The influence of in-group and out-group favouritism on the disciplinary practice of ethnic majority and minority preservice teachers

AbstractTeacher judgments and the disciplinary sanctioning of pupils can be understood as a function of the ethnic match, which means whether or not teachers and pupils have the same ethnic background. According to social identity theory, teachers should be motivated to protect positive self-esteem and therefore favour pupils of their ethnic in-group over pupils of their ethnic out-group. Following system justification theory however, it must be assumed that teachers also base their judgments and their disciplinary behaviour on the acceptance of social hierarchies. According to this theory, ethnic minority teachers should therefore favour ethnic majority pupils over ethnic minority pupils. We test these hypotheses by conducting an experimental study among 196 preservice teachers. The results suggest that ethnic majority participants do not discriminate against ethnic minority pupils. However, although ethnic minority participants seem to explicitly favour their in-group, they also implicitly tend to have more negative stereotypes about them. Moreover, the more negative explicit and implicit stereotypes ethnic minority participants have against pupils of their in-group, the more severely they punish pupils of their out-group. This could suggest that ethnic minority participants felt the desire to compensate for a negative view of their in-group by treating their out-group more harshly.

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Influencing Preservice Teachers’ Attitudes About Working With Low-Income and/or Ethnic Minority Families

Urban Education ◽

10.1177/0042085912436846 ◽

2012 ◽

Vol 47 (4) ◽

pp. 801-834 ◽

Cited By ~ 41

Author(s):

Ellen S. Amatea ◽

Blaire Cholewa ◽

Kacy A. Mixon

Keyword(s):

Preservice Teachers ◽

Ethnic Minority ◽

Low Income ◽

Research University ◽

Role Expectations ◽

Study Results ◽

Minority Families ◽

Teachers Attitudes ◽

Ethnic Minority Families ◽

Large Research

There is a growing literature revealing the complexity of family–school relationships and the significant power imbalances and mismatches between the role expectations of caregivers and teachers who differ by class and race. This study investigates a course at a large research university in the Southeastern United States designed to influence the attitudes of preservice teachers (PSTs) about how they might work with low-income and/or ethnic minority families. Study results on 138 PSTs demonstrate that, after completing the course, their attitudes were less stereotypic, they were more confident about using family-centric involvement practices, and conceptualized student’s problems in less blaming terms.

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Abstract P149: Retention of Participants in Longitudinal Research: The Multi-Ethnic Study of Atherosclerosis

Circulation ◽

10.1161/circ.137.suppl_1.p149 ◽

2018 ◽

Vol 137 (suppl_1) ◽

Author(s):

Sandi Shrager

Keyword(s):

Cardiovascular Disease ◽

Socioeconomic Status ◽

African American ◽

Health Insurance ◽

Health Status ◽

Marital Status ◽

Ethnic Minority ◽

Ethnic Groups ◽

Longitudinal Research ◽

Minority Participants

Background: Retention of participants is a critical component of ensuring the scientific goals of longitudinal research studies. Differential rates of attrition for ethnic minority participants can be particularly problematic in the fields of health and cardiovascular research, where ethnic minorities are shown to have disproportionately higher rates of both cardiovascular disease and risk factors for heart disease such as diabetes, hypertension, and obesity. The ability to explore the underlying causes of these differences is adversely affected when attrition in a study occurs at a higher rate among the ethnic minority subject participants. Understanding and preventing the causes of subject drop-out to improve retention among all ethnic groups is therefore a vital endeavor of any longitudinal research or cohort study. Methods: We analyzed data on ten-year retention rates of Caucasian, Chinese, Hispanic, and African-American participants in the Multi-Ethnic Study of Atherosclerosis (MESA). 6814 participants were recruited into the study in 2000, and 5,865 participants were still alive for the fifth in-person examination ten years later. Of these, 4651 participants returned for this examination. Logistic regression was used to examine the association between retention in the study, race/ethnicity and various baseline demographic characteristics, including age, gender, marital status, income, employment, education, language, place of birth, health insurance status and overall health status as measured by a 10-year predicted cardiovascular disease rate. Results: Racial differences in retention were observed, with Chinese, African-American, and Hispanic participants having 30-40% lower odds of being retained than Caucasian participants. However, after adjusting for demographic variables, these differences were primarily explained by indicators of socioeconomic status. Higher income, higher education, employment status, availability of health insurance and health status were significantly associated with ten-year retention in the study across all racial/ethnic groups. Marital status, gender, age, and birthplace (US vs non-US) were not associated with retention. Conclusions: Although minority participants were retained at lower rates in MESA, this can be primarily explained by differences in socioeconomic status and health status. Individuals with higher SES indicators may have life circumstances making participation in an examination taking much of a full day more plausible. Future studies should consider how these findings may inform developing support services or incentives which make follow-up participation in clinical research more persuasive for these individuals.

