Black Sheep versus In-Group Favoritism

Author(s):  
Jan-Willem van Prooijen

Sometimes people punish offenders from their own group more severely than offenders from a different group (the “black sheep effect”). At other times, however, people punish offenders from a different group more severely than offenders from their own group (the “in-group favorability effect”). Punishment regulates social groups in two complementary ways: (1) punishment stimulates and stabilizes cooperative within-group relations (within-group function); and (2) punishment protects the group from outside threats (between-group function). The chapter then examines the within-group function of punishment. “In-group morality” implies that group members enjoy more procedural protections from the group. Following an unambiguous offense that harms the group, however, in-group morality also implies that in-group offenders are punished more severely than out-group offenders. Betrayal of in-group norms is considered worse when committed by a fellow in-group member.

2021 ◽  
Vol 15 ◽  
pp. 183449092199143
Author(s):  
Jovan Ivanović ◽  
Iris Žeželj ◽  
Charis Psaltis

In two post-conflict societies (Serbia and Cyprus), the authors investigated how people cope with in-group historical transgression when heroes and villains relevant for their collective identity are made salient in it. The authors set the events in foundational periods for Serbian (Experiment 1) and Greek Cypriot (Experiment 2) ethnic identity—that is, historical representations of the Battle of Kosovo (1389) and the Liberation Struggle (1955–1959), respectively. In both experiments, a between-subjects design was used to manipulate group membership (in-group or out-group) and representation of the salient character (hero, villain, or neutral) in fictitious but historically plausible accounts of transgressions. In Experiment 1 ( N = 225), the participants showed more moral disengagement in the case of in-group historical transgressions than in the case of identical transgressions by an out-group, while the in-group hero was rejected less than all the other historical characters. Social identification based on in-group superiority moderated both observed effects in such a manner that they were more pronounced for participants perceiving their ethnic group as superior. In Experiment 2 ( N = 136), historical transgression involving the in-group hero provoked the most moral disengagement and the least rejection of the group deviant. In-group superiority and in-group importance as distinct modes of social identification moderated these effects in such a way that they were more pronounced for high-identifying individuals. Taken together, the experiments show that the in-group hero, as a highly valued ethnic symbol, is exempt from the black sheep effect and the sanctions of critically attached group members. The authors discuss the implications of in-group heroes for political and educational communication.


2021 ◽  
Vol 8 (5) ◽  
pp. 202171
Author(s):  
Theo Toppe ◽  
Susanne Hardecker ◽  
Franca Zerres ◽  
Daniel B. M. Haun

Past research suggests that children favour their in-group members over out-group members as indicated by selective prosociality such as sharing or social inclusion. This preregistered study examined how playing a cooperative, competitive or solitary game influences German 4- to 6-year-olds’ in-group bias and their general willingness to act prosocially, independent of the recipient's group membership ( N = 144). After playing the game, experimenters introduced minimal groups and assessed children's sharing with an in-group and an out-group member as well as their social inclusion of an out-group member into an in-group interaction. Furthermore, we assessed children's physical engagement and parents' social dominance orientation (SDO)—a scale indicating the preference for inequality among social groups—to learn more about inter-individual differences in children's prosocial behaviours. Results suggest that children showed a stronger physical engagement while playing competitively as compared with cooperatively or alone. The different gaming contexts did not impact children's subsequent in-group bias or general willingness to act prosocially. Parental SDO was not linked to children's prosocial behaviours. These results indicate that competition can immediately affect children's behaviour while playing but raise doubt on the importance of cooperative and competitive play for children's subsequent intergroup and prosocial behaviour.


