The dynamics of acculturation: an intergroup perspective

The growing global trend of migration gives social psychological enquiry into acculturation processes particular contemporary relevance. Inspired by one of the earliest definitions of acculturation [Redfield, R., Linton, R., & Herskovits, M. (1936). Memorandum on the study of acculturation. American Anthropologist,38, 149152.], we present a case for considering acculturation as a dynamic intergroup process. We first review research stimulated by the dominant perspective in the field, Berry's acculturation framework. Noting several limitations of that work, we identify five issues which have defined our own research agenda: (1) the mutual influence of acculturation preferences and intergroup attitudes; (2) the influence of the perceived acculturation preferences of the outgroup on own acculturation and intergroup attitudes; (3) discrepancies between ingroup and outgroup acculturation attitudes as a determinant of intergroup attitudes; (4) the importance of the intergroup climate in which acculturation takes place; and (5) acculturation as a processdevelopmental and longitudinal perspectives. We review research of others and our own that document each of these points: longitudinal and experimental studies, rarities in the acculturation literature, figure prominently. Research settings include TurkishGerman relations in Germany, indigenousnonindigenous relations in Chile, African migrants to Italy and ethnic majorityminority relations in the United Kingdom. We conclude with an agenda for future acculturation research and some policy implications of our analysis

Relative group size and minority school success: the role of intergroup friendship and discrimination experiences

From an intergroup relations perspective, relative group size is associated with the quantity and quality of intergroup contact: more positive contact (i.e., intergroup friendship) supports, and negative contact (i.e., experienced discrimination) hampers, minority identity, and school success. Accordingly, we examined intergroup contact as the process through which perceived relative proportions of minority and majority students in school affected minority success (i.e., school performance, satisfaction, and self-efficacy). Turkish minorities (N = 1,060) were compared in four Austrian and Belgian cities which differ in their typical school ethnic composition. Across cities, minority experiences of intergroup contact fully mediated the impact of perceived relative group size on school success. As expected, higher minority presence impaired school success through restricting intergroup friendship and increasing experienced discrimination. The association between minority presence and discrimination was curvilinear, however, so that schools where minority students predominated offered some protection from discrimination. To conclude, the comparative findings reveal positive and negative intergroup contact as key processes that jointly explain when and how higher proportions of minority students affect school success

Teaching and learning guide for: Imagined intergroup contact: Theory, paradigm, and practice

A goal shared enthusiastically amongst many social psychologists is the improvement of intergroup relations. Conflict between groups is usually related to distinct, and in many cases opposing, identities, based on (for example) ethnicity, nationality, and religion, but also gender, age, sexual orientation and political or individual preferences. Our research has developed a new intervention for improving intergroup relations based on an integration of theory and empirical work on social cognition and intergroup relations. We've called the technique Imagined Contact because it is based on the mental simulation of intergroup contact experiences. Collectively, our research has focused on refining and evaluating imagined contact as an effective tool for the enhancement of intergroup relations. Our article in Social and Personality Psychology Compass provides a summary of the basic theory underlying imagined contact, a review of empirical findings to date, and a framework for developing practical applications of the intervention (in particular as a school-based intervention). We wanted to offer a teaching and learning guide for this article because we believe that the imagined contact task provides a flexible, effective, and easy-to-use tool for teachers, seminar leaders, students, and practitioners. The task can be used as a basis for encouraging more positive and open attitudes towards other groups, a way of preparing people for future intergroup encounters, a stimulus for discussions about the value in experiencing social diversity, and a way of illustrating the power of mental processes in forming and challenging attitudes about others

Perceptions of the intergroup structure and anti-Asian prejudice amongst white Australians

