Prejudice reduction in an educational setting. Practical outcomes from theoretical approaches

2014 ◽  
Vol 12 (3) ◽  
pp. 45-63 ◽  
Author(s):  
Małgorzata Wójcik ◽  
Katarzyna Popiołek
Keyword(s):  
Social Identity ◽  
Intergroup Contact ◽  
School Setting ◽  
Prejudice Reduction ◽  
Contact Hypothesis ◽  
Educational Setting ◽  
Theoretical Approaches ◽  
Common Ingroup Identity ◽  
Crossed Categorization ◽  
Ingroup Identity

Abstract Our paper reviews research studies that have investigated interventions aimed at prejudice reduction. The theories and research results are summarized in the following categories: intergroup contact, social identity, and categorization. The intergroup contact approach inspired such techniques as contact hypothesis, jigsaw classroom, Pettigrew’s model, contact with transgression, and imagined intergroup contact hypothesis; while social identity gave the ground for common ingroup identity and crossed categorization theories. We place special emphasis on methods applicable for a school setting, and try to answer the questions: when, why and under which condition will a given method work.

Interdependence in Mediated Intergroup Contact

2020 ◽  
pp. 1-11
Author(s):  
Katherine R. Dale ◽  
Emily Moyer-Gusé
Keyword(s):  
Intergroup Contact ◽  
The Self ◽  
Contact Hypothesis ◽  
Positive Attitudes ◽  
Extended Contact ◽  
Identity Model ◽  
The Common ◽  
Common Ingroup Identity Model ◽  
Common Ingroup Identity ◽  
Ingroup Identity

Abstract. Mediated intergroup contact and extended contact hypothesis research shows that observing a positive intergroup interaction can result in improved attitudes toward the outgroup. This experiment tested the common ingroup identity model and how the creation of a superordinate identity among characters in a television narrative influences viewers’ willingness to interact with outgroup members and attitudes toward the outgroup. Results reveal that self-efficacy, anxiety, and inclusion of the outgroup in the self mediated the relationship between exposure to narratives featuring intergroup interdependence and both positive attitudes toward and greater willingness to interact with the outgroup. That is, participants who watched a narrative featuring high levels of intergroup teamwork reported increased feelings of self-efficacy when considering future outgroup interactions, which was associated with lower levels of outgroup anxiety. Lower levels of anxiety were then associated with increased inclusion of the outgroup in the self, which was ultimately associated with more positive attitudes toward and greater willingness to interact with the outgroup. These results suggest that, even when comparing the effects of two narratives that portray an identical, positive outcome, positive effects on attitudes toward and willingness to interact with outgroup members are stronger when ingroup and outgroup members display interdependence. This research represents a step toward understanding the ways that the common ingroup identity model might help explain the extended contact hypothesis and the mechanisms by which narratives can affect attitudes toward and willingness to interact with outgroup members.

scholarly journals Psychologically based, anti-prejudice educational intervention – project.

2012 ◽  
Vol 43 (4) ◽  
pp. 223-232 ◽  
Author(s):  
Katarzyna Popiołek ◽  
Małgorzata Wójcik
Keyword(s):  
School Setting ◽  
Intergroup Bias ◽  
Negative Attitudes ◽  
Identity Model ◽  
The Common ◽  
Common Ingroup Identity Model ◽  
Common Ingroup Identity ◽  
Crossed Categorization ◽  
High School Setting ◽  
Ingroup Identity

Abstract The presented study explores the possibility of creating and implementing educational program which would reduce intergroup bias in realistic high school setting. The project was based on the assumption that there is the need of easily applicable, anti-prejudice intervention, which would be appropriate to introduce into foreign language course books, would be universal in terms of changing negative attitudes and would meet all methodological requirements of language lessons. Crossed categorization and the common ingroup identity model were used as theoretical basis for 30 English lesson scenarios on B2 level (upper-intermediate). It was shown that after the intervention there was a significant change in the students’ attitude toward the outgroup and the outgroup members. The implications of these findings are discussed.

