: 33) Lundy : Hell, Squirrel,

I don't know which one's worse.
But you see, Davis, around here,
Squirrel finishes the laces.
If it makes you happy, you can shine them for me.
(Datum No. 41)
 75

Based on datum 41, Lundy comprised two people namely Squirrel, a

nickname for Donald, and Ernie Davis. According to him, both Squirrel and Ernie

were similar. Although Squirrel was a white man, it did not matter for Lundy

giving him a command to do the laces for his shoes. At the time Ernie Davis

justified the proper name for squirrel, Lundy precisely compared him whether he

was worse than Squirrel or not. Sarcastically, Lundy offered him to clean up his

shoes. Here, the tendency of stereotype is directed to the minor group that is black

people. Black people have a long history in slavery era in which this belief leads

to the judgement about the existence of black servant as it is reflected by the way

Lundy mocked Ernie to shine his shoes. This is caused by the different power

distribution among the white as the dominant group and blacks as the minor

group; hence, the dominant group can both oppress and control the powerless

group in society.

e. Response to a need for social identity

In social identity, people tend to emphasize the characteristic of their

groups when in-group identities are prominently revealed. It means that when a

salient identity of in-group revealed, the memberships of in-group accentuate the

differences from the out-groups. Social identity tends to characterize the

membership of the group as positive as possible. This becomes the factor

determining the emergence of stereotype since individuals must characterize their

identity within group membership in order to distinguish from other groups.

Based on the findings, the stereotypes emerge due to response to a need for social
 76

identity within in-group category in number of 6 (9.5%) cases whereas out-group

category represents 7 cases (11.1%) from the total stereotype phenomena analysed.

The examples of this factor are presented in the data below.

(4: 34) Ernie : JB, look.

JB : What?
Ernie : Hey!
Negro polar bears.
JB : Who knew they travelled in pairs?
(Datum No. 30)

Datum 30 indicates the stereotype within in-group category. Ernie Davis

and JB met their couples to dance with that are two Negro polar bears. Negro

polar bears were representing the girls who are categorized as Negro. Negro

means colored people. They tried to emphasize their class by which belong to the

same group identity. It is interpreted that JB and Ernie Davis as possessing black

characteristic find two girls having similar identity. Thus, the social identity is

revealed. Here, the group differentiation formed to distinguish the membership of

black identity by stating word Negro. On the other hand, this group categorization

was also carried by a constraint among black and white identity.

(4: 35) Ernie : To be honest, Mr. Page, when I'm out on that field I
only think about winning the game.
But that doesn't mean I don't know the color of my
own skin.
(Datum No. 52)

Ernie Davis and his team were in Texas to play a football game against

Longhorn in which this match was being a great match ever held at the Cotton

Bowl. However, an issue regarding race equality was being demonstrated around

the country. Consequently, many people related Ernie Davis’ presence with

political concern. Winning the football game was the only thing he hoped for. He
 77

knew his position in society as the inferior group. Here, Ernie Davis tried to

accentuate his identity through his skin color that was different from the others.

Therefore, he wanted to put an effort to show the society that colored people were

able to accomplish achievement. Furthermore, this became a differentiation from

the out-group membership by which he underscores the positive characteristic of

black through winning the game.

(4: 36) Logan : I've been waiting for this nigger.

Referee : Okie. Okie. Set!
Logan : I'm about to kick your black ass back to Africa, boy.
JB : Oh, yeah?
Too bad I'm from Philly.
(Datum No. 56)

The conversation in datum 56 displays the situation initiating stereotype as

response to a need for social identity within white membership that becomes a

basis for stereotype towards a membership of out-group represented by black man

(JB). When the match was being taken place, a white man named Logan from the

opponent team mocked JB since the existence of black people in the United States

became a threat for his group. Furthermore, the hatred towards black was

emphasized by the word kick to Africa. He wanted to both classify and distinguish

the identity in society by expelling them away as the non-whites, so that there

would be no more fear and threat for them.

(4: 37) Ben : What the man is trying to say is that the trophy
ceremony in our honor will be held at Oak Hill
Country Club tonight.
Boys : Great.
Very nice.
Ben : Unfortunately, the Oak Hill Country Club is color
restricted. Which means that three of us, including
the player who was awarded the Cotton Bowl MVP
today, cannot attend.
 78

(Datum No. 62)

The dialogue above is another example of the factor determining

stereotype within out-group category. Here, the Orangemen team from Syracuse

University appeased the football game at the Cotton Bowl. To celebrate the

victory, all the member of the team should attend the trophy ceremony at Oak Hill

Country Club. However, this club was restricted to people of color which meant

prohibited for Ernie Davis and his friends. Although Ernie Davis had successfully

winning the trophy, he was still less appreciated by the society. The whites denied

the black people by uttered color restricted. Their assumption was that black

supposed to be separated from them. It is interpreted that the word restricted gives

an accentuation of different racial group identity as it is conducted to distinguish

the membership of in-group (us) and out-group (them).

3. Functions of Stereotype

Stereotype has several functions in order to control individuals’ behaviour

and the society itself. The third objective of this research is to explain the

functions of stereotype. The theory proposed by Smith is employed to identify the

possible functions in conducting stereotype. These are classified as promoting

loyalty of an in-group or dominant group, rationalization or excusing

discriminatory behaviour, reducing mental, effort and also proving the inferiority

of the sub-group. The dominant function of stereotype is to promote the loyalty of

an in-group or consensus of dominant group while reduce mental effort becomes

the smallest function of stereotype.

 79

a. Promote loyalty of an in-group and consensus of dominant group

Stereotype has a function to enhance the solidarity of a membership within

in-group category. Furthermore, stereotype constructs a strong bound among

membership within a certain in-group. This functional quality of stereotype is

categorized as the most-often appearing factor in which the frequency of the

occurrence is 19 times (30.2%) wherein in-group category contributes 10 cases

(15.8%) and out-group category represents 9 cases (14.3%).

The first stereotype for the function to promote loyalty within in-group

category is presented in the dialogue as follows.

(4: 38) JB : And when you use your meal voucher in the student
union...
Ernie : Right...
JB : Stay away from the meatloaf.
Ernie : What else?
JB : Girls.
You'll find a Negro polar bear before you find a
Negro coed.
(Datum No. 21)

In the conversation above, JB advised Ernie Davis to stay away from the

meatloaf and the girls, especially white girls. These were rules that must be

obeyed, especially by the black people unless they wanted to get troubles. The

stereotype committed here was referred to the in-group membership as noted by

JB’s warning to stay away from whites’ property. It can be interpreted that the

function of stereotype is to promote the loyalty or cohesiveness of in-group

membership so that the member would keep a distance away from the whites to

avoid friction among groups.

(4: 39) Ernie : JB, look.

JB : What?
 80

Ernie : Hey!
Negro polar bears.
JB : Who knew they travelled in pair.
(Datum No. 30)

Negro polar bears were used to portray the girls who were categorized as

Negroes. Negro means a term used to label racial groups possessing black skin

tone wherein this term has offensive characteristic. Here, JB tried to emphasize

their characteristics that belong to the same group identity by doing stereotype to

the in-group membership. Stereotype within in-group category is aimed to tighten

the solidarity and unity as one group membership. It can be interpreted that the

function of this in-group stereotyping is to tighten the consensus of the values and

also belief system shared by in-group membership. Therefore, despite the blacks

are being categorized as minor group, it is expected that the cohesiveness of the

group would be strengthened persistently.

(4: 40) Will : Now you got a white man telling you what you can
and can't do.
Ernie : Wait a minute. Hold on
Watch how you talk to me.
(Datum No. 35)
The dialogue in datum 35 presents the stereotype employed to out-group

category. The member of minor group represented by Will stigmatized a white

man in reference to Ben Schwartzwalder by portraying him just like the

personality of white people in general who could do anything by commanding the

blacks to do something. Based on Will’s thought, Ernie Davis should not listen to

him since equality must be established. Here, the function of conducting the

stereotype can be inferred to promote the loyalty of the in-group membership in

 81

order to unite his group membership, so that group members are permitted to

speak up by which further the goal attaining equality would be accomplished.

The last example of this function of stereotype is shown in the dialogue as

follows.

(4: 41) Journalist : Say, Ben, how many colored you got playing for
you?
Ben : Three, why?
Journalist : You just be careful, Ben.
They got no discipline. Too many of them and
they'll take the team away from you.
Now, you give my best to Reggie
(Datum No. 49)

The journalist was asking Ben about the total colored people or black

people recruited in the team. He said that too many blacks would give impacts for

his team. Whites saw the blacks as indisciplinary and lazy people. Thus, he

warned Ben to be careful for it was very risky to have Negroes in the team. It can

be explained that blacks become a threat for the group majority, especially for the

whites. Therefore, the stereotype proposed is to enhance the solidarity of the

dominant groups which further strengthening the dominant group’s values, so that

either the inquietude or fear within the dominant group could be minimized.

b. Rationalization or excuse discriminatory behaviour

Stereotype serves a purpose as rationalization or excusing discriminatory

behaviour. It means that belief, or attributive in the group functions like self-

protector on the part of the attackers. It provides an explanation concerning the act

of stereotype that has been done when the individual being stereotyped denies it.