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Contrasting explanations for status-legitimacy effects based on system justification theory and social identity theory

Journal of Theoretical Social Psychology ◽

10.1002/jts5.15 ◽

2017 ◽

Vol 2 (1) ◽

pp. 13-25 ◽

Cited By ~ 5

Author(s):

Luca Caricati ◽

Alfonso Sollami

Keyword(s):

Social Identity ◽

Social Identity Theory ◽

Identity Theory ◽

System Justification ◽

System Justification Theory

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Advancing a Social Identity Model of System Attitudes

International Annals of Criminology ◽

10.1017/cri.2020.8 ◽

2019 ◽

Vol 57 (1-2) ◽

pp. 114-137 ◽

Cited By ~ 1

Author(s):

Kwan-Lamar Blount-Hill

Keyword(s):

Social Identity ◽

Social Identity Theory ◽

Identity Theory ◽

Group Identification ◽

System Justification ◽

System Justification Theory ◽

Disadvantaged Groups ◽

Area Of Interest ◽

Identity Model ◽

The Government

AbstractThe connection between social identity and attitudes toward the criminal justice system (CJS) is an area of interest among criminologists and legitimacy scholars. Previous work has proposed a social identity theory of legitimation, positing that individuals categorize CJS officials as either in-group (i.e. legitimate authority) or out-group (i.e. illegitimate enforcer). Subsequently, how individuals perceive their CJS – including the sincerity of its commitment to the rule of law – is tied to this relationship. Those viewing the government as an out-group oppressor are less likely to accept its legitimacy. This article explores this thesis. From the perspective of system justification theory, how the CJS is categorized should depend on how strongly an individual identifies as belonging to a group disadvantaged by the CJS. System justification theorists hypothesize that system justification (including acceptance of system legitimacy) is more likely when members of disadvantaged groups believe that group interests are less important. Alternative models that explain attitudes toward the system by using social identity theory suggest the opposite: Those who identify more strongly with disadvantaged groups and hold their interests to be more important nonetheless justify oppositional systems and view them legitimately. The present study uses a sample of Black Americans (a disadvantaged group in the American CJS) to determine whether group identification predicts system justification.

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Resisting Negative Images and Stereotypes: One Latina Prospective Teacher’s Story

Brock Education Journal ◽

10.26522/brocked.v19i2.132 ◽

2010 ◽

Vol 19 (2) ◽

Cited By ~ 2

Author(s):

Terri L. Rodriguez

Keyword(s):

Preservice Teachers ◽

Life History ◽

Critical Race Theory ◽

Elementary Education ◽

Prospective Teachers ◽

White Female ◽

Negative Stereotypes ◽

Latino Critical Race Theory ◽

Negative Images ◽

Midwestern University

This article focuses on one Latina prospective teacher’s act of resisting negative stereotypes regarding attire imposed upon her by a white female principal. The event is embedded within a larger life history study that explores the experiences of bilingual Latino prospective teachers in the elementary education program of a large Midwestern university. The selected narrative is contextualized in relation to resistance narratives. Patricia Morales tells about her experiences in U.S. schools. It explores how Patricia’s life history is marked by experiences of discrimination, yet how her constructions of these events represent “counterstories” (Delgado, 2000; Solorzano & Yosso, 2002) through which she “talks back” (hooks, 1989) to distorted images and stereotypes. Patricia’s narratives are shown to constitute creative acts of resistance through which she negotiates a positive and affirming identity (Suarez-Orozco & Suarez-Orozco, 2001) as a Latina prospective teacher. Keywords: preservice teachers; teacher education; Latino critical race theory; narrative inquiry

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Psychologiczne podstawy konfliktów społecznych: wokół dyspozycyjnych i sytuacyjnych mechanizmów wrogości i uprzedzeń

Wrocławskie Studia Politologiczne ◽

10.19195/1643-0328.22.8 ◽

2017 ◽

Vol 22 ◽

pp. 108-134

Author(s):

