Intergroup Empathy Research Articles

Enhancing Language Learning and Intergroup Empathy through Multi-User Interactions and Simulations in a Virtual World

In an increasingly globalized world, the development of language skills and intercultural empathy has become crucial for effective communication and collaboration across diverse societies. Virtual worlds offer a unique and immersive environment to address these needs through innovative educational approaches. This study explores the impact of multi-user interactions, group work, and simulations within virtual worlds on language learning and the development of intergroup empathy. Two distinct research projects were conducted, involving 241 participants aged 19–45. The language learning study engaged 116 participants in diverse interactive experiences, while the intercultural study had 125 participants collaborating in multicultural groups and participating in perspective-taking simulations. Both studies employed qualitative data collection methods, including surveys, interviews, and observations. The findings suggest that the combination of networking strategies, collaborative learning, and simulations within virtual worlds contributes to improvements in learners’ language proficiency, confidence, and empathy towards diverse social groups. Participants reported increased motivation and engagement, which was attributed to the immersive and interactive nature of the virtual environments. These studies highlight the importance of collaboration and reflection in facilitating language acquisition and intercultural understanding. Technical challenges were identified as potential barriers to implementation. The results demonstrate the potential of virtual worlds to enhance language education and foster empathy in diverse societies, offering valuable insights for educators and researchers. However, the findings may be limited by the specific contexts and sample sizes of these studies, warranting further research to explore the generalizability and long-term impact of virtual world interventions and not exaggerate the main conclusions.

Group membership modulates empathic neural responses to pain in deaf individuals.

Empathy deficiencies are prevalent among deaf individuals. It has yet to be determined whether they exhibit an ingroup bias in empathic responses. This study employed explicit and implicit empathy tasks (i.e. attention-to-pain-cue [A-P] task and attention-to-nonpain-cue [A-N] task) to explore the temporal dynamics of neural activities when deaf individuals were processing painful/nonpainful stimuli from both ingroup models (deaf people) and outgroup models (hearing people), which aims to not only assist deaf individuals in gaining a deeper understanding of their intergroup empathy traits but also to aid in the advancement of inclusive education. In the A-P task, we found that (i) ingroup priming accelerated the response speed to painful/nonpainful pictures; (ii) the N2 amplitude of painful pictures was significantly more negative than that of nonpainful pictures in outgroup priming trials, whereas the N2 amplitude difference between painful and nonpainful pictures was not significant in ingroup priming trials. For N1 amplitude of the A-N task, we have similar findings. However, this pattern was reversed for P3/late positive component amplitude of the A-P task. These results suggest that the deaf individuals had difficulty in judging whether hearing individuals were in pain. However, their group identification and affective responses could shape the relatively early stage of pain empathy.

Empathy in Post-Oslo Palestinian Literature: Reading between Identification and Recognition in Ala Hlehel’s Au Revoir Acre and Ibtisam Azem’s The Book of Disappearance

Abstract This article considers Ala Hlehel’s Au Revoir Acre and Ibtisam Azem’s The Book of Disappearance, two Arabic-language novels published in 2014 by Palestinian authors with Israeli citizenship. It argues that both texts thematize empathy, despite its familiar pitfalls, as central to their imaginings of an inclusive political future in Israel/Palestine in the post-Oslo era. In revivifying eighteenth-century Acre and the city’s triumphant defeat of Napoleon in 1799, Hlehel’s creatively embellished historical novel curates an effortless cascade of emotionally contagious intergroup identification in a space of historic Palestinian triumph. Conversely, in positing the sudden and inexplicable disappearance of all Palestinians from Historic Palestine, set against the backdrop of a troubled friendship and a searching soul, Azem’s speculative work offers a Fanonian critique of the politics of recognition and a concomitant turn to affect. Together, the texts constitute a future-oriented strand of contemporary Palestinian writing that counterintuitively thematizes intergroup empathy, drawing upon its symbolic currency to scaffold a pedagogical hermeneutics of decolonial overture.

Expectations of intergroup empathy bias emerge by early childhood.