Behaviour as such bullying and discrimination are closely related to inequality in

which accentuating throughout racial issues in The Express movie. According to

 82

the phenomena analysed, 15 cases (23.8%) of stereotype indicate as

rationalization or excuse discriminatory behaviour. Further information regarding

this function of stereotype would be presented in the examples below.

(4: 42) Journalist : You talking about the Heisman Trophy, Jim?
Jim : I didn’t win that.
Actually, no Negro has ever won it.
(Datum No. 11)

The example above constitutes a stereotype within in-group category. The

situation showed that a journalist cynically asked Jim about winning the Heisman

Trophy. Directly, Jim replied the journalist question that he did not win that. He

underscored the situation by using the word Negro, which meant undeserved to

win the trophy for he knew his position in society as he belonged to the minor

group. He stigmatized his group to excuse the discriminatory behaviour as a

response of social justification conducted by the journalist regarding his cultural

background as black identity who would never win Heisman trophy.

The next example of the function of stereotype as rationalization or excuse

discriminatory behaviour is shown in datum 41.

(4: 43) Ben : Now, we barely got by West Virginia when we

played them here last year, and they've been licking
their chops waiting for us ever since.
Their fans are unruly, especially when they're
playing against a team that looks a little different
than they do.
They play by a different set of rules.
It will be hostile.
(Datum No. 40)

The situation in conversation above occurred when a match between

Syracuse University and its opponent was held in West Virginia. Here, Ben

advised his member team to pay attention about the situation since the spectators
 83

supporting opponent team were brutal, racist and would not obey the rules. The

Syracuse University team was composed by three Negroes; apprehension of a riot

in the field came up. Ben conducted the stereotype towards in-group category

referring to the spectators that were white folk. For this reason, Ben rationally

knew the characteristic of the white folks in West Virginia; he justified their

discriminatory behaviour which was oftentimes represented as racist group.

The next examples emerged across out-group category will be described as

the following.

(4:44) White boy : What are you boys doing north of Union Street?
One of you better answer.
Ernie : Just collecting bottles.
White boy : These are our bottles up here.
Hey, guys!
Ain't but one thing to do here.
Will : Ernie, you listening to me?
Ernie.. now, Ernie! Ernie!
White boy : This one must be stupid. I'll tell you what, you give
us those bottles, and we won't kick your black ass.
Got something to say?
(Datum No. 1)

Across the north of Union Street, Ernie and his friend were collecting

bottles. When a gang of white boy came up, it became a threat for them.

Meanwhile his friend was leaving him behind, Ernie was forced to give the bottles

since they were claimed to be the whites’ property. As the member of minor

group, bad treatment and suppression were committed to prove the superiority of

dominant group. However, the white boys got a rejection from Ernie Davis. His

bravery against the white boy caused a stereotype that expressed by the white boy.

He labelled Ernie Davis by a negative traits of black people embodied in the word
 84

stupid as it was associated with blacks stereotype by which less smart than those

whites.

Here, the stereotype had a function as rationalization since Ernie Davis

refuted to give those bottles to the white boys and also emphasizing excuse

concerning the representation or negative trait possessed by black people.

(4: 45) Lundy : Don't ever make me look bad again.

Ben : Back to the huddle, Lundy.
You got away with a lot back in high school 'cause
you were bigger than everybody else.
Those days are done.
You got it?
(Datum No. 28)

Datum 28 depicts a situation when a fight in the field between Lundy and

Ernie Davis happened. This physical contact started when Ernie Davis tried to

help Lundy due to the collision among them. The hatred and angry experienced by

Lundy towards Ernie led him to act rudely by beating Ernie Davis straightaway.

Ben separated both of them and reminded Ernie concerning his physical

appearance that bigger compared than those whites. Here, bigger qualifies Ernie’s

disposition. This stereotype makes a rationalization wherein black people are

perceived to have superior body representing violence where they are likely to put

a fight over someone.

c. Reduce mental effort

Stereotype functions as a way to reduce mental effort for the individual.

It means that presenting stereotype in comprehending other individuals or groups

can reduce their information in order to simplify the depiction of the groups.

Additionally, it encourages an individual to observe and eliminate hesitancy in

 85

every social situation. In the movie, the frequency of the function to reduce

mental effort is 12 cases (19.1%) by the distribution within in-group category as

much as 5 cases (7.9%) whereas out-group category at the rate of 7 cases (11.1%).

Here are the examples in regard to the function of stereotype as reduce

mental effort for the individual.

(4:46) Will : Where you gonna get a good job at, a Negro with a
diploma?
AT&T? GM?
It's football that's gonna take him someplace.
Otherwise, he gonna be working right here with us,
cutting coal, and you know it.
(Datum No. 32)
The stereotype conducted by Will was tended to his in-group category as

black membership. Negro as a term containing offensive meaning was stated to

underscore the characteristic of his group which was vulnerable to act of

discrimination. According to Will’s statement, the discrimination could be seen

from the job opportunities. Although Ernie Davis got a diploma degree, it did not

guarantee a black individual like him attaining a better job. Will believed that

people like them would end up by cutting coal due to the separation in institutions

and public facilities. Moreover, it is interpreted that the stereotype presented

expectedly provides a simple way to investigate the social situation. It is a simple

way to describe and classify things in order to emphasize the existence of the

group which determines the further individual or group interaction.

(4:47) Journalist : You just be careful, Ben.

They got no discipline. Too many of them and
they'll take the team away from you.
Now, you give my best to Reggie.
Spectator : Coon-lover!
(Datum No. 50)
 86

The dialogue above is another example of the function of stereotype

appearing within in-group category. Coon is racial term used to contrast a certain

group which belong to the other membership (out-group). Ben Schwatzwalder

was stigmatized as coon-lover by other white folks in West Virginia since he

recruited and played Negro men in his team. As a consequence, the hatred of the

whites was devoted to Ben. The function of stereotype is clearly to reduce mental

effort of the white folks in order to observe the social situation occurred. To

process the information of the social situation presented, stereotype becomes an

easy way to help them presenting the characteristic of Ben Schwatzwalder even

though he is classified as a group membership.

The next examples of the reason for stereotype within out-group category

are presented in the data as follows.

(4: 48) Ben : Davis, Buckley, Baker, you stay in the middle of the
pack.
Keep your heads down.
Spectator : It must be Halloween,
'cause here come the spooks!
(Datum No. 43)

The situation in datum above depicted when Orangemen team had a

football match against the Mountaineer. It was known that the spectators of

Mountaineer were unruly and rude. The abruptness revealed when the Negro

players participated in this game. It was shown by the act of throwing bottles and

rubbish over the Orangemen players. The hatred towards the black was expressed

by stereotype them as ‘spooks in the Halloween’. Spook is defined as dreadful

character by means of a ghost. Therefore, the function of stereotype here is to

reduce mental effort for the individual by portraying the black people as dreadful
 87

as ghost. This is in line with the blacks stereotype by which scrutinize them as

scary figures.

(4: 49) Ernie : We can't use the elevator 'cause we might scare the
white folks. Can't even walk in the front door of a
hotel.
Now, all those people who did that, who believe
that's right, are watching.
But you know what, so are they.
(Datum No. 61)

The last example of the function of stereotype to reduce mental effort is

presented in datum 61. According to the dialogue above, the discrimination had

influenced in some aspects in daily life such as room separation in hotel, and

prohibition to use elevator since it was stigmatized that the blacks might scare the

white folks. Here, Ernie Davis talked to Ben regarding racial discrimination

perceived by him and his friends. The racial segregation proposed by white was

proposed to eliminate the fear within the white group as well as the majority.

Ernie believed that those whites who had discriminated them were watching in the

field to find out that black could never be equalized as the whites did. In this way,

Ernie conducted a social typing for the function of reducing mental effort by

eliminating the hesitancy of social situation throughout ‘racist’ depiction in order

to portray the trait of white folks.

d. Prove the inferiority of the sub-group

The last stereotype function proposed by Smith is to prove the inferiority

of the sub-group. Since it presents the inferiority, there is a tendency in which the

dominant group subordinates the minor group. Additionally, the existence of

discrimination within society cannot be eluded. The discrimination associated

 88

with stereotypes among blacks and whites in The Express movie places the blacks

as the minority group in the lower status. This function of stereotype represents

the number of 17 cases (26.9%) for its occurrence. The examples concerning the

function to prove the inferiority of the sub-group within in-group category are

presented in the following.

(4: 50) Will : No understanding whatsoever with the troubles in

this country.
“You boys got no business north of Union Street,
you hear me?”
Ernie : Now, leave Pops out of this, Will.

(Datum No. 34)

The Union Street was a district settled by various immigrants from around

the world including black immigrants. Throughout the movie, it can be seen that

The Union Street becomes an abstract separating line among blacks and whites.

Based on the dialogue in datum 34, Will defined a stereotype of his group through

a representative noun ‘north of Union Street’ since this street might constitute a

crucial segregation among two racial groups. Here, Will emphasized that the

blacks should not have crossed the north of Union Street since they did not have

any affair there. Moreover, it had claimed as the whites’ business property.

Thereby, the function of stereotype is to prove the inferiority of the sub-group.

