One Step Forward, Two Steps Back: The Unintended Consequences of Subordinate Group Members’ Success

2021 ◽  
Vol 2021 (1) ◽  
pp. 14442
Author(s):  
Jun Lin ◽  
Nurit Shnabel ◽  
Amelia Stillwell
2017 ◽  
Vol 12 (2) ◽  
Author(s):  
Jenna Shim

AbstractUsing the concept of racial microaggressions as an analytical tool, this study reports on white monolingual pre-service teachers’ self-identified linguistic microaggressions by exploring their attitudinal and affective responses to those who speak languages other than English. The assumption is that teachers’ pedagogical practices and their relationship with students are not contained within classrooms but are rather intertwined with their lives outside the classroom and their thinking in everyday context. The themes identified by analyzing the self-identified linguistic microaggressions of the participating pre-service teachers are (1) Self-consciousness/discomfort, worry, fear, anxiety, and frustration; (2) Judgments: (un)intelligence, (dis)likability, and (un)trustworthiness; (3) (In)appropriateness and English dominance; and (4) Stereotypes. This study also reports the findings pertaining to the participants’ reflections on the factors that contribute to difficulties they face when attempting to engage in self-identifying linguistic microaggressions. The common challenges among these monolingual pre-service teachers are: (1) Identification and commitment are not enough; (2) Am I a bad person? and (3) Unconscious dispositions. The significance of this study stems from its exploration of the white pre-service teachers’ self-identification of microaggressions as opposed to those identified by the victims of microaggressions. By using the concept of microaggressions as the main analytical tool, the study reveals that the dominant members who are microaggressive toward language subordinate group members must understand, recognize, and acknowledge their microaggressions if they are to more productively support English language learners (ELLs) succeed socially and academically. The study offers implications for educators working with ELLs as well as for the field of teacher education.


Author(s):  
Barak Medina

Abstract A central dilemma in human rights law is how to reconcile the government’s duty to respect freedom with its obligation to protect individuals that might be harmed by the exercise of said freedom. Intolerance toward the dissemination of certain illiberal positions may have adverse social and political unintended results. One central concern is that such a policy would create a common culture that does not appreciate the critical importance of a vibrant public discourse. As such, it might enable governments, in terms of popular legitimacy, to curtail speech beyond the limits of justifiable infringements. Recent developments in Israel illustrate this concern. In recent years, normatively legitimate antiracism legislation was unjustifiably expanded by imposing sanctions on expressions that were deemed harmful to national sentiments or questioning the legitimacy of Israel’s Constitutional Identity as a Jewish state. Similarly, laws against the support of terrorism were followed by prohibitions on advocating boycotts against Israel. This Article proposes to halt the sociological slippery-slope trend of curtailing speech far and beyond the permissible scope of such a policy, by implementing rules-based legal doctrines that may foster a stronger public pressure on the government to protect free speech; restricting the scope of “harm-in-one-step” approach; and providing a clearer definition of the requirement of state neutrality in the context of regulating speech.


2012 ◽  
Vol 35 (6) ◽  
pp. 451-466 ◽  
Author(s):  
John Dixon ◽  
Mark Levine ◽  
Steve Reicher ◽  
Kevin Durrheim

AbstractThis response clarifies, qualifies, and develops our critique of the limits of intergroup liking as a means of challenging intergroup inequality. It does not dispute that dominant groups may espouse negative attitudes towards subordinate groups. Nor does it dispute that prejudice reduction can be an effective way of tackling resulting forms of intergroup hostility. What it does dispute is the assumption that getting dominant group members and subordinate group members to like each other more is the best way of improving intergroup relations that are characterized by relatively stable, institutionally embedded, relations of inequality. In other words, the main target of our critique is the model of change that underlies prejudice reduction interventions and the mainstream concept of “prejudice” on which they are based.


