When white people experience the weight of the past:The role of white identity strategies in linking colonialism to current racial inequalities

How do White Europeans address racial inequalities in times of burgeoningdiscussions about colonialism? The current research explores the strategies that White people in the Netherlands use to manage their racial-ethnic identity in relation to linking colonialism and current racial inequalities. With this, we examined how White identity strategies were related to ideologies legitimizing racial inequalities. Using mixed-methods consisting of qualitative interviews (N = 24) and quantitative surveys (N = 564), we found that White people exhibited different combinations of prideful (“I am a proud person of our ethnic heritage”), dissociated (“My ethnic group does not have a significant impact on how I see the world”), and power-cognizant (“I am a White person with privileges because of my ethnic group”) identity strategies. Moreover, these White identity strategies were associated withlinking colonialism and racial inequalities and, thereby, with ideologies legitimizing them. Specifically, White people holding prideful and dissociated strategies were less likely to link colonialism and racial inequalities than White people who exclusively endorsed powercognizance. Furthermore, power-cognizant people challenged current-day racial inequalities the most. We conclude by discussing how White European people legitimize or question racial inequalities by managing their whiteness and the theoretical and practical implications of these findings

Antecedents and Consequences of Group-Based Guilt: The Effects of Ingroup Identification

Effects of ingroup identification on antecedents and consequences of group-based guilt were examined in two experiments. In the first study, ingroup identification was unrelated to guilt when the negative historical information was said to come from an outgroup source, but was positively related when the same information was said to come from an ingroup source. Among high identifiers it is difficult to dismiss negative information when the source is one's own ingroup. In the second study, people who are low in identification were more in favor of acknowledging the negative aspects of their group's history as a way of alleviating feelings of guilt. We discuss the implications of these results for coming to terms with the legacy of a negative ingroup past

Showing engagement or not:The influence of social identification and group deadlines on individual control strategies

People often work together in groups that have to reach goals in a given time frame. Nonetheless, the impact of deadlines on group members’ self-control has not been studied so far. Here this topic is addressed by integrating the action-phase model (Heckhausen, 1999), which postulates the use of different self-control strategies during individual-level goal pursuit, with the social identity approach. It was predicted and found in two studies that highly identified group members, in contrast to those who were only weakly identified, responded to a group’s deadline phase (pre vs. post) by showing phase-appropriate patterns of engagement and disengagement. Study 1 measured identification and assessed intentions and behavioral indicators of self-control. Study 2 manipulated identification and assessed self-reports of intended self-control strategies. Overall, the findings corroborate the notion that the social self can serve as a basis for self-regulation

Having a lot of a good thing: multiple important group memberships as a source of self-esteem.

Copyright: © 2015 Jetten et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are creditedMembership in important social groups can promote a positive identity. We propose and test an identity resource model in which personal self-esteem is boosted by membership in additional important social groups. Belonging to multiple important group memberships predicts personal self-esteem in children (Study 1a), older adults (Study 1b), and former residents of a homeless shelter (Study 1c). Study 2 shows that the effects of multiple important group memberships on personal self-esteem are not reducible to number of interpersonal ties. Studies 3a and 3b provide longitudinal evidence that multiple important group memberships predict personal self-esteem over time. Studies 4 and 5 show that collective self-esteem mediates this effect, suggesting that membership in multiple important groups boosts personal self-esteem because people take pride in, and derive meaning from, important group memberships. Discussion focuses on when and why important group memberships act as a social resource that fuels personal self-esteem.This study was supported by 1. Australian Research Council Future Fellowship (FT110100238) awarded to Jolanda Jetten (see http://www.arc.gov.au) 2. Australian Research Council Linkage Grant (LP110200437) to Jolanda Jetten and Genevieve Dingle (see http://www.arc.gov.au) 3. support from the Canadian Institute for Advanced Research Social Interactions, Identity and Well-Being Program to Nyla Branscombe, S. Alexander Haslam, and Catherine Haslam (see http://www.cifar.ca)

And now for something completely different? The impact of group membership on perceptions of creativity

Authors' draft; final version published in Social influence; available online at http://www.informaworld.com/ Embargo until 1 July 2010A wealth of historical, cultural, and biographical evidence points to the fact that there is considerable variation in different people's judgments of creative products. What is creative to one person is deviant to another, and creative efforts often fail to be given the enthusiastic reception that their creators anticipate and think they deserve. Unpacking the roots of these discrepancies, this paper develops an analysis of creativity that is informed by the social identity approach. This analysis is supported by a review of previous research that points to the way in which perceptions of creativity are structured by both self-categorization and social norms (and their interaction). Further support for the analysis is provided by two experiments (Ns = 100, 125) which support the hypothesis that ingroup products are perceived to be more creative than those of outgroups independently of other factors with which group membership is typically correlated in the world at large (e.g., quality). The studies also indicate that this pattern is not simply a manifestation of generic ingroup bias since judgments of creativity diverge from those of both likeability (Experiment 1) and beauty (Experiment 2). The theoretical and practical significance of these findings is discussed with particular reference to innovation resistance and the “not invented here” syndrome.This research was supported by a grant from the Economic and Social Research Council (RES-062-23-0135)

Conflict transformation and history teaching: social psychological theory and its contributions

The aim of this introductory chapter is to render intelligible how history teaching can be enriched with knowledge of social psychological theories that deal with the issue of conflict transformation and partcularly the notions of prejudice reduction and reconciliation. A major aim of history teaching is to engage students with historical texts, establish historical significance, identify continuity and change, analyse cause and consequence, take historical perspectives and understand the ethical dimensions of historical interpretations. Such teaching, enriched with social psychological theory, will enlarge the notion of historical literacy into a study of historical culture and historical consciousness in the classroom so that students become reflective of the role of collective memory and history teaching in processes of conflict transformation and understand the ways in which various forms of historical consciousness relate the past, present and future. This is what the editors of this volume call an interdisciplinary paradigm of transformative history teachin

Doing it for us: community identification predicts willingness to receive a COVID‐19 vaccination via perceived sense of duty to the community

The COVID-19 pandemic has presented huge challenges for communities across the world. Vaccines offer the best hope for controlling its deleterious effects, but not everybody is willing to be vaccinated, so it is important to explore variables that might predict vaccination willingness. The present study addressed this by drawing upon the Social Identity Approach, which posits that people’s membership of social groups is consequential for their thoughts and behaviour. Specifically, it was predicted that people’s strength of identification with their local community (a social group that came to particular prominence during the pandemic) would positively predict their willingness to engage in community-related prosocial normative behaviour (i.e., their perceived sense of duty, as a community member, to get vaccinated), and that this, in turn, would predict higher levels of vaccination willingness. Participants (N = 130) completed an online survey, which supported the hypothesised mediation model, even after controlling for subjective neighbourhood socio-economic status and age (two variables that are particularly likely to impact upon vaccination willingness). To our knowledge, this is the first study to apply Social Identity Approach principles to the study of COVID-19 vaccination willingness. The implications of the findings for governments’ efforts to boost vaccine uptake are discussed. Please refer to the Supplementary Material section to find this article’s Community and Social Impact Statement