Through the in-group stereotype, Will implicitly gave an explanation to Ernie

Davis that the inferiority of their group led to subordination and discrimination

carried out by the dominant group so that he wished to establish racial equality.

(4: 51) Will : That man don't care nothing about you, Ernie.
You're not there.
Ernie : You don't know him.
Will : You just his educated nigger.
 89

Ernie : You don't know what you're talking about.

(Datum No. 36)

The exchange above set outside the church after the meeting discussing

about racial equality was over. Will assured the white man known as Ernie’s

coach; Ben was just taking an advantage on Ernie. He did not care at all about

black people. The stereotype was emphasized by the use of phrase educated

nigger to refer Ernie Davis. Nigger, as it means colored people, was categorized

as inferior group in society since they were powerless seen from the skin color. It

is interpreted that the warning given by Will shows an inferiority of his group

since he feels that Ernie Davis is there for the sake of whites’ business.

The two next examples are representing the function to prove the

inferiority in out-group stereotype.

(4: 52) Lundy : Hell, Squirrel,

I don't know which one's worse.
But you see, Davis, around here,
Squirrel finishes the laces.
If it makes you happy,
you can shine them for me.

(Datum No. 41)

In the past when slavery era existed, the blacks were forced to earn things

and worked as servants. This enslavement was showing the inferiority of black

people persisted for a long time. In the conversation above, Lundy presumed that

both Squirrel, a nickname for Donald, and Ernie Davis were bad. Satirically,

Lundy offered Ernie Davis to clean his shoes. The word shine stated by Lundy,

invited anger for Ernie Davis since it was interpreted as assumption of black

servant. It can be inferred that the function of stereotype is to prove the inferiority
 90

of the sub –group in which the accentuation regarding black servants or slavery is

presented in order to highlight the racial inferiority perceived by Ernie Davis.

The last example of this function is shown in the conversation among

Ernie Davis and JB in the following.

(4: 53) Lundy : You've got something to say, 44?

JB : You all right?
Ernie : Yeah
JB : You can't let him treat you like that and not say
nothing.
Ernie : That's all right. I do my talking on the field.
(Datum No. 27)

In this situation, Ernie Davis performed his skill in football training. His

ability created a threat and jealousy on Lundy’s side. This hatred was expressed

by hitting Ernie Davis on the ground. JB who was helping Ernie Davis to stand up

stated that he should speak up and did something when Lundy treated him rudely.

The stereotype implied that Lundy treated the blacks group badly. As it is

reflected by JB’s statement, this stereotype intention to white group seemingly

confirms the validity of racial inferiority perceived by those blacks. Therefore, the

function of this stereotype is to prove the racial inferiority of the blacks’

membership possessing a meaning as subordinate group in the society.

 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

The conclusions are derived from the findings and discussions in the

previous chapter associated with the formulation of the problems and objectives

of the research. Based on the stereotype phenomena analysed in The Express

movie, the conclusion can be drawn as follows.

1. According to the utterances spoken by the characters in The Express movie,

five linguistic features reflecting stereotype are identified. Those are

classified as descriptive action verbs (DAVs), interpretive action verbs

(DAVs), state verbs (SVs), adjectives (ADJs), and noun as group categories.

Noun categories become the most dominant feature emerged since the

utterances spoken to stereotype individuals are tightly related to either

individuals’ traits or appearances. Meanwhile, the frequency of descriptive

action verbs (DAVs) are representing as the smallest number found within

out-group category. The linguistic features reflecting stereotype phenomena

in The Express movie predominantly appear within out-group category since

there are intentions to portray the characters of their own group better than the

other groups.

2. In relation with the situation or factor shaping stereotype, there are five

possible factors initiating stereotype classified, i.e. as a way to simplify the

demand of the perceiver, different social roles, group conflict, different power,

and response to a need for social identity. According to the findings, the most

91
 92

dominant factor initiating stereotype is different power. Different power

possessed by each racial group creates a gap among the powerful group and

the powerless ones which further leads to stereotype phenomena. Here,

different social roles and group conflict obtain smaller numbers regarding

their occurrences.

3. With regard to the function of stereotype, there are four possibilities revealed

i.e. to promote loyalty and consensus of dominant group, rationalization or

excuse the discriminatory behaviour, reduce mental effort, and prove

inferiority of the sub-group. In accordance with the data analysed, the most

dominant occurrence for the function of stereotype is to promote loyalty and

consensus of a dominant group. Predominantly, the function of stereotype

based on stereotype phenomena analysed in The Express movie is to maintain

the existence of each racial group in the society.

B. Suggestions

In accordance with the results of the research, there are some suggestions

proposed by the researcher to the related parties as follows.

1. English Lecturers

Stereotype is an essential view point regarding the language use and its

relation considering the social situation. The material of stereotype is limited

to be discussed in the class. Therefore, this research presents more

information as the material concerning the topic of stereotype phenomena in

multicultural society. Understanding stereotype and multiculturalism reduces

either the risk or friction in social relationship within plural society.

 93

2. Linguistic Students

For the linguistic students, it is expected to obtain more information regarding

language and society related to stereotype phenomena. Since stereotype

phenomena in multicultural society are limited to be discussed in the class, it

helps the students to investigate the phenomena deeper throughout this

research as a reference. In addition, it is important for the linguistic students

to pay attention language use and social phenomena within multicultural

society in daily life, so that it would give a comprehension toward other

cultures.

3. Other Researchers

For other researchers, the phenomena of stereotype in multicultural society

are an interesting topic to be observed. Therefore, the study of stereotype can

be conducted to further investigate these phenomena that are closely related

to the act of racism and language as an essential aspect in communication.

Additionally, the study of stereotype phenomena is suggested to provide an

understanding of culture diversity and its language use in society.

 REFERENCES

A. Printed Sources
Ajtony, Zs. 2011. “Ethnic Stereotypes-Impediments or Enhancers of Social
Cognition?” Acta Universitatis Sapientiae, Philologica, 3(2), 134-155.
Anderson, Paul M. 2006. “Racism in Sports: A question of Ethics”. Marquette
Law Sports Review, 6(2), 357-408.
Berger and Luckmann. 1966. The Social Construction of Reality. England:
Penguin Books.
Candra, S. 2011. “A Sociolinguistic Analysis of Stereotype in Remember the
Titans”. Undergraduate Thesis. Yogyakarta: State University of
Yogyakata.
Carnaghi, A., Gresta, S., Maass, A., Bianchi, M., Cadiru, M., & Arcuri, L. 2008.
“Nomina Sunt Omina: On the Inductive Potential of Nouns and Adjectives
in Person Perception”. Journal of Personality and Phschology, 94(5), 839-
859.
Coenen, H. M. L., Hedebouw, L., & Semin, G. R. 2006. The Linguistic Category
Model. Free University Amsterdam.
Darboe, F. 2006. “Africans and African Americans: Conflicts, Stereotypes, and
Grudges”. Issue 1 Challenging Paradigms: New Frontiers in Graduate
Research, 2, 1-30.
Davis, T. 1999. “Racism in Athletic University of Arkansas at Little Rock Law
Review”. The Ben J. Altheimer Symposium: Racial Equity in the Twenty-
First Century, 21(4), 881-900.
Dyer, R. 1999. “The Role of Stereotypes”. In Paul.M & Sue.T (Ed.), Media
Studies: A reader, 2nd Edition. Edinburgh University Press.
Equal Justice Initiative. 2013. Slavery in America: The Montgomery Slave Trade.
Montgomery, Alabama: (n.p.).
Georgieva, M. 2014. Introducing Sociolinguistics. St. Kliment Ohridski
University of Sofia.
Giles, H., & Giles, J. 2012. “Ingroups and Outgroups”. In A. Kurylo (Ed.),
Inter/cultural Communication: Representation and Construction of
Culture (pp. 141-162). Thousand Oaks, CA: Sage.
Green, J., & Brikci, N. 2007. A Guide to Using Qualitative Methodology. London:
Medecines Sans Frontieres.
Guess, Teressa J. 2006. “The Social Construction of Whiteness: Racism by Intent,
Racism by Consequence”. Critical Sociology, 32 (4), 650-673.
Hancock B., Ockleford E., & Windrige, O. 2009. An Introduction to Qualitative
Research. Leicester: University of Leicester.