Across two preregistered studies with children (3-12-year-olds; N = 356) and adults (N = 262) from the United States, we find robust expectations for intergroup empathic biases. Participants predicted that people would feel better about ingroup fortunes than outgroup fortunes and worse about ingroup misfortunes than outgroup misfortunes. Expectations of empathic bias were stronger when there was animosity and weaker when there was fondness between groups. The largest developmental differences emerged in participants' expectations about how others feel about outgroup misfortunes, particularly when there was intergroup animosity. Whereas young children (3-5-year-olds) generally expected people to feel empathy for the outgroup (regardless of the relationship between the groups), older children (9-12-year-olds) and adults expected Schadenfreude (feeling good when an outgroup experiences a misfortune) when the groups disliked one another. Overall, expectations of empathic biases emerge early but may be weaker when there are positive intergroup relationships. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Supplemental Material for Expectations of Intergroup Empathy Bias Emerge by Early Childhood

Supplemental Material for Expectations of Intergroup Empathy Bias Emerge by Early Childhood

Avoiding affect in intergroup relations: The roles of dispositional and intergroup empathy in the relationship between alexithymia and prejudice

AbstractAlexithymia, that is, difficulties in recognizing, communicating, and processing one's own emotions, is associated with poorer interpersonal relations. Emotional processes are key drivers and mechanisms of prejudice and its reduction, and alexithymia is thought to influence individuals' empathic responses. This research examined the relationship between alexithymia and prejudice, and the role of empathy in this relationship. Three studies were conducted in three intergroup contexts to test whether alexithymia is also associated with poorer intergroup relations with lesbian, gay, bisexual, and transgender+ individuals (Study 1, N = 126 heterosexual late adolescents) and Asian British people (Study 3, N = 300 White adults) in the United Kingdom, and immigrants in Italy (Study 2, N = 381 Italian adults). Participants completed the Toronto Alexithymia Scale (TAS‐20), measures on dispositional and intergroup empathic concern (EC) and perspective taking (PT) as well as measures of prejudice (anti‐outgroup hostility, anti‐outgroup attitudes, and anti‐outgroup behavioral intentions). Lower dispositional EC (Studies 1, marginal effect in Study 2) and intergroup EC and PT (Study 3) mediated the relationship between the Externally Oriented Thinking subscale of the TAS‐20 (i.e., avoiding emotions and affective thinking) and greater prejudice. The findings are important for understanding the challenges of late adolescents and adults with alexithymia in intergroup relations, highlighting the role of dispositional and intergroup empathy for individual differences such as alexithymia in endorsing prejudice.

Narratives of linguistic victimhood and majority groups’ acculturation strategies and multilingual attitudes: The mediating role of intergroup empathy

Language is a crucial element of the acculturation process. In immigration-receiving societies, studying the linguistic acculturation of majority groups is socially and theoretically relevant. In bilingual contexts where co-official languages have a history of conflict, the narrative of linguistic victimhood may play an important role in predicting responses to linguistically diverse immigrants. In two correlational studies in historically linguistically oppressed societies, specifically in the Basque Country (N = 589) and Catalonia (N = 526), using representative samples, we explored the relationship between a society's narratives of inclusive linguistic victimhood, encompassing both general perceptions (i.e., perceived similarities between in-groups' and out-groups' experiences of linguistic victimization) and context-specific perceptions (i.e., perceived similarity between the linguistic victimhood of the host society group and of immigrant linguistic minorities), and majority group attitudes towards linguistic acculturation (i.e., willingness to learn the languages of immigrant groups or to maintain the majority group language) and multilingual policies. Additionally, we examined the mediating role of intergroup empathy in these associations. The results indicated that, while general inclusive victimhood narratives were associated with native language preservation, context-specific narratives were linked to stronger willingness to learn immigrants' languages and supporting multilingual policies. Empathy played a mediating role between general inclusive victimhood and the willingness to acquire immigrant group languages, as well as in the relationship with attitudes towards multilingual policies. The theoretical and practical implications of these victimization narratives for acculturation processes and structural changes in the host society are also discussed.

