Improving Intergroup Relations Research Articles

Silence in official representations of history: Implications for national identity and intergroup relations

Dominant representations of history evolve through differential exercise of power to enable memory of collective triumphs and silence memory of collective misdeeds. We examined silence regarding minorities in official constructions of history and the implications of this silence for national identity and intergroup relations in Turkey. A content analysis of official constructions of history inscribed in Turkish national university admissions exams (Study 1) revealed an emphasis on celebratory events, silence about ethnic and religious minorities, and a construction of national identity in ethno-cultural (e.g., as “Turk” and “Muslim”) rather than civic terms (e.g., in terms of citizenship). An investigation with Turkish participants (Study 2) revealed that denial of historical information regarding minority populations documented in sources outside the national curriculum was associated with greater endorsement of ethno-cultural constructions of identity and less support for minority rights and freedom of expression. We discuss the liberatory potential of alternative forms of historical knowledge to promote more inclusive models of identification and improve intergroup relations.

The Youth Diversity Acceptance Scale: Development and Validity

ABSTRACTTo facilitate rigorous research on community programs to promote positive intergroup relations among youth, 2 studies were conducted to establish the psychometric properties of the Youth Diversity Acceptance Scale (YoDA). In Study 1, a unifactorial structure was identified for the YoDA using data provided by 126 high school youth involved in a community program to improve intergroup relations. Moreover, hypothesized correlations between YoDA scores and intergroup closeness, awareness of discrimination, distress over discrimination, and knowledge of bias were also found. In Study 2, a single-factor confirmatory factor analysis was run on data provided by 112 high school youth who participated in the same program. Although the analysis provided limited support for the single-factor solution, a subsequent exploratory factor analysis indicated that the single-factor solution was appropriate for the data. Overall, these studies provide initial evidence for the internal structure and convergent validity of the YoDA, supporting its use in research to examine the effects of community programs on the promotion of intergroup acceptance.

Effects of negative metastereotype on intergroup relations among rural-to-urban migrant children in China .

We examined how group identification and intergroup anxiety jointly mediate the relationship between negative metastereotype and intergroup relations among rural-to-urban migrant children in China. Migrant children, who have both rural and urban identities, are sensitive to their uncertain status, which means that a negative metastereotype is easily activated. We recruited 105 migrant children who were randomly assigned to two groups. They received either a negative metastereotype or control manipulation. Intergroup anxiety, group identification, and intergroup relations were then assessed. Results showed that intergroup anxiety and urban identification could independently mediate the effects of a negative metastereotype on intergroup relations. Intergroup anxiety indirectly influenced intergroup relations through urban identification. These findings suggest that negative emotion and urban identification should be considered when studying the negative metastereotype of migrant children in China and should be included when planning interventions to improve intergroup relations of these children.

Reducing intergroup bias through intergroup contact: Twenty years of progress and future directions

Classic research on the contact hypothesis focused on the direct relationship between the antecedents (conditions under which contact occurs) and the outcomes (primarily, the reduction of prejudice) of intergroup contact. Recent work has taken a broader view of contact processes and effects. We review key developments over the past 20 years, identifying different forms of contact, factors that mediate and moderate the effects of contact, and both the nature and temporal stage and the varied outcomes of contact. We then identify several research directions to address pressing theoretical and practical issues. These issues concern (a) group processes and intergroup relations, (b) intergroup contact in the context of multiple categorization, (c) structural- and individual-level processes, (d) a broader range of individual-level outcomes (e.g., health), and (e) impact on social change. Contact theory and research provides a comprehensive conceptual foundation, allied to a range of powerful empirical techniques, for important new advances and practical applications for improving intergroup relations and producing more equitable outcomes across groups.

Institutional apologies and socio-emotional climate in the South American context.