94
 95

Harris, Cheryl I. 1993. “Whiteness as Pproperty”. Harvard Law Review, 106 (8),
1707-91.
Hilton, J.L., & Hippel, W. 1996. “Stereotypes”. nnu.Rev. Psychol, 47, 237-71.
Hickey, R. 2014. Language and Society. (n.p.).
Jati, Dindasari A. 2013. “A Sociolinguistic Analysis of Cross-Cultural
Communication Style Choice as Reflected in the Script of Crash”.
Undergraduate Thesis. Yogyakarta: State University of Yogyakarta.
Krauss, M.R. & Chiu, C.Y. 1998. “Language and Social Behaviour”. In D Gilbert,
S. Fiske & G. Lindsey (Eds.), Handbook of Social Pyschology (pp 41-48).
Boston: McGraw-Hill.
Krischner, Paul A., & Krishner, F. 2012. Mental Effort. (n.p.).
Lippman, Walter. 1922. Public Opinion. New Jersey: New Brunswick.
Littoseliti, L. 2010. Research Methods in Linguistics. London: Continuum.
Martin, J. N. & Nakayama, T. K. 2010. Intercultural Communication in Context.
New York: The McGraw-Hill Companies.
McGarty, C., Yzerbyt, Y.V., & Spears, R. 2004. Stereotype as Explanation.
Cambridge: Cambridge University Press.
Muswazi M Tinny, and Nhamo Edmore. 2013. “Note Taking: A Lesson for
Novice Qualitative Researchers”. IOSR Journal of Research & Method in
Education (IOSR-JRME), 2(3), 13-17.
Pinder, Sherrow O. 2010. The Politics of Race and Ethnicity in the United States.
United States: Macmillan.
Plous, S., & William, T. 1995. “Racial Stereotypes from the Days of American
Slavery: A Continuing Legacy”. Journal of Applied Social Psychology, 25,
795-817.
Ryan, S.C., Hunt, J.S.,Weible, J.A., Peterson, C.S., & Casas, J.F. 2007.
“Multicultural and Color Blind Ideology, Stereotypes, and Ethnocentrism
among Black and White Americans”. Psychology Faculty Publications, 10,
paper 84.
Samovar, L.A., Porter, R.E., & McDaniel, E.R. 2010. Communication between
Culture. Wadsworth: Canada.
Semin, G. R., & Fiedler, K. 1988. “The Cognitive Functions of Linguistic
Categories in Describing Persons: Social Cognition and Language”.
Journal of Personality and Social Psychology, 54(4), 558-568.
Semin, Gun R. 1995. “Interfacing Language and Cognition”. Journal of Language
and Social Psychology, 14 (1-2), 182-194.
Shenton, Andrew K. 2004. “Strategies for Ensuring Trustworthiness in Qualitative
Research Project”. Education for Information, 22, 63-75.
 96

Singletary, S.R., Ruggs, E.N., Hebl, M.R., & Davies, P.G. 2009. “Literature
Overview: Stereotype Threat: Causes, Effects, and Remedies”. Swa-awe
Casee Overviews. (n.p.).
Smith, E. 1980. “An Analysis of Social Stereotypes with Special Reference to
Afro-Americans”. Humboldt Journal of Social Relations, 8 (1), 61-82.
Stroessner, S., & Good, C. 2011. Stereotype Threat: An overview. (n.p.).
Vanderstoep, S. W., & Johnston, D. D. 2009. Research Method for Everyday Life:
Blending Qualitative and Quantitative Approaches. San Fransisco: Joseey-
Bass.
Wardhaugh, R. 2006. An Introduction to Sociolinguistic. Oxford: Blackwell.
Wiviana, V. 2014. “A Sociolinguistic Analysis of Stereotype Threat in the Blind
Side”. Undergraduate Thesis. Yogyakarta: State University of Yogyakarta.
Wodak, R., & Meyer, M. 2008. “Critical Discourse Analysis: History, Agenda,
Theory, and Methodology”. Wodak-3795-Ch-01: Wodak-3795-Ch-01.QXP,
1-33.
Yaesmeen S. 2012. “Triangulation Research Method as the Tool of Social Science
Research”. BUP Journal, 1 (1), 154-163.
Yule, G. 1998. Pragmatics. Oxford: Oxford University Press.

b. Electronic Sources
Anonymous. 2016. “The Express subtitle”. Taken from http://
www.opensubtitles.org/en/search/sublanguageid-all/idmovie-42651.
Retrieved on May 2, 2016.
Gibbs, G.R., Taylor, C., and Lewins, A. 2012. “What is Qualitative Data Analysis
(QDA)?” Taken from
http://onlineqda.hud.ac.uk/Intro_QDA/what_is_qda.php. Retrieved on
August 5, 2017.
Green, Laura. 1998. “Stereotypes: Negative Racial Stereotypes and Their Effect
on Attitudes toward African-Americans”. Taken from http: // www.
ferris.edu/jimcrow/links/VCU.htm. Retrieved on March 31, 2016.
Little, Daniel. 2008. “Power and Social Class”. Taken from http: //
understandingsociety.blogspot.co.id/2008/08/power-and-social-class.html.
Retrieved on April 30, 2017.
Pell Institute. 2017. “Analyze Qualitative Data”. Taken from
http://toolkit.pellinstitute.org/evaluation guide/analyze/analyze-qualitative-data/
Retrieved on August 5, 2017.
Robert Wood Johnson Foundation. 2008. “Triangulation.” Taken from
http://www.qualres.org/HomeTria-3692.html. Retrieved on March 29,
2017.
APPENDIX
Appendix 1. Data Sheet of Linguistic Features Reflecting Stereotype, Factors Initiating Stereotype, and Functions of
Stereotype as Represented in The Express Movie

Note
Linguistic Features of Stereotype
DAVs : Descriptive Action Verbs
IAVs : Interpretive Action Verbs
SVs : State Verbs
ADJs : Adjectives
NCs : Noun Categories

Factors Initiating Stereotype

ASDP : As a Way of Simplifying the Demand of the Perceiver
DSR : Different Social Roles
GC : Group Conflict
DP : Different Power
RNSI : Response to a Need of Social Identity

Functions of Stereotype
PLDG : Promote loyalty of Dominant Group
REDB : Rationalization or Excuse Discriminatory of Behaviour
RME : Reduce Mental Effort
PISG : Prove the Inferiority of the Sub-Group

97
 Linguistic Features
Factors Initiating Stereotype
Reflecting Functions of
Stereotype Direction
Stereotype Stereotype
No Data Explanation

Group

Group
PLDG
REDB

Out-
ASDP
DAVs

RNSI

In-
PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
1. White boy : What are you boys The word stupid is categorized as adjective
doing north of Union (ADJ) in which adjective itself is used to
Street? depict an actor’s characteristic. The social
One of you better type is conducted to explain the
answer. √ √ √ √ characteristic of black people. Different
Ernie : Just collecting bottles. power becomes the factor of stereotype
White boy : These are our bottles since it is indicated that the white boys
up here. suppress the blacks, hence Ernie is forced
Hey, guys! to give the bottles since they are claimed to
Ain't but one thing to be the whites’ property. The Union Street
do here. becomes a boundary among black and
Will : Ernie, you white people. It implicates that the north
listening to me? Union Street is under white authority.
Ernie.. now, Ernie! Blacks have no business across the Union
Ernie! Street.
White boy : This one must be
stupid. I'll tell you
what, you give us
those bottles, and we
won't kick your
black ass. Got
something to say?
2. Will : Ernie, you listening to √ √ √ √ Kick is an action verb involving physically
me? invariant feature ‘foot’. Therefore, it is
Ernie... now, Ernie! classified as IAV. Difference power
Ernie! distribution becomes the factor of

98
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
stereotype. As a consequence, the minor
White boy : This one must be group is being subordinated by the
stupid. I'll tell you dominant. While, the function quality of
what, you give us stereotype is to excuse discriminatory
those bottles, and we behaviour so that Ernie and his friend
won't kick your would not across the Union Street.
black ass. Got
something to say?
3. Will : Ernie, you listening to . The conversation is taking place in the
me? √ √ √ √ railway station. Ernie and his friend are
Ernie... now, Ernie! there collecting to collect some bottles. A
Ernie! group of white boys come along and they
do stereotype toward Ernie Davis. Here,
White boy: This one must be black is an adjective category referring
stupid. I'll tell you Ernie’s skin color. Difference in power
what, you give us triggers the emergence of stereotype since
those bottles, and we the principal of otherness rules out those
won't kick your non-whites. Rationalization towards
black ass. Got discriminatory behaviour has a function to
something to say? suppress the black. This social typing
Ernie : No! simplifies the information about the black
people.
4. White boy : What? Stupid and retarded are classified into
√ √ √ √ adjectives. Both words define the
Not only stupid, but characteristic of black people that are

99
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
retarded. stereotyped less smart than whites. The
factor initiating stereotype is as a way of
simplifying the demand of the perceiver.
Too much information makes a process of
communication flustered. Stereotype
supports to process it easily. The dominant
group tries to prove the inferiority of the
others by doing social type. By saying so,
the white boys are expecting Ernie to be
submissive to them.
5. White boy : And a nigger, how This exchange sets up in the north of Union
sad is that? √ √ √ √ Street between Ernie Davis and some white
Look, you've got boys. A white boy accentuates a stereotype
three seconds to drop to oppress Ernie Davis. Nigger is coded as
those bottles. NC since it qualifies what a person looks
like as it means black or colored. This
social typing refers to out-group in order to
simplify the demand of the perceiver. It is
used to simplify the information regarding
the blacks as the way to prove the
inferiority of sub group.
6. Ernie : Dear Mr. Martin, it √ √ √ √ Strange is coded as ADJ for it involves the
feels strange to psychological component of a person. Ernie
write about my life. I does social typing to himself because he
can't tell you the feels it strange to tell about his successful