On the impact of the genocide on the intergroup empathy bias between former perpetrators, survivors, and their children in Rwanda.

Studying what factors influence the ability to resonate with the pain of others in the aftermath of a genocide and how this extends to the following generation is critical to better understand the perpetuation of conflicts. In the present study conducted in Rwanda, we recruited former genocide perpetrators and survivors, and their respective children and investigated how their neural response to the pain of others is modulated when they visualized pictures of former perpetrators or survivors, or their offspring. We further evaluated how the impact of the genocide and psychological factors associated with trauma influenced the results. Results showed that the intergroup empathy bias-that is, a reduced neural response to the pain of the outgroup-is present for both individuals alive during the genocide and their offspring. We also observed that a higher number of stressors experienced during the genocide was associated with a higher reduction of the neural response to the pain of others, even toward the children of one's own ingroup. Finally, we observed that a deliberate and free decision to reconcile is associated with a higher neural response to the pain of others. The results may be central to encouraging reconciliation in peacebuilding programs and to fostering empathic repair after trauma. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Empathic Conservatives and Moralizing Liberals: Political Intergroup Empathy Varies by Political Ideology and Is Explained by Moral Judgment.

Empathy has the potential to bridge political divides. Here, we examine barriers to cross-party empathy and explore when and why these differ for liberals and conservatives. In four studies, U.S. and U.K. participants (total N = 4,737) read hypothetical scenarios and extended less empathy to suffering political opponents than allies or neutral targets. These effects were strongly shown by liberals but were weaker among conservatives, such that conservatives consistently showed more empathy to liberals than liberals showed to conservatives. This asymmetry was partly explained by liberals' harsher moral judgments of outgroup members (Studies 1-4) and the fact that liberals saw conservatives as more harmful than conservatives saw liberals (Studies 3 and 4). The asymmetry persisted across changes in the U.S. government and was not explained by perceptions of political power (Studies 3 and 4). Implications and future directions are discussed.

Fostering Teachers’ Empathy and Inclusion in Israeli Society

In this study that draws from the fields of Social Psychology and Multicultural Education, 45 Arab and Jewish pre-service and 108 Arab and Jewish in-service teachers were presented with a program designed to foster intergroup empathy and inclusive views. The two groups went through a similar process: choosing their outgroup, finding media that presented their outgroup's narratives, and reflecting on the experience. This study used mixed methods, including content analysis of the teacher's reflections. The findings indicate that mediated contact is an essential element of the empathy-enhancing process and that the narrative approach evokes expressions of empathy and inclusion. Differential outcomes between teachers were observed, which can clarify the process effects and how they foster empathy and inclusion.

Fostering emotional intelligence and intergroup empathy: an intervention program for Jewish and Arab adolescents

ABSTRACT The current study examined a unique uninational intervention program, conducted separately for Jewish and Arab adolescents, with the aim of cultivating emotional intelligence skills and empathy. 287 adolescents aged 16–17 (115 Jews and 172 Arabs) participated in the program and the study to assess its initial effects. All participants completed self-administered questionnaires; the researcher conducted observations and focus groups. For the Arab participants, the findings showed an improvement in emotional intelligence, empathy towards Arabs and Jews, and relationships with Israeli Jews. Among the Jewish participants, although no statistically significant change in emotional intelligence was observed, there were positive changes in empathy, as well as relationships with Israeli Arabs. The degree of improvement was stronger among Arab participants.

Mothers’ Motivation for Group-Based Empathy in Their Children as a Function of Type and Extent of Group Identification

Abstract. Parents vary in the extent to which they want their children to feel empathy toward different groups. In the current investigation, we tested whether Jewish–Israeli mothers’ motivation to have their children feel group-based empathy toward members of their ingroup (Jews) and outgroup (Arabs) differed as a function of the types of group identification mothers experience with their own group – namely attachment to and glorification of Israel. We found that the more mothers identified with Israel, both in terms of attachment and glorification, the more they wanted their child to feel empathy toward ingroup members. However, only to the extent that mothers glorified their group, did they want their child to feel less empathy toward outgroup members. Our findings point to potential importance of considering mothers' group identity as related to the transmission of intergroup empathy and the perpetuation of intergroup conflict across generations.

