Bullying and social identity: The effects of group norms and distinctiveness threat on attitudes towards bullying

Abstract

Drawing from social identity theory (Tajfel & Turner, 1979), an experiment was carried out to determine the extent to which children's attitudes towards bullying could be moderated by in‐group norms and perceived threat to group distinctiveness. The study investigated the responses of 120 male primary school students aged 10‐13 years from five schools. The children read a story about a popular in‐group and an unpopular out‐group which involved the manipulation of three variables: the norms of the in‐group (bullying vs. fairness); distinctiveness threat (out‐group similarity vs. out‐group difference); and the behaviour of the in‐group character towards the out‐group character (bullying vs. helpful). It was predicted that a perceived threat to group distinctiveness, represented by similarity between the in‐group and the out‐group, and salient group norms that prescribed either bullying or fairness, would moderate the acceptability of bullying behaviours. Two story response measures were analysed: in‐group character liking and whether the in‐group character would be retained as a group member following his behaviour. The strongest support for social identity theory was revealed in the retention of in‐group character variable. The in‐group character was much more likely to have been retained as a group member when he behaved in accordance with group norms. Evidence was also found that bullying was more acceptable when directed at an out‐group member who was similar and therefore possibly represented a threat to the in‐group.