100
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
exact moment, I life as the whites do. Therefore, Ernie tries
knew what it was I to emphasize his identity as an inferior
wanted to or how I group. Nevertheless, he wants to show his
wanted to make my solidarity to the group he belongs to.
mark. Maybe it just
felt real good to run,
7. Ernie : I sure didn't want to √ √ √ √ Ask is identified as DAV since it is an
be remembered for action verb that has clearly beginning and
running too slow. end. Ask involves the physically invariant
People in town features ‘mouth’. The stereotype occurs
would always ask, towards out group in which according to
"What you running Ernie, people from out-group accuse him to
from? ‘running from’ the fact that he is inferior
and always be suppressed. Therefore, it
rationalizes the way blacks behave or
believe to the white folks.
Will : That'll bring Jackie √ √ √ .√ The stereotype occurred is tended to the in-
8. Robinson up. group membership. Wearing and playing
He's wearing a are two action verbs that belong to IAVs.
Brooklyn Dodgers Will, who is African American, emphasizes
uniform. that someone comes from similar identity
He's Negro and he's should not play Brooklyn Dodgers. It is
playing for the almost impossible for people who are
Brooklyn Dodgers? African American to be in one popular team
Pops : That's right, boys. together with the whites. This is conducted

101
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
That there is Jackie to promote the loyalty of the black group.
Robinson.
9. Coach : I'm sorry, boys. Little Ernie is invited to play in Small Fry,
That's all there are. Elmira. In the middle of the training, his
coach gives jersey for the boys. Ernie is an
Don't worry. The √ √ √ √ exception because he has different skin
other team won't color. The stereotype is presented through
have any trouble the word recognize. Recognize is a state
recognizing you. verb that implies psychological aspect. The
coach identified as white American says
that people would not have any confusion
to recognize Ernie, in the football team
since he is colored. By social typing, it
promotes the solidarity of the dominant
group (whites) so that they cannot be
defeated by the African American (Sub-
group).
10. Journalist : You had a terrific . The journalist reflected by white American
year here at assumes that Jim, the African American,
Syracuse, Jim. would be happy since he starts to
Seven yards a carry, accomplish some achievements in football
broke records, took field. It is accentuated by the use of
your team to the guessing that is identified as IAVs. Conflict
Cotton Bowl, is the causal factors due to Jim achievement
number one draft that is being a threat for them. The

102
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
choice, signed a big journalist justifies the discriminatory
contract. behaviour for it stands to the function of
I'm guessing you're √ √ √ √ stereotype.
pretty happy with the
way things turned
out.
Jim : I could be happier.
You left something
out.
11. Journalist : You talking about the Jim gives a response to the journalist using
Heisman Trophy, √ √ √ √ the word Negro, that he is not deserved to
Jim? win the trophy. ‘Negro’ is identified as NC
to label blacks. Jim knows his position in
Jim : I didn't win that. society as he belongs to the minor group.
Actually, no Negro Jim accentuates his identity as belongs to
has ever won it. Negro in order to complete the social
identity which either involves race or roles
in society. He thinks rationally to excuse
the discriminatory behaviour conducted by
the major group in regard to his cultural
background as black identity.
12. Journalist : And you're saying you . Angry is an adjective that modifies the word
should have? Negro as it qualifies the characteristic of
Jim : Now, if I say that black people. The Negroes oftentimes
the papers tomorrow stereotype as bad tempered people.

103
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
will tell the story of √ √ √ √ However, Jim refers himself as an angry
the angry Negro Negro, thus it is categorized as in-group
who doesn't know stereotype. The journalist wants to make
his place. I know my sure whether Negro deserves to win the
place, gentlemen. It trophy or not. The black is powerless than
just may not be the white. Therefore, by stereotyping aimed
where you like it. to us membership is directed to reduce the
mental effort to simplify the information
concerning his group identity.
13. Coach : Glen Boyd, Cedar √ √ √ √ Lazy is coded as an adjective category since
Rapids High. Team it represents the psychological character of
won state. a person. Ben assumes that Glen is lazy
He has a C average though he is a white. Usually, black is
but a tested IQ of stereotyped as having ‘lazybones’
120. characteristic. The difference occurred is
Ben : That means he's lazy. presented by the role of the individual. He
wants to promote the solidarity by looking
for the member team who is equalled as the
way it is supposed to be.
14. Coach : Yeah, Ernie Davis. . In order to find the member team, the coach
Elmira Free √ √ √ √ promotes a skilled player to join the
Academy. Running football team. However, Ernie is a colored
back, 1,300 yards on boy; hence the coach calls him as a Negro
179 carries. boy to label his appearance. This phrase is
employed to as a reference to blacks’

104
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
Ben : Led his team to a stereotype. Here, the case is that the coach
state championship. just wants to invite those who are in the
Why the hell didn't same group membership (in-group) so that
we look at him first? the solidarity of his group would not be
Coach : Well, he's a Negro apart.
boy, Ben.
Ben : Is this a new trend, or
is it just my luck?
Jim : What's on your mind, . Help is an action verb that does not share
Coach? I take it this physically invariant feature, so it is
15j isn't a social call. considered as IAV. Jim Brown is
√ √ √ √ questioning to Ben why he needs his help in
Ben : All right, look, there's which he precisely knows that Ben could do
this kid, and I want anything by himself. Jim presumes that
you to help me asking Negro is causing a threat for Ben.
recruit him. Here, the stereotype is conducted to reduce
mental effort for the individual. Group
Jim : You want me to help conflict among black and white becomes
you? the factor of stereotype processing as the
Ben : You're leaving us a result of a belief concerning different
hell of a hole, Jim. mentality and personality between both of
groups.
16. Ben : And we are up Big boys is a phrase that represents the
against the big boys. appearance of black people, therefore it is
We've got Pitt, coded as noun category. Stereotype is

105
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
UCLA, Texas. referred to in-group in which Jim
Jim : You mean he's √ √ √ √ emphasizes why do white cannot talking to
colored. black folk by himself. To simplify the
information, Jim emphasizes the referee
Ben : He's a Negro, yes. between him and Jim identity. He shows to
Jim : You can't talk to Ben the domination over his racial identity
Negroes? as the subordinated group.
17. Pops : Were you the first in Pops asks Jim about the education he got in
your family to go to √ √ √ √ college since there is a distinction role
college? between black and white. Like is a state
verb representing Pops’ emotion and mental
Jim : Yes, sir, I was. state. It is a relief that Jim can attend the
university since for the time being; hardly
Pops : And what's it like at Negro got a higher education since there is
Syracuse for men class differentiation among them. Here, the
like us? in-group stereotype has a function to raise
Jim : It's great. the belief of the group in order to gain
better understanding and solidarity as the
membership of an in-group (us).

106
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
18. Ernie : and I need you to tell Attending university can be a threat to the
me exactly where I √ √ √ √. blacks for inequality has separated them
gotta be to get there. into different class; therefore the role they
Jim : Look, if you go to played is also different. The stereotype
Syracuse, it's not presented by stating word easy. The
gonna be easy for you. dominant group may suppress the minority,
But Schwartzwalder, hence Jim advices Ernie to be more careful.
he's one of the best Easy represents state verb that shares
coaches in college cognitive psychological state. It is an in-
ball. group stereotype in which Jim Brown
assures that the University is not easy for
the men like them (black). Lastly, this
stereotype has a function to keep the
solidarity of the in-group membership.
19. White Boy 1: √ √ √ √ The white boy stereotypes Jim Brown as a
So, you're the next Jim bad tempered person. Mad is coded as
Brown, huh? adjective giving information about person
Ernie : Yeah, I can see the characteristic. Stereotype simplifies the
resemblance. information conveyed. This is in associated
Lundy : Yeah, except Brown with the black negative stereotype seen as
was always mad violent and bad tempered. By conducting
about something. social typing, Lundy portrays a simple
representation of black’s trait through Jim
Brown.

107
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
20. Lundy : Well, maybe he can √ √ √ √ Entertain is coded as state verb since it is
entertain us. abstract interpretation reflecting the mental
You dance, Davis? states of a person. Blacks are oftentimes
JB : Not as good as me, stereotyped as a good dancer. Here, Lundy
Lundy. tries to make a joke over Ernie, since he
and two other boys are African American.
Lundy tends to emphasize the characteristic
of the minor group satirically by watching
the black dancing for it is something funny
for Lundy. This stereotype gives an excuse
discriminatory behaviour regarding blacks
since they have good ability in dancing.
21. JB : And when you use your √ √ √ .√ The difference among black and white has
meal voucher in the influenced to the separation such as in
student union... public facilities and institution. JB warns
Ernie : Right... Ernie to stay away from the meatloaf and
JB : Stay away from the the girls as he knows his background
meatloaf. identity seen from racial identity and their
Ernie : What else? roles in society. Stay is coded as IAV since
JB : Girls. it refers to an observable event and does not
You'll find a Negro share physical feature. The stereotype is
polar bear before you tended to the in-group itself in order to
find a Negro coed. promote the cohesiveness and loyalty, so
that the member would keep a distance
away from the whites to avoid friction

108
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
among groups.

