How should intergroup contact be structured to reduce bias among majority and minority group children?

2010 ◽  
Vol 13 (4) ◽  
pp. 445-460 ◽  
Author(s):  
Rita Guerra ◽  
Margarida Rebelo ◽  
Maria B. Monteiro ◽  
Blake M. Riek ◽  
Eric W. Mania ◽  
...  
2021 ◽  
pp. 002234332098421
Author(s):  
Sam Whitt

This study considers how ethnic trust and minority status can impact the ability of ethnic groups to pursue cooperative public goods, focusing on groups with a history of conflict and lingering hostility. A public good experiment between ethnic Albanians and Serbs in postwar Kosovo reveals that subjects contribute far more to a mutually beneficial public good when they are part of an experimentally induced coethnic majority. However, when in the minority, subjects not only underinvest, but many actively divest entirely, privatizing the public good. Majority/minority status also has wide-ranging implications for how individuals relate to real-world public goods and the institutions of government that provide them. Compared to majority Albanians, survey data indicate how minority Serbs in Kosovo express greater safety and security concerns, feel more politically, socially, and economically excluded, are more dissatisfied with civil liberties and human rights protections, and are less likely to participate politically or pay taxes to support public goods. Conflict-related victimization and distrust of out-groups are strong predictors of these minority group attitudes and behaviors. This suggests a mechanism for how conflict amplifies out-group distrust, increasing parochial bias in public good commitments, especially among minorities who are wary of exploitation at the hands of an out-group majority. To restore trust, this study finds that institutional trust and intergroup contact are important to bridging ethnic divides that inhibit public good cooperation.


1974 ◽  
Vol 40 (8) ◽  
pp. 589-599 ◽  
Author(s):  
Diane N. Bryen

The educational practice of grouping children on the basis of ability has recently been charged as discriminatory because the tests used for educational placement may be linguistically and culturally biased and may serve to place disproportionate numbers of minority group children (especially speakers of nonstandard English) into special classes. Because of this indictment, the linguistic deficit and the linguistic difference models are explored as possible explanation of the verbal behavior of linguistically different children. In addition, educational implications of each model are discussed.


1971 ◽  
Vol 29 (3) ◽  
pp. 805-806
Author(s):  
M. S. Marshall ◽  
P. M. Bentler

IQs of 11 disadvantaged Negro 4-yr.-olds enrolled in a 9-mo. innovative enrichment program increased by a mean of 23.5 points on the Peabody Picture Vocabulary Test, Form A, in one school year.


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