Paweł Ścigaj

Keyword(s):

Group Theory ◽

Social Identity ◽

Social Identity Theory ◽

Identity Theory ◽

System Justification ◽

Intergroup Bias ◽

Social Conflicts ◽

System Justification Theory ◽

Political Conflicts ◽

Evolutionary Aspects

Psychological foundations of social conflicts: on dispositional and situational aspects of intergroup bias and prejudiceThe aim of the paper is to discuss main theories explaining the psychological basis of social and political conflicts, especially causes of intergroup bias and prejudice. Theories of authoritarianism and social dominance orientation are discussed referring dispositional causes of intergroup bias and prejudice, while realistic conflict group theory, social identity theory and system-justification theory are called for explaining situational determinants of intergroup bias and prejudice. Evolutionary aspects of hostility and aggression in social and political conflicts are also debated.

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Women’s Studies as Virus: Institutional Feminism, Affect, and the Projection of Danger.

Multidisciplinary Journal of Gender Studies ◽

10.17583/generos.2016.1683 ◽

2016 ◽

Vol 5 (1) ◽

pp. 929

Author(s):

Breanne Fahs ◽

Michael Karger

Keyword(s):

Women's Studies ◽

Emotional Responses ◽

Feminist Pedagogy ◽

Male Students ◽

Negative Stereotypes ◽

Social Hierarchies ◽

Future Directions ◽

Women’S Studies ◽

Body Of Knowledge ◽

Traditional Fields

<p>Because women’s studies radically challenges social hierarchies and lacks a unified identity and canon of thought, it often negotiates a precarious position within the modern corporatized university. At the same time, women’s studies offers—by virtue of its interdisciplinary, critical, and “infectious” structure—cutting-edge perspectives and goals that set it apart from more traditional fields. This paper theorizes that one future pedagogical priority of women’s studies is to train students not only to master a body of knowledge but also to serve as symbolic “viruses” that infect, unsettle, and disrupt traditional and entrenched fields. In this essay, we first posit how the metaphor of the virus in part exemplifies an ideal feminist pedagogy, and we then investigate how both women’s studies <em>and </em>the spread of actual viruses (e.g., Ebola, HIV) produce similar kinds of emotional responses in others. By looking at triviality, mockery, panic, and anger that women’s studies as a field elicits, we conclude by outlining the stakes of framing women’s studies as an infectious, insurrectional, and potentially dangerous, field of study. In doing so, we frame two new priorities for women’s studies—training male students as viruses and embracing “negative” stereotypes of feminist professors—as important future directions for the potentially liberatory aspects of the field.</p>

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“I Am Not a Hijra”: Class, Respectability, and the Emergence of the “New” Transgender Woman in India

Gender & Society ◽

10.1177/0891243220932275 ◽

2020 ◽

Vol 34 (4) ◽

pp. 620-647

Author(s):

Liz Mount

Keyword(s):

Middle Class ◽

Working Class ◽

Transgender Women ◽

Gender Nonconformity ◽

Ethnographic Study ◽

Media Representations ◽

Negative Stereotypes ◽

Social Hierarchies ◽

Gender Nonconforming ◽

Trans Women

This article examines the mutual imbrication of gender and class that shapes how some transgender women seek incorporation into social hierarchies in postcolonial India. Existing literature demonstrates an association between transgender and middle-class-status in the global South. Through an 18-month ethnographic study in Bangalore from 2009 through 2016 with transgender women, NGO (nongovernmental organization) workers and activists, as well as textual analyses of media representations, I draw on “new woman” archetypes to argue that the discourses of empowerment and respectability that impacted middle-class cisgender women in late colonial, postcolonial and liberalized India also impact how trans women narrate their struggles and newfound opportunities. Trans woman identities are often juxtaposed to the identities of hijras, a recognized (yet socially marginal) group of working-class male-assigned gender-nonconforming people. Instead of challenging stereotypes of gender nonconformity most evident in the marginalization of hijras, some transgender women are at pains to highlight their difference from hijras. These trans women are from working-class backgrounds. It is partly their similarities in class location that propel trans women’s efforts to distinguish themselves from hijras. They employ the figure of the disreputable hijra to contain negative stereotypes associated with gender nonconformity, thus positioning their identities in proximity with middle-class respectable womanhood.

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