22. Ben : And I expect my players . The awareness is arising when Ben gets
not to cross those Ernie starring at a white girl. Dating a white
lines. girl is very dangerous as it causes trouble
Now, you must have a for the black. Therefore, Ben informs him
girlfriend back home, √ √ √ √ to act appropriately by implicitly states to
right? stay away from white girls. He should date
Good-looking fellow a girl come from a similar background and
like you. identity. It is emphasized in the expression
You might want to ‘good-looking’ fellow that is categorized as
keep in touch with adjective category. The stereotype is
her. You're a smart functioning to remind Ernie that he comes
kid, Davis. I don't from minor group.
have to spell it out for
you, do I?
Ernie : Anything else, Coach?
23. JB : "Whatever you do, don't √ √ √ √ Avatus stone is a term referring to an
be like Avatus African American man that has disappeared
Stone." from the university; therefore it is coded as
Ernie : Wait. But what did he NC. Ernie asks to JB whether he kills
do? Did he kill somebody or not since usually the black is
somebody? stereotyped violent and brutal. The
stereotype is intended to in-group category.

109
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
This notification informs the membership
of the group to prevent the conflict in
society. Additionally, the stereotype helps
them to promote the cohesiveness of the
group.
24. JB : Worse. He dated a white √ √ √ √ Date is an observable event that clearly has
girl. beginning and end. It is identified as IAV
Majorette, blonde. for it does not share physical invariant
Schwartzwalder feature. Dating a white girl can cause a risk
wouldn't even give Jim for the black people because there is
a scholarship until different value among black and white. As
sophomore year. a consequence, chaos within intergroup
communication would come up. This
Made him prove stereotype is presented to the membership
himself. of an in-group to emphasize the inferior
Just goes to show, position in society.
Coach likes
winning more than he
dislikes Negroes.
25. Ernie : What's your problem, √ √ √ . √ Believe belongs to interpretive verb since
Lundy? this verb refers to behavioural event and has
Lundy : My problem is I was clearly beginning and end. Lundy believes
raised to believe you that black people should work harder.
should have to earn Different power initiates the dominant
things. group to control the society, institution, and

110
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
JB : That's not all you were public facilities. As a result, the inferiority
raised to believe, now of the minor group is getting revealed
was it? throughout the public separation.

26. Ernie : Somebody made a √ √ √ √ Ernie wants to make sure the fact that he
mistake. gets a jersey used to be worn by Jim
They gave me the Brown, a famous black athlete. However, it
wrong number makes Ben upset. He accuses Ernie that he
Ben : Mr. Davis, I put that has made a mistake. Accuse refers to IAV
jersey in your locker. since it is an observable event that clearly
Are you accusing me has beginning and end; however, the
of making a mistake? physical invariant feature is not attached.
Ernie : No, sir. Ben tries to emphasize that he would never
make a mistake. Based on Ernie’s
perspective, it is unbelievable that he would
get that jersey regarding his position in
university as the freshman. The stereotype
is tended to rationalize behaviour expressed
by Ernie Davis.
27. Lundy : You've got something √ √ √ . √ Ernie is treated badly since he shows his
to say, 44? good skill in football game training. Treat
JB : You all right? refers to IAV that contains an observable
Ernie : Yeah activity and also has beginning and end.
JB : You can't let him treat The minor group is powerless than the
you like that and not major one. Thus, bad treatment is always

111
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
say nothing. intended to them. Stereotype is specifically
Ernie : That's all right. I do my aimed to the out-group; in this case, it is
talking on the field. intentionally referred to the white since
whites are seen to discriminate others who
are non-whites further well known as racist.
28. Lundy : Don't ever make me √ √ √ √ The fight in the field cannot be eluded since
look bad again. Lundy gets mad because of Ernie Davis.
Ben : Back to the huddle, Ben separates both of them and reminds
Lundy. Ernie concerning his physical appearance
You got away with a that bigger than those whites. Here, bigger
lot back in high school is an adjective qualifying Ernie’s
'cause you were disposition. The stereotype towards other
bigger than everybody group simplifies information about the
else. perceiver that is black people. Ben
stereotypes Ernie Davis in order to
Those days are done. rationalize his behaviour which is tightly
You got it? related to violent due to the physical trait
Ernie : Got it, Coach. of which stronger than the others.
29. JB : They're saying Pete √ √ √ . √ Whites are seen as hardworking people and
Dawkins is gonna take smart. JB shows the persistency of a white
home the Heisman. group reflecting on a figure of Pete
Ernie : Well, he rushed for over Dawkins. Pete Dawkins is a good football
1,000 yards, and has player. The stereotype of a white emerges
almost as many to simplify the information of the out-group
receiving yards, JB. membership (Pete Dawkins figure).

112
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
He's gotta be real Furthermore, it is an excuse to prove the
good. inferiority of the sub group where JB and
JB : Ernie belong based on the black perspective
Yeah, well, he's that classifies them into minor and inferior
definitely real white. group.
30. Ernie : JB, look. √ √ √ √ Here, JB and Ernie find their couples to
JB : What? dance with that are two Negro polar bears.
Ernie : Hey! The phrase of Negro polar bears is coded
Negro polar bears. as noun category representing the girls who
JB : are categorized as Negro. Negro means
Who knew they colored people. They try to emphasize their
travelled in pairs? characteristics that belong to the same
group identity. Stereotype within in-group
category is proposed to tighten the
solidarity and unity as one group
membership.
31. Ernie : They're good, Pops, √ √ √ .√ Social class plays an important role that
thanks. further influences the classification in
I'm keeping them up. society. It gives an impact towards
language use. Degree becomes a crucial
I like history, and term that determines someone’s position in
I'm society. Degree is a noun category
taking a business assigning people into certain social class.
course. Here, Pops hopes that by education, people
Pops : That's good. come from minor group could get a better

113
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
It's that degree that's job as well as those from the major group.
going to count for He employs social type to the in-group
something. membership to encourage the black folks,
Gonna get you a so that they are able to obtain a better
good job. opportunity.
32. Will : Where you gonna get √ √ √ √ Considering the separation among black
a good job at, a and white, Will sardonically convinces
Negro with a Ernie whether he can get a better job by his
diploma? degree or not. The stereotype is referred to
Ernie Davis as a member of the group by
AT&T? GM? emphasizing ‘Negro with a diploma’. This
is coded as noun category since it assigns to
It's football that's label the characteristic of his group. Will
gonna take him assures that attaining diploma would not
someplace. take Ernie to get a better job. All he knows
Otherwise, he gonna is about football and he has a very good
be working right skill on it. Will believes that people just like
here with us, cutting them would end up by cutting coal.
coal, and you know Therefore, the different role among black
it. and white becomes the factor initiating in-
group stereotype. Moreover, the stereotype
presented expectedly gives interpretation
concerning the social situation

114
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
33. Ernie : I got a scholarship. √ √ √ . √ Ernie and Will are just coming out of the
I can't risk losing it, church for attending a meeting discussing
and I don't wanna about racial equality. When Ernie says he
invite trouble. cannot attend the event with Martin Luther
Will : I see. Did Emmett King, Will negatively conduct a stereotype
Till invite trouble? to Ernie’s coach who is a white man. Told
Did Rosa Parks? is an action verb categorized as DAV that
involves physically invariant feature
Who told you this, ‘mouth’. Will invites Ernie to attend an
your coach? event for the sake of country change and
Ernie : You don't equality. Since Ernie gets a scholarship he
understand. cannot attend that event. Will presumes that
It's a different world the coach gives a bad influence on him. The
up there. different value of equality triggers a social
type conducted by Will to the whites. It is
expected that Ernie would understand the
change to unite the cohesiveness of the
group in order to obtain equality.
34. Will : No understanding √ √ √ √ Union street is a street settled by various
whatsoever with the immigrants from across the world including
troubles in this African American. Union street becomes a
country. separating line among black and white.
“You boys got no Black should not have across the north of
business north of Union Street since it represents a
Union Street, you prohibition, so that they cannot have an

115
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
hear me?" affair across the north union. North of
Ernie : Now, leave Union Street is reflecting stereotype coded
Pops out of this, as noun category to label white’s property.
Will. The existence of power creates a gap
among them; the dominant group controls
the social aspect in society. The function of
stereotype here is that suppression of the
sub-group can be eliminated by changing
the country to be equal.
35. Will : Now you got a white √ √ √ . √ White man is classified as noun category
man telling you employed to describe the characteristic of
what you can and group possessing white skin tone. In this
can't do. case, stereotype is tended to the whites as
Ernie : Wait a minute. Hold the out-group membership. There is
on. assumption that white can do anything as
Watch how you talk such commanding the black to do
to me. something. In stereotyping, there is a
tendency to evoke the identity of a group.
Based on Ernie’s perspective, Ernie should
not have paid an attention to his coach. This
is conducted to promote the loyalty of in-
group identity.
36. Will : That man don't care Will assures the white man known as
nothing about you, Ernie’s coach is just taking an advantage on
Ernie. Ernie. He does not care at all concerning

116
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
You're not there. black people. Will uses the phrase educated
Ernie : You don't know him. √ √ √ √ nigger to show Ernie that even though he is
Will : You just his educated educated, he is just a Negro boy who has to
nigger. understand his position and cultural
Ernie : You don't know what background. Educated nigger is coded as
you're talking about. noun category. The factor initiating
stereotype here is excusing discriminatory
behaviour toward Negroes. Negro, as it
means colored people, belongs to inferior
group in society
37. Ernie : You don't think I'm √ √ √ . √ In multicultural society, the major group is
reminded every the most powerful group in controlling the
minute of who I am society. A threat would also emerge among
at school? the minority group as such in black society.
Everybody there is A trivial issue becomes crucial if it is
watching me, and related to the race and ethnicity which
waiting for me to further leads to stereotype and racism.
make a mistake. Here, the stereotype is reflected through
Will : You Ernie Davis. two words watching and waiting that are
You got your name coded as IAVs. Ernie states that white
in the paper people are waiting and watching him to find
mistake so that they can blame on him. As a
result, oppression toward minor group
cannot be avoided. Thus, the inferiority of
his group is revealed.