2017 ◽  
Vol 93 (1) ◽  
pp. 213-234 ◽  
Author(s):  
Katlijn Haesebrouck ◽  
Martine Cools ◽  
Alexandra Van den Abbeele

ABSTRACT We examine how incentive systems influence knowledge transfer between group members with equal or different status who solve an interdependent task. In our experiment, group members receive group or individual incentives, while status is manipulated by assigning job titles with corresponding role descriptions. Although all conditions require knowledge sharing to maximize payoffs, our results suggest that significantly more knowledge is shared under group incentives relative to individual incentives when status differences are present, whereas the amount of knowledge shared does not differ across these incentive manipulations for equal-status groups. These findings are in line with theory suggesting that individual incentives can motivate knowledge sharing among equal-status groups, but cannot overcome the negative interactions that arise under status differences. Instead, group incentives are required to induce cooperative behavior that mitigates the negative effects of status differences on knowledge sharing. We contribute to the literature and practice by showing that the effect of incentives depends on the social context and that job titles can have unintended consequences.


2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Indrikis A. Krams ◽  
Severi Luoto ◽  
Tatjana Krama ◽  
Ronalds Krams ◽  
Kathryn Sieving ◽  
...  

Author(s):  
Roy F. Baumeister ◽  
Sarah E. Ainsworth ◽  
Kathleen D. Vohs

AbstractThis paper seeks to make a theoretical and empirical case for the importance of differentiated identities for group function. Research on groups has found that groups sometimes perform better and other times perform worse than the sum of their individual members. Differentiation of selves is a crucial moderator. We propose a heuristic framework that divides formation of work or task groups into two steps. One step emphasizes shared common identity and promotes emotional bonds. In the other step, which we emphasize, group members take increasingly differentiated roles that improve performance through specialization, moral responsibility, and efficiency. Pathologies of groups (e.g., social loafing, depletion of shared resources/commons dilemmas, failure to pool information, groupthink) are linked to submerging the individual self in the group. These pathologies are decreased when selves are differentiated, such as by individual rewards, individual competition, accountability, responsibility, and public identification. Differentiating individual selves contributes to many of the best outcomes of groups, such as with social facilitation, wisdom-of-crowds effects, and division of labor. Anonymous confidentiality may hamper differentiation by allowing people to blend into the group (so that selfish or lazy efforts are not punished), but it may also facilitate differentiation by enabling people to think and judge without pressure to conform. Acquiring a unique role within the group can promote belongingness by making oneself irreplaceable.


2020 ◽  
Vol 16 (8) ◽  
pp. 20200399
Author(s):  
Masayo Soma ◽  
Henrik Brumm

The duets of birds have intrigued biologists for a long time, yet much remains unknown about the evolution of these striking collective displays. This is partly because previous studies on duet evolution have been biased to songbirds and neglected other bird groups. In songbirds, the absence of migration has been found to predict the occurrence of duetting, indirectlysupporting the idea that duet communication is linked with pair bonding. Here, we used phylogenetic comparative analyses in a sedentary clade of non-songbirds, the barbets (Capitonidae), to reveal new correlates of duet evolution. We found (i) that duets evolved several times independently in different barbet lineages and (ii) that duetting evolved in association with group living (i.e. the presence of helpers or non-breeding adults during the breeding period), but not with sexual monochromatism or habitat type. Our findings are consistent with a duet function in mate guarding and dominance against subordinate group members as well as joint territory defence. Altogether, the results highlight the importance of the social environment for the evolution of collective signalling.


2011 ◽  
Vol 8 (1) ◽  
pp. 24-27 ◽  
Author(s):  
Andrew N. Radford

Allogrooming occurs in a wide range of species and can serve both hygienic and social functions. While the latter have long been thought to be underpinned by reductions in tension for recipients, recent work has suggested that donors may also benefit in this way. Here, I show that, in cooperatively breeding green woodhoopoes Phoeniculus purpureus , involvement in allogrooming is followed by a reduction in self-grooming by both recipients and donors, but that the former exhibit a greater decrease. Moreover, I demonstrate for the first time that the dominance status of the allogrooming participant is important, with subordinate group members reducing subsequent self-grooming to a greater extent than the dominant pair. If avian self-directed behaviour reflects current distress levels in the same way as found in various primates, my results would indicate that allogrooming benefits are not confined to mammals, and would have important implications both for accurate assessments of the true costs and benefits of affiliative behaviour and for our understanding of the evolution of sociality.


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