Author(s):  
Joanne R. Smith

As social animals, humans are strongly influenced by the opinions and actions of those around them. Group norms are the expectations and behaviors associated with a social group, such as a nationality, an organization, or a sports team. Group norms can emerge during group interaction as group members are exposed to the opinions, or observe the actions, of fellow group members. Group norms can also emerge by comparing the attitudes and actions of the group with other groups. Leaders can also influence what is seen to be acceptable behaviors for group members to exhibit. One of the most dominant approaches to the study of group norms is the social identity approach. The social identity approach proposes that belonging to a social group provides individuals with a definition of who one is, and a description and prescription of what is involved in being a group member. A large body of research has confirmed the power of group norms to determine the form and direction of group members’ attitudes and actions, particularly those individuals strongly attached to the group, across many behavioral domains. In thinking about group norms, it is important to recognize that norms have both prescriptive (i.e., what should be done) and descriptive (i.e., what is done) elements. Research has found that group norms are most influential when aligned, but that misaligned or conflicting norms—either within the group or across multiple groups to which an individual belongs—can be particularly harmful in terms of engagement in a desired behavior. It is critical to appreciate and understand these complexities to be able to change group norms and, therefore, group members’ actions. The insight that group norms are powerful determinants of behavior has been incorporated into behavior change interventions, including so-called “nudge” interventions. However, norms-based campaigns are not always successful, and can even lead to backlash effects, often because change agents have failed to consider identity-related processes, such as the role of leaders, the source of the influence attempt, and threats arising from attempts to change one’s group. Shared identity is a key mechanism through which people internalize (new) understandings of what it means to be a group member into the self-concept, and understanding these processes may lead to more enduring change in underlying motives, beliefs, and behavior.


2011 ◽  
Vol 39 (3) ◽  
pp. 295-316 ◽  
Author(s):  
Natalya N. Bazarova ◽  
Joseph B. Walther ◽  
Poppy L. McLeod

This study examined minority influence within virtual groups and how members’ geographic dispersion and argument consistency affect group decisions. Competing predictions were derived from several theories that were applicable but untested in the domain of online interaction: a double minority effect, the black sheep effect, congruity theory applied to groups, and the minority leniency contract framework. Online groups were created that had 4 collocated members or 4 geographically distributed members, or 2 collocated and 2 isolated members. Group members were provided biased distributions of information resembling a hidden profile to facilitate majority and minority positions resulting in 24 groups with a minority opinion holder geographically isolated or in proximity with one or more other members. The patterns of minority members’ influence on majority members’ decisions lent greatest support to the black sheep effect, congruity, and minority leniency approaches, depending on the respective location of the minority opinion holders and the consistency with which they argued their positions.


2021 ◽  
Vol 24 (2) ◽  
pp. 311-317
Author(s):  
Dominic J. Packer ◽  
Nick D. Ungson ◽  
Jessecae K. Marsh

We have seen massive global behavioral change as billions of people radically altered their ways of life in response to COVID-19. Here, we review how research on conformity and deviance can inform understanding of and effective responses to the pandemic. Group identities are critical for understanding who is influenced by whom, as well as how partisan divisions can obstruct cohesive and coordinated action. We identify several questions highlighted by the pandemic, including when people will react more harshly to ingroup members who violate health-protective norms (black sheep effect) or to outgroup members violating the same norms (intergroup hypocrisy). As a working hypothesis, we propose a goal-based approach, positing that differentially negative reactions to ingroup and outgroup deviants are likely influenced by the relative salience of goals to protect ingroup image, enforce group norms, maintain intergroup boundaries, and seek justice for potential victims put at risk by norm-violating behavior.


2003 ◽  
Author(s):  
Elliott Hammer ◽  
Anthony Sharp ◽  
Charity Dixon ◽  
Kristin Matthews ◽  
Erin Threatt

2003 ◽  
Author(s):  
Amy C. Lewis ◽  
Steven J. Sherman

2021 ◽  
pp. 095679762110322
Author(s):  
Marcel Montrey ◽  
Thomas R. Shultz

Surprisingly little is known about how social groups influence social learning. Although several studies have shown that people prefer to copy in-group members, these studies have failed to resolve whether group membership genuinely affects who is copied or whether group membership merely correlates with other known factors, such as similarity and familiarity. Using the minimal-group paradigm, we disentangled these effects in an online social-learning game. In a sample of 540 adults, we found a robust in-group-copying bias that (a) was bolstered by a preference for observing in-group members; (b) overrode perceived reliability, warmth, and competence; (c) grew stronger when social information was scarce; and (d) even caused cultural divergence between intermixed groups. These results suggest that people genuinely employ a copy-the-in-group social-learning strategy, which could help explain how inefficient behaviors spread through social learning and how humans maintain the cultural diversity needed for cumulative cultural evolution.


Sign in / Sign up

Export Citation Format

Share Document