Revisiting the contact hypothesis: The induction of a common ingroup identity

1996 ◽  
Vol 20 (3-4) ◽  
pp. 271-290 ◽  
Author(s):  
Samuel L. Gaertner ◽  
John F. Dovidio ◽  
Betty A. Bachman
Keyword(s):  
Contact Hypothesis ◽  
Common Ingroup Identity ◽  
Ingroup Identity

Social identity patterns and trust in demographically diverse work teams

2009 ◽  
Vol 48 (2) ◽  
pp. 175-198 ◽  
Author(s):  
Karen van der Zee ◽  
Menno Vos ◽  
Kyra Luijters
Keyword(s):  
Social Identity ◽  
Interpersonal Relationships ◽  
Work Outcomes ◽  
Organizational Setting ◽  
Relational Identity ◽  
Work Relationship ◽  
Identity Based ◽  
Common Ingroup Identity ◽  
Demographic Subgroups ◽  
Ingroup Identity

The article presents a model that links trust in a demographically diverse work context to three different social-identity patterns. Trust is considered to be beneficial for interpersonal relationships and work outcomes in diverse teams as well as for a healthy work relationship between minority members and their company. First, imposing a common ingroup identity based on similarities has been put forward as a useful method of creating depersonalized forms of trust among members of different demographic subgroups. However, its usefulness seems to be limited to situations of low identity threat. Alternatively, recent findings support the usefulness of creating a relational identity orientation or a common ingroup identity that explicitly embraces the value of diversity. The latter methods seem to enforce more personalized and more robust forms of identity-based trust in teams. They may also be useful in promoting trust of minority members in the organizational setting as a whole and in its authorities, probably because these identity patterns contribute to feelings of respect among minority members. Practical implications of these findings are discussed.

Intergroup Contact and Rice Allocation via a Modified Dictator Game in Rural Cameroon

Field Methods ◽  
2012 ◽  
Vol 25 (1) ◽  
pp. 74-90 ◽  
Author(s):  
Manuela Thomae ◽  
David Zeitlyn ◽  
Sascha S. Griffiths ◽  
Mark Van Vugt
Keyword(s):  
Social Identity ◽  
Ethnic Groups ◽  
Social Identity Theory ◽  
Identity Theory ◽  
Ecological Validity ◽  
Intergroup Contact ◽  
Dictator Game ◽  
Contact Hypothesis ◽  
Economic Games ◽  
Rural Cameroon

Economic games in field settings have been subject to criticism concerning their ecological validity. We use social identity theory and the intergroup contact hypothesis as a framework to illustrate how economic games can be applied to field settings with higher ecological validity. A quasi-experiment in two rural Cameroonian villages studied participants’ allocation of rice to co-inhabitants of their village. The villages are characterized by different degrees of contact between the ethnic groups and the sexes. Our results indicate that women who are segregated from each other disadvantage other women more than men or women who experience higher amounts of contact. These findings are interesting from a theoretical and methodological perspective since we utilized a nonmonetary stake in naturalistic intergroup settings.

The silver lining between perceived similarity and intergroup differences: Increasing confidence in intergroup contact

Human Affairs ◽  
2019 ◽  
Vol 29 (1) ◽  
pp. 63-73
Author(s):  
Xenia Daniela Poslon ◽  
Barbara Lášticová
Keyword(s):  
Social Identity ◽  
Literature Review ◽  
Intergroup Relations ◽  
Intergroup Contact ◽  
Subsequent Development ◽  
Prejudice Reduction ◽  
Perceived Similarity ◽  
Group Boundaries ◽  
Optimal Balance ◽  
Silver Lining

Abstract Positive intergroup contact and cross-group friendships are known to have numerous benefits for intergroup relations in diverse schools. However, children do not always spontaneously engage in cross-group friendships, choosing rather to spend time with their ingroup peers. Several factors have previously been identified that influence children’s confidence in contact and subsequent development of cross-group friendships, including perceived intergroup similarity and reconciliation of intergroup differences. However, inducing perceived similarity may pose a threat to the person’s social identity and increase the need for distinctiveness. Therefore, it remains unclear how one should manipulate perceived similarity and group boundaries when designing interventions that prepare school children for successful contact. Moreover, eliminating perceived group boundaries need not lead to the generalization of improved attitudes towards the outgroup. An optimal balance of inclusion and differentiation between the groups should be determined so as to make way for beneficial cross-group friendships. Based on a literature review, we provide recommendations for designing prejudice reduction interventions in schools from the perspective of intergroup similarity.

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