117
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
38. Will : Now that's something √ √ √ .√ It is something to be proud of that a
for colored folk member of a minority group successfully
around here to open accomplishes an achievement and it is
up a newspaper, published in social media such a
Ernie, and see your newspaper. Here, a stereotype is
name, your face. represented by the word colored folk to
refer the black group. This in-group
And say, "I know stereotype appears as well as the power
him. I went to school distribution that segregates the groups
with him." based on the skin color. As a consequence,
They gonna be the community, especially blacks expect a
looking up to you. better change throughout Ernie’s
I think you owe achievement. Will forces Ernie to take a
them more than just responsibility since the colored folks are
running a ball. looking up to Ernie in order to obtain
equality.
39. Sarah : "Ernie Davis is a bull- √ √ √ √ Sarah is a Negro girl. Black people are
necked, steel- physically superior and athletic. Therefore,
shouldered running Sarah is highlighting Ernie’s characteristic
back "from Syracuse that is written on the magazine. Bull necked
University, who can and steel-shoulder represent Ernie’s
run a football field's physical appearance, hence they are coded
length "in 10 as NCs. This constructs a belief that black
seconds flat." people are athletic and strong. This belief is
Ernie : Okay, put that away simply sorting out the information

118
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
now, please. regarding blacks’ trait and representation.
The function of stereotype is to rationalize
behaviour regarding physical strength.
40. Ben : Now, we barely got by √ √ √ .√ A match between Syracuse University and
West Virginia when its opponent is held in West Virginia. Ben
we played them here advises his students to pay attention the
last year, and they've situation since the spectator supporting
been licking their opponent team are brutal, racist and won’t
chops waiting for us obey the rules. Here, Syracuse University
ever since. team is composed by three Negroes;
apprehension of a riot in the field comes up.
They play by a Ben conducts the stereotype towards in-
different set of rules. group category as the white folk by
It will be hostile. accentuating unruly folks. This feature is
Their fans are categorized as an adjective. This is
unruly, especially conducted to excuse white behaviour as
when they're playing well as racist folks.
against a team that
looks a little
different than they
do.
41. Lundy : Hell, Squirrel, √ √ √ √ The stereotype occurred is directed to the
I don't know which minor group that is black people. Black
one's worse. people have a long history of slavery era.
But you see, Davis, Therefore, the judgement about black

119
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
around here, servant still exists. It is reflected by the way
Squirrel finishes the Lundy mocks Ernie to shine his shoes.
laces. Here, shine refers to an action that means to
If it makes you clean up something which further identified
happy, as IAV as it does not share physically
you can shine them invariant element. It shows the gap between
for me. them by which one of them is inferior and
another one is powerless as it is perceived
by blacks. This out-group stereotype
functions to prove the inferiority of the
lower group throughout subordination
shaped by racial identity.
42. Ben : Hey! √ √ √ . √ A mockery is referred to Ernie Davis; as a
result, it invites resentment for Ernie Davis.
What the hell's going Therefore, both Lundy and Ernie involve in
on in here? a dispute that invoke physical contact.
Where are you Black people are oftentimes seen as
going, arrogant, violent, and bad-tempered people.
Davis? Davis! Thus, Lundy presumes that black is crazy.
I'm talking to you! Crazy is coded as an adjective category that
is employed in order to describe Ernie’s
Lundy : Hey, you guys all trait. The causal factor of stereotype
saw it. appears as an alternative way in portraying
Coach, he went out-group characteristic. Meanwhile, this
crazy on me. stereotype is conducted in order to provide

120
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
a reason regarding the action of
discrimination.
43. Ben : Davis, Buckley, √ √ √ √ The racist and brutal societies are reflected
Baker, you stay in by the influence of Mountaineer fans when
the middle of the the football match is being taken place. The
pack. hatred of white folks toward the blacks
becomes a racial discrimination. Here, the
Keep your heads spectator refers Ernie and his Negro friends
down. as well as terrible and frightening figure
Spectator : It must be Halloween, similar to the appearance of spooks or
'cause here come the ghosts in Halloween. Here, the accentuating
spooks! of spooks is coded as noun category since it
is used to assign blacks’ group membership.
This stereotype emerges as a simple way to
filter the information of blacks’
characteristic that further may have a
function to reduce mental effort for the
individual conducted social typing.
44. Commentator : √ √ √ √ Since black people are seen physically
Davis picks up a big superior, the non-black people, especially
block whites oftentimes label them through their
innate appearances. The commentator as
and with a stiff arm, well as a white man, mentions Ernie Davis
gets free as having stiff arm that definitely stronger
into West Virginia than the others. This stereotype is

121
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
territory categorized as noun category. The
stereotype represents Ernie Davis and his
Ben : Shit, he's going in. group that have capability in sports in
which additionally, they are mostly
athletics. Here, stereotype occurs as
simplifying information of Ernie’s
disposition. Furthermore, it rationalizes
discriminatory behaviour toward Ernie
Davis.
45. Ernie : Why'd you pull me, √ √ √ .√ Ben pulls Ernie Davis out of the game since
Coach? the situation in the field is really chaotic.
I took it down there. The spectators throw bottles over the player
Let me score. in the field. They become sensitive
concerning the presence of Negro players
Ben : If I let you carry that within the opponent team. The referee acts
ball across the goal unfair towards Ernie Davis so that Ben
line, pulls him out. It will be dangerous if Ernie
all of us, we might Davis scores successfully. The stereotype is
not get back on that reflected by the word do; further coded as
bus in one piece. IAV since it is an observable event that
does not share physical features. The
That's the way they spectator may abuse them by any chance.
do things down here. Though Ben is white man as well as the
spectators, he has responsibility to protect
his team. This stereotype is caused by the

122
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
group conflict between blacks and whites.
Therefore, the stereotype here is referred to
emphasize the inferiority of black group.
46. Commentator: √ √ √ √ Blackie is a term to refer the black or Negro
and the Orangemen coded as noun category. The chaotic
have grabbed a 6-0 situation leads the spectator to insult the
lead against the black people. They shout out and command
Mountaineers the blacks to back home to Africa since
on their own home their presence as an inferior group is
turf. assessed as a threat for the whites. Here,
Syracuse team has led the match; as a
Spectator : Go home, blackie! consequence, the opponent put abhorrence,
and it is directed to the blacks as they have
skills in sports.

47. Ernie : Am I invisible? √ √ √ .√ Discontentedly, Ernie Davis is leaving the

Ben : What? match and talking face to face with his
Ernie : Am I invisible to you? coach. He thinks that his coach does not
Am I an X, an O in care about him. His coach recruits him
your goddamn since he is strong and skilled in which
playbook, or do you supports the power of his team. It is
see a person standing emphasized by the use of expression
here? invisible. Furthermore, it is classified as an
Am I Avatus Stone? adjective. Based on Ernie’s perspective, his
Am I Jim Brown? existence does not mean anything since he

123
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
Just a running back? comes from the lower group that has no
That's bullshit! position and can be easily oppressed and
exploited. This in-group stereotype has a
function to reduce mental effort as to
simplify the information of his
representation.
48. Ernie : You know, maybe, √ √ √ √ Since Ernie Davis does not allow scoring a
just maybe, Coach, the goal in the field, he begins to judge his
rules down here are coach, Ben. As the black man, Ernie has an
your rules, too. assumption that Ben is likely discriminating
Coach : That's enough. him as well as the spectator in West
Come on. Virginia do, wherein they tend to be racist
toward blacks. It is reflected by the use of
rules which is categorized as noun category
to assign white people behaviour. This
emergence of stereotype is caused by power
differences among them which is directed
to excuse the discriminatory behaviour
conducted toward blacks.
49. Journalist : Say, Ben, how many √ √ √ . √ A journalist is watching the match being
colored you got taken place at Cotton Bowl. He talks to Ben
playing for you? to pay attention to his team players,
Ben : Three, why? especially those who are blacks; Ernie and
Journalist : You just be careful, his friends. Here, colored refers to the
Ben. group of people that have skin tone darker

124
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
than white people; therefore, it is coded as
They got no noun category. The journalist is asking Ben
discipline. Too many about the total colored people or black
of them and they'll people recruited in the team. Whites
take the team away represent the characteristic of black people
from you. as indisciplinary and lazy. Thus, he warns
Now, you give my Ben to be careful for it is very risky to have
best to Reggie. Negro in the team.
50. Journalist : You just be careful, √ √ √ √ Coon is used by whites to describe the
Ben. characteristic of out-group membership. It
is employed to refer the colored people.
They got no This phrase is used to emphasize the
discipline. Too stereotype black people The angry fans in
many of them and West Virginia judge Ben as a coon lover.
they'll take the However, Ben as a white man looking after
team away from three Negro players is judged as coon-lover
you. by the fans because they are scared of the
Now, you give my blacks’ presence. The stereotype emerged is
best to Reggie. caused by the different roles and status and
Spectator : Coon-lover! it is conducted to reduce mental effort for
the individuals in representing Ben’s
disposition.
51. Mr. Page : They're calling this √ √ √ . √ Racism is a crucial issue in American
game the North society. The journalist asks some questions
against the South. related to the change movement to equality.

