393 research outputs found
Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes
The present study examined the interactive effects of school norms, peer norms, and accountability on children's intergroup attitudes. Participants (nĀ =Ā 229) aged 5ā11Ā years, in a between-subjects design, were randomly assigned to a peer group with an inclusion or exclusion norm, learned their school either had an inclusion norm or not, and were accountable to either their peer group, teachers, or nobody. Findings indicated, irrespective of age, that an inclusive school norm was less effective when the peer group had an exclusive norm and children were held accountable to their peers or teachers. These findings support social identity development theory (D. Nesdale, 2004, 2007), which expects both the in-group peer and school norm to influence children's intergroup attitudes.No Full Tex
Communication practices of the Karen in Sheffield: Seeking to navigate their three zones of displacement
This study investigates communication practices of a newly arrived Karen refugee community in the UK who, as well as establishing themselves in a strange country, seek to keep in touch, campaign politically and maintain identity collectively through communication and contact with their global diaspora. We look at the technologies, motivations and inhibiting factors applying to the communication by adult members of this community and construct the idea of three zones of displacement which help to model the particular contexts, challenges and methods of their communication. We find that overall, they are using a wide range of internet-based technologies, with the aim to 'keep-in-touch' (personal contacts) and to 'spread the word' (political communication). This also includes archaic, traditional and hybrid methods to achieve extended communication with contacts in other 'zones'. We also identify the importance of the notion of āvillageā as metaphor and entity in their conceptualisation of diasporic and local community cohesion. We identify the key inhibitors to their communication as cost, education, literacy and age. Finally, we speculate on the uncertain outcomes of their approach to digital media in achieving their political aims
What makes a young assertive bystander? The effect of intergroup contact, empathy, cultural openness, and in-Group bias on assertive bystander intervention intentions.
The present research tests the indirect effects of intergroup contact on adolescentsā bystander intervention intentions via four potential mediators: āempathy,ā ācultural openness,ā āin-group bias,ā and āintergroup anxiety.ā British adolescents (N = 855), aged 11ā13 years, completed measures of intergroup (interethnic) contact and the identified indirect variables. Intended bystander behavior was measured by presenting participants with an intergroup (immigrant) name-calling scenario. Participants rated the extent to which they would behave assertively. The findings extend previous intergroup contact research by showing a significant indirect effect of intergroup contact on assertive bystander intentions via empathy, cultural openness and in-group bias (but not via intergroup anxiety). Theoretical implications and practical suggestions for future prejudice-reduction interventions are discussed
Children's prosocial behavioural intentions towards outgroup members
When will children decide to help outgroup peers? We examined how intergroup competition, social perspective taking (SPT), and empathy influence children's (5ā10 years, N = 287) prosocial intentions towards outgroup members. Study 1 showed that, in a minimal group situation, prosociality was lower in an intergroup competitive than in a nonācompetitive or interpersonal context. Study 2 revealed that, in a real groups situation involving intergroup competition, prosociality was associated with higher empathy and lower competitive motivation. In a subsequent nonācompetitive context, there were age differences in the impact of SPT and competitive motivation. With age, relationships strengthened between SPT and prosociality (positively) and between competitiveness and prosociality (negatively). Among older children, there was a carryāover effect whereby feelings of intergroup competitiveness aroused by the intergroup competitive context suppressed outgroup prosociality in the following nonācompetitive context. Theoretical and practical implications for improving children's intergroup relationships are discussed
The development of bystander intentions and social-moral reasoning about intergroup verbal aggression
A developmental intergroup approach was taken to examine the development of prosocial bystander intentions among children and adolescents. Participants as bystanders (N = 260) aged 8ā10 and 13ā15 years were presented with scenarios of direct aggression between individuals from different social groups (i.e., intergroup verbal aggression). These situations involved either an ingroup aggressor and an outgroup victim or an outgroup aggressor and an ingroup victim. This study focussed on the role of intergroup factors (group membership, ingroup identification, group norms, and socialāmoral reasoning) in the development of prosocial bystander intentions. Findings showed that prosocial bystander intentions declined with age. This effect was partially mediated by the ingroup norm to intervene and perceived severity of the verbal aggression. However, a moderated mediation analysis showed that only when the victim was an ingroup member and the aggressor an outgroup member did participants become more likely with age to report prosocial bystander intentions due to increased ingroup identification. Results also showed that younger children focussed on moral concerns and adolescents focussed more on psychological concerns when reasoning about their bystander intention. These novel findings help explain the developmental decline in prosocial bystander intentions from middle childhood into early adolescence when observing direct intergroup aggression
Ethnic In-Group Favoritism Among Minority and Majority Groups: Testing the Self-Esteem Hypothesis Among Preadolescents
The self-esteem hypothesis in intergroup relations, as proposed by social identity
theory (SIT), states that successful intergroup discrimination enhances momentary
collective self-esteem. This hypothesis is a source of continuing controversy. Furthermore,
although SIT is increasingly used to account for childrenās group attitudes,
few studies have examined the hypothesis among children. In addition, the
hypothesisās generality makes it important to study among children from different
ethnic groups. The present study, conducted among Dutch and Turkish preadolescents,
examined momentary collective self-feelings as a consequence of ethnic group
evaluations. The results tended to support the self-esteem hypothesis. In-group
favoritism was found to have a self-enhancing effect among participants high in
ethnic identification. This result was found for ethnic majority (Dutch) and minority
(Turkish) participants.
Race-Based Humor and Peer Group Dynamics in Adolescence:Bystander Intervention and Social Exclusion
Adolescentsā evaluations of discriminatory race-based humor and their expectations about peer responses to
discrimination were investigated in 8th- (Mage = 13.80) and 10th-grade (Mage = 16.11) primarily European-
American participants (N = 256). Older adolescents judged race-based humor as more acceptable than did
younger adolescents and were less likely to expect peer intervention. Participants who rejected discrimination
were more likely to reference welfare/rights and prejudice and to anticipate that peers would intervene.
Showing awareness of group processes, adolescents who rejected race-based humor believed that peers who
intervened would be more likely to be excluded. They also disapproved of exclusion more than did participants
who supported race-based humor. Results expose the complexity of situations involving subtle discrimination.
Implications for bullying interventions are discusse
Young children's interpersonal trust consistency as a predictor of future school adjustment
Young childrenās interpersonal trust consistency was examined as a predictor of future school adjustment. One hundred and ninety two (95 male and 97 female, M age = 6 years 2 months, SD age = 6 months) children from school years 1 and 2 in the United Kingdom were tested twice over one-year. Children completed measures of peer trust and school adjustment and teachers completed the Short-Form Teacher Rating Scale of School Adjustment. Longitudinal quadratic relationships emerged between consistency of childrenās peer trust beliefs and peer-reported trustworthiness and school adjustment and these varied according to social group, facet of trust, and indictor of school adjustment. The findings support the conclusion that interpersonal trust consistency, especially for secret-keeping, predicts aspects of young childrenās school adjustment
Fair Resource Allocation Among Children and Adolescents: The Role of Group and Developmental Processes
The fair exchange of resources provides a basis for developing morality, yet research has rarely examined the role of group processes that are central to children's world. In this article, we describe a new perspective as well as research demonstrating that group processes play a key role in the fair allocation of resources among children and adolescents. We contend that when children allocate resources, group processes and moral judgments are relevant, a developmental shift occurs in children's ability to coordinate moral and group concerns, and group processes contribute to intergroup bias regarding allocations but also to efforts to consider the status of disadvantaged groups. Our perspective informs efforts to reduce prejudice as well as increase fairness and equality in situations in which group processes are relevant for allocating resources fairly
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