This study examined perceptions of institutional apologies related to past political violence and socio-emotional climate among victims and non-victims in Argentina (n=518), Chile (n=1,278), and Paraguay (n=1,172) based on quasi-representative samples. The perceptions of apology as sincere and efficient in improving intergroup relations were associated with a positive socio-emotional climate across the three nations. Victims evaluated apologies more positively and perceived a more positive socio-emotional climate compared to non-victims in Paraguay and Argentina, whereas the opposite was true in Chile where the government opposed the victims' leftist political orientation. The evaluations of apologies also mediated the effects of exposure to violence on the perception of socio-emotional climate, but these effects were moderated by the context. Together, these findings suggest that apologies reinforce positive sociopolitical climate, and that, personal experience of victimization is an important factor determining these effects.

Can stateways change folkways? Longitudinal tests of the interactive effects of intergroup contact and categorization on prejudice

This research examined how a predictable change in the social structure over time (from segregated to integrated) can affect the way intergroup contact and subjective categorization of ingroup and outgroup members (intergroup, superordinate, dual identity) impact on intergroup bias. A three-stage longitudinal study was conducted with six-month intervals (Ns=708, 435, 418) involving high school students in Germany. Time 1 (T1) was characterized by structural segregation and Times 2 and 3 (T2, T3) by structural integration. Longitudinal analysis between T1 and T2 showed that intergroup categorization (but not superordinate categorization or dual identity) improved intergroup relations. Between T2 and T3, dual identity reduced intergroup bias and marginally increased interpersonal closeness whereas superordinate categorization increased bias and reduced interpersonal closeness. There were no effects of intergroup categorization between T2 and T3. Overall, positive effects of contact increased over time, reaching significance from T2 to T3, supporting a consolidation hypothesis and intergroup contact theory more widely. These findings are also consistent with a congruence hypothesis that the impact of intergroup contact is partly determined by the match between how people categorize ingroup and outgroup members and the social structure that frames intergroup relations.

Beyond the dyadic perspective: 10 Reasons for using social network analysis in intergroup contact research.

This article presents 10 reasons why social network analysis, a novel but still surprisingly underused approach in social psychology, can advance the analysis of intergroup contact. Although intergroup contact has been shown to improve intergroup relations, conventional methods leave some questions unanswered regarding the underlying social mechanisms that facilitate social cohesion between different groups in increasingly diverse societies. We will therefore explain the largely unknown conceptual and methodological advantages of social network analysis for studying intergroup contact in naturally existing groups, which are likely to help contact researchers to gain a better understanding of intergroup relations and guide attempts to overcome segregation, prejudice, discrimination, and intergroup conflict.

Intergroup contact and contact norms as predictors of postconflict forgiveness.

The aim of this research was to examine the pathway to intergroup forgiveness in postconflict contexts from the framework of improved intergroup relations and with an emphasis on identifying context-specific variables. Two studies investigated the relationship between intergroup contact and ingroup contact norms, and postconflict forgiveness. In the context of Anglo-German post-WWII relations, Study 1 provided evidence that intergroup anxiety and common ingroup identity were significantly predicted by positive intergroup contact and ingroup norms, which then predicted forgiveness of the German outgroup for wartime actions. Accordingly, focusing on Greek and Turkish Cypriot relations in Cyprus the results of Study 2 showed that positive contact with Greek Cypriots and ingroup contact norms were related to decreased intergroup anxiety and dehumanization, which in turn were associated with increased forgiveness. The results are discussed in the context of intergroup relations and postconflict resolution.

Entertainment-education effectively reduces prejudice

We show that entertainment-education reduces prejudice and does so more effectively than several established prejudice reduction methods. In Experiment 1, participants exposed to an educational television sitcom with diverse, yet relatable Arab/Muslim characters had lower scores on implicit and explicit measures of prejudice than participants exposed to a control sitcom featuring an all White cast. The prejudice reduction effect persisted 4 weeks after exposure. In Experiment 2, viewing of a 4-minute music video that portrayed Arabs/Muslims as relatable and likable resulted in a larger reduction in prejudice against Arabs/Muslims than two established prejudice reduction methods ( imagined contact exercise and group malleability article), which produced no improvements. In both experiments, increased identification with target group members was associated with greater prejudice reduction. Entertainment-education, in addition to being scalable, is likely to be one the most effective methods for improving intergroup relations and promoting diversity.

