Reducing Stereotypes

1. FADE IN.

2. 
   

3. Act 1

4. 
   

5. INT - STUDY - DAY

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7. PETER checks his phone notifications.

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9. PETER (V.O.): Here's a Quoran asking a question that I haven't thought about.

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11. We see prints in bold on Peter's phone screen: If tourism comes to a worldwide halt, will it make people fall back to past stereotypes?

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13. PETER (V.O.) (Cont'd): Well, I haven't seen the world in person since March, 2020.

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15. Hands in cheek.

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17. PETER (V.O.) (Cont'd): Has tourism cured people's stereotypes in the past?

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19. Pausing.

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21. PETER (V.O.) (Cont'd): But for the travel restrictions, I travel overseas monthly. Some people don't travel abroad; and some won't even leave their village of residence.

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23. Pausing.

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25. PETER (V.O.): A stereotype is an over-generalized belief about a particular group/class of people. An example of stereotypes is when people categorize races/individuals together, and without knowing them, make a judgment about them.

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27. Act 2

28. 
    

29. INT. STUDY - CONTINUOUS

30. 
    

31. Peter surfs the web.

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33. PETER (V.O.) (Cont'd): Let me do some research on social psychology before answering the question.

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35. Reading.

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37. PETER (V.O.) (Cont'd): Ah, this conceptual model explains the content of 4 types of stereotypes through the combinations of perceived low-high of (1) Warmth and (2) Competence.

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39. Pausing.

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41. PETER (V.O.) (Cont'd): 1st type: Low-Warmth-Low-Competence eg poor people. My family was in this low-status-competitive category. People outside our category had the contemptuous stereotype towards us.

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43. Recalling.

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45. PETER (V.O.) (Cont'd): In the 1960s, a visiting better-off relative brought us a packet of rotten fruits.

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47. Reading.

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49. PETER (V.O.) (Cont'd): 2nd type: Low-Warmth-High-Competence eg rich people. After decades of struggles, I gradually moved into this high-status-competitive category, relatively speaking. People outside this category had the envious stereotype towards me.

50. 
    

51. Recalling.

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53. PETER (V.O.) (Cont'd): My former working colleagues in the housing management and land administration sectors seemed envious of my professional status.

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55. Reading.

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57. PETER (V.O.) (Cont'd): 3rd type: High-Warmth-High-Competence eg In-group member. Having taken a leading part in public affairs over a long period, I got the SBS title and was elevated to this high-status-non-competitive category. People wanting such titles might have the admirable stereotype towards me.

58. 
    

59. Recalling.

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61. PETER (V.O.) (Cont'd): Some people are curious about my SBS title and have asked me how to get one.

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63. Reading.

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65. PETER (V.O.) (Cont'd): 4th type: High-Warmth-Low-Competence eg old people. As a senior citizen, I have now moved into this low-status-non-competitive category. People outside this category might have the paternalistic stereotype towards me.

66. 
    

67. Pausing.

69. PETER (V.O.) (Cont'd): Fewer young people would compete with me for a priority seat in public transport these days.

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71. Smiling.

73. PETER (V.O.) (Cont'd): Although I've travelled a lot in the past and learned about other peoples, have my stereotypes left me?

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75. FLASHBACK

76. 
    

77. INT. DINING ROOM - NIGHT

78. 
    

79. Peter sees his visiting SON bringing some baked pineapple cakes.

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81. SON: Just to share them.

82. 
    

83. PETER: Why?

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85. SON: I helped make them.

86. 
    

87. Peter's eyes are wide-open.

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89. PETER: You make cakes?

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91. SON: Why not?

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93. PETER (V.O.): Yes, why not?

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95. They enjoy the cakes together.

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97. PETER: Wow! Just as professional as your work.

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99. END FLASHBACK

100. 
     

101. Pausing.

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103. PETER (V.O.) (Cont'd): People, including me, have been enslaving in stereotypes.

104. 
     

105. Thinking.

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107. PETER (V.O.) (Cont'd): The danger of stereotyping is that it substitutes learning and its incompleteness can cause bias.

108. 
     

109. Thinking.

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111. PETER (V.O.) (Cont'd): How can I help get rid of the negative stereotype about aging?

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113. Act 3

114. 
     

115. INT. STUDY - CONTINUOUS

116. 
     

117. Pausing.

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119. PETER (V.O.) (Cont'd): Reducing stereotypes should be a collective action. Everybody should make a conscious effort.

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121. Touching his silvery hair.

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123. PETER (V.O.) (Cont'd): While old people take good health and well-being seriously, the negative stereotype is that aging leads to dependency and incompetence.

124. 
     

125. Pausing.

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127. PETER (V.O.) (Cont'd): To others, I tell the true story by example. As a senior citizen, I run everyday, sweating healthily. I appear in court, engaging competently. I do voluntary work, sharing wisely.

128. 
     

129. Pausing.

130. 
     

131. PETER (V.O.) (Cont'd): Furthermore, I capture and deliver value creatively. My residual value is no less than people younger than me.

132. 
     

133. Pausing.

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135. PETER (V.O.) (Cont'd): For my further self-education, I'll visit more countries to learn more true stories about other peoples.

136. 
     

137. Peter types his answer on the phone.

138. 
     

139. FADE OUT.

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141. THE END