125
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
Those questions are proposed to give
In light of what's oppression toward Ernie Davis by bringing
going on in this up sensitive issues. Pressure here, is coded
country, do you as noun category that indicates the burden
feel added he should deal with to eliminate inequality.
pressure to The stereotype conducted by white man
represent change? occurs because the white group is dominant
and powerful than the blacks. Therefore it
Ben : We don't concern is tended to subordinate the lower group.
ourselves with
politics.
52. Ernie : To be honest, Mr. √ √ √ √ Winning the football game is the only thing
Page, when I'm out Ernie hopes for. He knows his position in
on that field, the society as the inferior group. Therefore,
he wants to put an effort to show the society
I only think about that colored people are able to accomplish
winning the game. achievement. This in-group stereotype is
presented through the use of ‘color’
But that doesn't representing racial identity. The factor leads
mean I don't know to stereotype is response to a need social
the color of my own identity. Racial identity influences the way
skin. society appraises a certain group. It is
accentuated in order to promote the
solidarity of in-group membership.

126
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
53. Lew : We've got a problem, √ √ √ . √ White people still mention African
Ben. American as colored people. The word
colored is employed to identify them as
Ben : What? having black or dark skin tone. This
identification of color leads to racial
Lew : The Aristocrat Hotel discrimination. As it is uttered by Lew, the
does not allow hotel where the Syracuse team will stay in
coloreds to stay here. is prohibited for non-white people. Thus,
the stereotype here functions to provide a
reason of discrimination toward black folks.
54. Ben : Scare tactics. √ √ √ √ Play is coded as IAV for the reason it is an
Doesn't have a observable event that does not share
goddamn physical element. Throughout Lew’s
thing to do with utterance, he tries to give an advice to Ben
football. since it is dangerous to employ Negro
Lew : We shouldn't play him. player within the team. NCAA as the
Maybe not even Art or association of athletic in the United States
Jack but especially is right away watching him. Anxiousness
Ernie. concerning racial chaos emerges due to
The NCAA is on my different social roles. Ernie is good skilled
back. football player and it causes jealousy
among the whites group. Thus, Lew
Even the Mayor of conducts a stereotype to promote the
Dallas is nervous, solidarity and loyalty of dominant group
afraid of race riots. belief system and values.

127
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
55. Journalist : George, fancy seeing √ √ √ . √ Ernie’s ability in athletic has become a
you here. commodity that contributes a great profit
You taking a look at for some people especially whites who own
Davis? football team. The journalist asks which
team Ernie Davis attends. He states redskin
George : I've seen him. uniform to classify the possibility Ernie
Journalist : Really? Davis plays in. Redskin refers to native
In a redskins American tribes. He notes the word redskin
uniform? since redskin is also non-white group
category that coherently inferior. The factor
George : I think he'd look initiating stereotype emerges as a response
better in a to a need of identity in society in order to
Cleveland highlight the inferiority of sub-group.
uniform.
56. Logan : I've been waiting √ √ √ √ White people use the term nigger to
for this nigger. identify black. A white man from the
Referee : Okie. Okie. Set! opponent team mocks him since the
Logan : I'm about to kick existence of black people in United States
your black ass becomes a threat for his group.
back to Africa, Furthermore, the hatred towards black is
boy. emphasized by the word kick to Africa.
JB : Oh, yeah? Kick is coded as DAV since it shares
Too bad I'm from physical element ‘foot’. He wants to
Philly. classify the identity in society by expelling
them away as the non-whites so that there

128
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
will be no more fear and threat for them.
Additionally, it promotes the solidarity and
consensus of dominant group’s belief
system and values.
57. Commentator : Davis is finally √ √ √ . √ The hatred and wroth towards black are
helped to his feet expressed by the opponent team identified
by All-American as white man who hits Ernie Davis until he
ackler Jack falls down on the ground. However, he
Buckley seems to be alright when JB helps him up.
One has to It is not astonishing since Ernie Davis has
wonder just what strong physical appearance. The situation
kind of shape that leads to stereotype process is presented
Ernie Davis is in. as a way to simplify the information about
black people. Therefore, people would be
easily recognizing the blacks by their
physical characteristics.
58. JB : So precisely when is Ernie Davis gives a point to his team and it
it you're going to makes the opponent team (Texas Longhorn)
start kicking my mad at him. Ernie’s achievement is a shame
black ass back to for Texas Longhorn since the white failure
Africa? to defeat the black. Therefore, the coach
Coach : Hey Buckley! √ √ √ √ directly refers Ernie Davis, the owner of
Ernie : Hey, come on, stay number 44, for embarrassing them.
cool. Embarrassing is state verb that is used to
stereotype Ernie. The failure of the

129
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
Ben : They're baiting us. Longhorn team indicates that they cannot
Coach 2 : They're baiting them take a responsibility to maintain their
Longhorn’s position specifically over the blacks.
Coach : Hey, Logan, Taylor,
44 is embarrassing
you.
59. Logan : Pack your bags, spook. √ √ √ √ The whites implicitly states pack to the
Donald : Come on, black players in order to keep them away
let's just play ball. and send them back to blacks’ provenance
Logan : You defending this in Africa. Pack is descriptive action verb
nigger? that shares physically invariant feature
How you gonna call ‘hand’. Logan also conducts stereotyping
yourself by bringing up religious background to
a white Christian? other whites, Donald, since he tries to calm
Donald : I'm Jewish. them down. This stereotype is formed as a
result of different social identity among
each of them. It has a function to
underscore that white group is dominant
than the black.
60. Ernie : Coach, on the The negative stereotype of black people has
trip down here I saw a influenced to some aspects of social life.
lot of things out that bus The appearance of black might scare the
window √ √ √ √ white people. Therefore, the white people
Now, we get to Dallas, separate almost every single thing from
they got me, Jack and black. Here, the blacks are segregated from

130
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
Art in a tiny room with the proper room in a hotel where they are
cots. replaced in a room contain cots. Cots are
closely related to servant’s stuff. It brings
We can't use the back to the time when slavery existed.
elevator 'cause we Blacks were servant that doing so many
might scare the white jobs for whites. This stereotype has
folks. embedded due to the different values shared
to prove the weakness of sub-group. Lastly,
Can't even walk in the the function of stereotype is coming in
front door of a hotel. order to process the information easily
when portraying blacks’ representation.
61. Ernie : We can't use the √ √ √ . √ Racist is tightly related to the white people
elevator 'cause we based on black’s perspective. The racial
might scare the segregation proposed by white functions to
white folks. Can't eliminate the fear within the white group as
even walk in the well as the majority. Ernie believes that
front door of a hotel. those whites who have discriminated him
Now, all those are watching in the field to find out that
people who did that, black could never be equalized as the
who believe that's whites. Here, believe is a state verb
right, are watching. referring mental state of a person. This
But you know what, stereotype is caused by different power
so are they. distribution among two groups. It is
employed in order to reduce mental effort
of the white group in describing blacks’

131
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
representation.
62. Ben : What the man is trying √ √ √ √ Although Ernie Davis successfully winning
to say is that the the trophy, he is still less appreciated by the
trophy ceremony in society. The whites deny the black presence
our honor will be held by uttered color restricted. Their
at Oak Hill Country assumption is that black supposed to be
Club tonight. separated with them. The word restricted
Boys : Great. Very nice. gives an accentuation of different racial
Ben : group identity. It is conducted to distinguish
Unfortunately, the which is the member of the in-group (us)
Oak Hill Country and out-group (them). Furthermore, it has a
Club is color function to keep the cohesiveness and
restricted. loyalty of the dominant group.
Which means that
three of us, including
the player who was
awarded the Cotton
Bowl MVP today,
cannot attend.
63. A white : Ernie Davis? √ √ √ √ A white fan of Ernie Davis asks him to sign
man an autograph to his son. He states that it
I hate to disturb you, would be a pleasure if he meets Ernie Davis
but would and Brown. The word Brown not only
you sign an autograph refers to black people, who have dark color,
for my son? but also refers to an athlete named Brown

132
 Linguistic Features
Reflecting Factors Initiating Functions of Stereotype
Stereotype Stereotype Direction
Stereotype
No Data Explanation

Group

Group
Out-
PLDG
REDB

In-
ASDP
DAVs

RNSI

PISG
RME
ADJs
IAVs

DSR
NCs
SVs

GC
DP
He's 12, and you're his such Jim Brown; therefore, it is categorized
favorite player. as noun category since it assigns
Gonna be great to see description of a person. It gives specific
you with the Browns. information regarding the African
American physical characteristic. The
factor determining stereotype emerges as an
alternative way to simplify the information
about an individual (Jim Brown) in order to
reduce mental effort when this white fan
tries to figure out the representation of
Browns.
12

13
27
14
11
10
15
13
19
15
12
17
22

41
5

TOTAL

63 63 63 63

133