A Review on Intergroup Relationship between Hindu and Muslims in Jammu and Kashmir (India)

Intergroup emotions theory seeks to understand and improve intergroup relations by focusing on the emotions engendered by belonging to, and by deriving identity from, a social group (processes called self-categorization and identification). Intergroup emotions are shaped by the very different ways in which members of different groups see group-relevant objects and events. These emotions come, with time and repetition, to be part and parcel of group membership itself. Once evoked, specific intergroup emotions direct and regulate specific intergroup behaviors. This approach has implications for theories of emotion as well as of intergroup relations. Because intergroup emotions derive from self-categorization and identification and because they strongly influence intergroup behavior, intergroup emotions theory provides an innovative framework for attempts to reduce prejudice and improve intergroup relations. There is a great difference between the Hindus and Muslims in tradition, in history and in their attitude towards life political, social and economic.

Contact, Political Solidarity and Collective Action: An Indian Case Study of Relations between Historically Disadvantaged Communities

AbstractResearch on the contact hypothesis has highlighted the role of contact in improving intergroup relations. Most of this research has addressed the problem of transforming the prejudices of historically advantaged communities, thereby eroding wider patterns of discrimination and inequality. In the present research, drawing on evidence from a cross‐sectional survey conducted in New Delhi, we explored an alternative process through which contact may promote social change, namely by fostering political solidarity and empowerment amongst the disadvantaged. The results indicated that Muslim students' experiences of contact with other disadvantaged communities were associated with their willingness to participate in joint collective action to reduce shared inequalities. This relationship was mediated by perceptions of collective efficacy and shared historical grievances and moderated by positive experiences of contact with the Hindu majority. Implications for recent debates about the relationship between contact and social change are discussed. Copyright © 2016 John Wiley & Sons, Ltd.

Ingroups, outgroups, and the gateway groups between: The potential of dual identities to improve intergroup relations

Research on dual identity focuses mainly on how dual identifiers feel and behave, and on the reactions they elicit from others. In this article we test an unexplored aspect of dual identity: the dual identity group's potential to act as a possible gateway between the groups that represent the respective sources of the dual identity (e.g., Israeli Arabs as a gateway between Israelis and Palestinians). We predicted that to the extent that a group is perceived to have a dual identity, intergroup attitudes and behavior of the groups comprising that dual identity will be improved. This idea was tested across four studies. Study 1a and b were real-world correlational studies which revealed positive correlations between the perception of a dual identity and attitudes towards the outgroup. In Studies 2 and 3 we demonstrated experimentally that the mere presence of a group with a dual identity leads to improved outgroup orientations. In Study 4 we demonstrated how the manipulation of perceived dual identity can help improve attitudes towards the outgroup, and also provided initial indications regarding the mechanisms underlying the process at hand. We discuss the implications of the findings for the improvement of intergroup relations, and offer an outline for future research.

Improving Intergroup Relations with Extended Contact among Young Children: Mediation by Intergroup Empathy and Moderation by Direct Intergroup Contact

AbstractA correlational study investigated extended contact as a strategy to improve outgroup attitudes and stereotyping and to prepare children for future contact. Additional aims were to investigate when and why the effects of extended contact occur. In particular, intergroup empathy was tested as a mediator and direct contact (i.e. cross‐group friendship) as a moderator of extended contact. Participants were Italian and immigrant elementary school children. Results showed that extended contact was associated with improved intergroup empathy, which, in turn, was associated with more positive outgroup attitudes, stereotypes and behavioural intentions. These effects were significant only among participants with a low or moderate level of direct contact. The theoretical and practical implications of findings are discussed. Copyright © 2016 John Wiley & Sons, Ltd.