Proof oSubjective intergroup beliefs and authoritarianism were assessed in a field study (N= 255) of White Australians’ anti-Asian stereotyping and prejudice. A social identity analysis of intergroup prejudice was adopted, such that perceptions of the intergroup structure (instability, permeability, legitimacy and higher ingroup status) were proposed as predictors of higher prejudice (blatant and covert) and less favorable stereotyping. Consistent with the social identity approach, both independent and interacting roles for sociostructural predictors of Anti-Asian bias were observed, even after demographic and personality variables were controlled. For example, perceived legitimacy was associated with higher prejudice when White Australians’ status position relative to Asian Australians was valued. Moreover, when participants evaluated Whites’ position as unstable and high status or legitimate, perceptions of permeable intergroup boundaries were associated with anti-Asian bias. The present findings demonstrate status protection responses in advantaged group members in a field setting, lending weight to the contention that perceptions of sociostructural threat interact to predict outgroup derogation. Implications for theories of intergroup relations are discussed

[Review of] John E. Farley. Majority-Minority Relations

John E. Farley, who is on the faculty of Southern Illinois University (Edwardsville), says that he has written this book because he is concerned about the deteriorating status of minorities and intergroup relations in the United States. His main objective is to increase awareness of these issues among college students in race relations classes by not only describing but also analyzing and attempting to explain the problems which our society faces

Confidence in Contact: A New Perspective on Promoting Cross-Group Friendship Among Children and Adolescents

Intergroup contact theory (Allport, 1954) proposes that positive interactions between members of different social groups can improve intergroup relations. Contact should be especially effective in schools, where opportunities may exist to engage cooperatively with peers from different backgrounds and develop cross-group friendships. In turn, these friendships have numerous benefits for intergroup relations. However, there is evidence that children do not always engage in cross-group friendships, often choosing to spend time with same-group peers, even in diverse settings. We argue that in order to capitalise on the potential impact of contact in schools for promoting harmonious intergroup relations, a new model is needed that places confidence in contact at its heart. We present an empirically-driven theoretical model of intergroup contact that outlines the conditions that help to make young people ‘contact ready’, preparing them for successful, sustained intergroup relationships by giving them the confidence that they can engage in contact successfully. After evaluating the traditional approach to intergroup contact in schools, we present our theoretical model which outlines predictors of cross-group friendships that enhance confidence in and readiness for contact. We then discuss theory-driven, empirically tested interventions that could potentially promote confidence in contact. Finally, we make specific recommendations for practitioners and policy makers striving to promote harmonious intergroup relations in the classroom

Intergroup leadership in organizations: Leading across group and organizational boundaries

Intergroup leadership-leadership of collaborative performance of different organizational groups or organizations-is associated with unique intergroup challenges that are not addressed by traditional leadership theories. To address this lacuna, we describe a theory of intergroup leadership. Firmly grounded in research on social identity and intergroup relations, the theory proposes that effective intergroup performance rests on the leader's ability to construct an intergroup relational identity. We describe key leadership actions to establish such an identity

The peacebuilding potential of healthcare training programs.

Global health professionals regularly conduct healthcare trainings, such as first aid courses, in disadvantaged communities across the world. Many of these communities lack healthcare infrastructure because of war and political conflict. The authors draw on their experience conducting a first aid course in South Sudan to provide a perspective on how healthcare trainings for people with no medical background can be used to bridge ethnic, political, and religious differences. They argue that a necessary step for turning a healthcare training into a vehicle for peacebuilding is to bring people from different communities to the same physical space to learn the course material together. Importantly, simply encouraging contact between communities is unlikely to improve intergroup relations and could be detrimental if the following features are not incorporated. Buy-in from respected community leaders is essential to ensure that training participants trust that their safety during the training sessions is not at risk. Trainers should also create a supportive environment by conferring equal status and respect on all trainees. Finally, hands-on training exercises allow for positive interactions between trainees from different groups, which in turn can challenge stereotypes and facilitate cross-group friendships. These features map onto social psychological principles that have been shown to improve intergroup relations and are consistent with lessons learned from peace through health initiatives in public health and medicine. By adopting peacebuilding features, healthcare trainings can serve their primary goal of medical education and provide the added benefit of strengthening social relations