Exploring the influences on classroom-based contact via shared education in Northern Ireland

Initiatives in intercultural education have frequently involved the promotion of contact between members of different groups as a means of improving intergroup relations. Experience from Northern Ireland suggests, however, that such schemes have often been organised and delivered in such a way that opportunities for sustained, high-quality contact are limited. This paper considers processes of contact in one relatively recent initiative, “shared education”, which involves collaboration between separate schools to deliver classes to Catholic and Protestant pupils in mixed groups. Employing qualitative methods of observation and interviewing to capture participants’ experiences of contact, the research explores the influences on the quality and frequency of cross-group interaction in the shared class. With findings highlighting the subject and pedagogy, teacher’s approach and classroom arrangement as key factors, the study offers suggestions for policy and practice to enhance opportunities for contact and relationship-building in mixed classes.

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.

Personality’s effect on European identification

A superordinate identity improves intergroup relations and bolsters support for the political system. Yet, why do only some identify superordinately? I argue that personality is an important determinant. I test this using an original survey in the United Kingdom, where European Union integration has increased the salience and feasibility of the “European” identity option in addition to a national one. Several Big Five traits matter: openness and extraversion increase identification with Europe while agreeableness decreases it. Mediation analysis subsequently shows that personality’s effects also travel through the mechanisms of risk aversion, knowledge, and ideology. Results imply that certain predispositions prompt some to be more receptive than others to seeing themselves in superordinate terms and that European identification may be at least partly more primordial than previously thought.

Strengthening Purity: Moral Purity as a Mediator of Direct and Extended Cross-Group Friendships on Sexual Prejudice

ABSTRACTThe present research investigated whether enhanced perceptions of moral purity drive the effects of intergroup cross-group friendships on the intentions to interact with homosexuals. High-school students (N = 639) reported their direct and extended cross-group friendships with homosexuals as well as their beliefs regarding the moral character of the sexual minority. Participants further reported their desire to interact with homosexuals in the future. Results showed that both face-to-face encounters and extended contact with homosexuals increased their perceived moral purity, which in turn fostered more positive behavioral intentions. Results further revealed the specific role of moral purity in this sense, as differential perceptions along other moral domains (autonomy and community) had no mediation effects on behavioral tendencies toward homosexuals. The importance of these findings for improving intergroup relations is discussed, together with the importance of integrating research on intergroup contact and morality.

Help that hurts? Perceptions of intergroup assistance

The current research, guided theoretically by the Intergroup Helping as Status Relations Model, explored how high and low status groups (Israeli Jews and Israeli Arabs) perceive offers of help from the high to the low status group. Ninety-three Arab and Jewish participants were asked to imagine and evaluate offers of help from Jews to Arabs in Israel. Consistent with the hypothesis that members of high and low status groups would have different perspectives and goals in their relations, Israeli Arabs viewed help by Israeli Jews more as a way to reinforce existing hierarchy and as a way of asserting the higher groups’ domination. Recognizing the different orientations of members of high and low status groups to potentially conciliatory actions, such as helping behavior, can enhance understanding of the dynamics of intergroup relations and conflict and reveal factors that might fuel intergroup misunderstandings and tensions, which can represent a critical step to improving intergroup relations.

Joining together or pushing apart? Building relationships and exploring difference through shared education in Northern Ireland

In divided societies, the promotion of cross-cultural contact through the education system has been central to efforts to improve intergroup relations. This approach is informed by an understanding of the contact hypothesis, which suggests that positive contact with a member of a different group should contribute to improvements in attitudes towards the group as a whole. While a substantial body of research provides support for contact theory, critics have argued that its emphasis on harmonious encounters can result in the neglect of group differences and associated issues of conflict and discrimination during contact. The research discussed in this article explores this tension with reference to two shared education projects in Northern Ireland. Research data, gathered primarily through interviews with pupils, confirms that divisive issues are rarely addressed during contact and explores several influences on this: the nature of pupils’ relationships, the programme structure, and the prevailing social norms of avoidance.

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

Intergroup contact theory 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 capitalize 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,ˮ 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.