Global citizenship and social justice among speech-language pathologists: A scoping review

IntroductionThis scoping review outlines the literature findings that relate to global citizenship and the interconnection between social justice among health professionals, specifically speech-language pathologists. The review aims to provide a synthesis of the relevant literature and thorough thematic identification of common themes. MethodArksey and O'Malley's scoping review framework was used for the searching of critical databases, specifically CINAHL, Medline, the Cochrane Library and Google Scholar. Following the appraisal and synthesis process of the relevant literature, key themes were identified with particular reference to social justice among health professionals (especially speech-language pathologists). ResultsFour (4) key themes were identified, namely, (i) education and ongoing developmental support, (ii) ethical and moral obligations, (ii) cultural competency, and (iv) community engagement for intergroup empathy and helping. ConclusionThis review defines the parameters of a speech-language pathologists’ practice as a global citizen interconnected with social justice and the accountabilities to enable impactful changes creating culturally sustaining practice.

Exploring situational empathy and intergroup empathy bias among people with two opposing cultural norms: Collectivism and individualism

Focusing on empathic behavior of Iranians, Americans, and Biculturals, this paper investigated how living as a bicultural in a culturally different environment affects situational empathy and intergroup empathy bias. Findings show participants’ cultural background and group identity significantly impacted their empathic responsiveness in favor of people with collectivist cultural norms. Further, people raised in a socio-centric/collectivist society reported higher empathy for in-group members compared to those raised in an ego-centric/individualist society. Regardless of nationality, affective empathy was reported higher than cognitive empathy. The same trend was found for individualist cultural norms, especially for biculturals, suggesting there is a global trend of individualism. Implications are discussed.

Supplemental Material for On the Impact of the Genocide on the Intergroup Empathy Bias Between Former Perpetrators, Survivors, and Their Children in Rwanda

Supplemental Material for On the Impact of the Genocide on the Intergroup Empathy Bias Between Former Perpetrators, Survivors, and Their Children in Rwanda

We cannot empathize with what we do not recognize: Perceptions of structural versus interpersonal racism in South Africa.

Recent research suggests holding a structural, rather than interpersonal, understanding of racism is associated with greater impetus to address racial disparities. We believe greater acknowledgment of structural racism also functions to mitigate against empathic failures in response to structural injustices. Given South Africa’s situatedness as a country characterized by historical racialized oppression and continuing unjust legacies, it is appropriate to examine these ideas there. Across three studies, we tested the hypotheses that members of advantaged groups’ perspective taking and empathic concern may be compromised in response to people challenging the unequal status quo, and that a priori perceptions about the impact of structural (vs interpersonal) racism may mitigate or exacerbate such empathic failures. In Study 1, a national sample of White South Africans (n = 195) endorsed perceptions of interpersonal racism more readily than perceptions of structural racism, and expressed high levels of competitive victimhood for perceived anti-White structural racism. Studies 2 (n = 138) and 3 (n = 85) showed that White participants at a historically White university responded with impaired perspective taking and intergroup empathy bias in response to people challenging structural disparities. Finally, reduced recognition of continuing structural racism predicted greater intergroup empathy bias, which, in turn, was associated with reduced willingness to engage in intergroup discussions about past harm (Study 3). We propose that greater acknowledgment of structural racism is necessary not only to surmount intergroup empathic failures, but also to transcend the socioeconomically unequal legacies of apartheid and beyond.

Social ties, fears and bias during the COVID-19 pandemic: Fragile and flexible mindsets

Fears and social ties have been frequently discussed during the COVID-19 pandemic; however, it is still insufficiently examined how people have developed or mitigated social ties, bias and inter-group conflicts caused by fear. This review examined relevant COVID-19 literature and the psychology of anxiety, distress and aggression to consider how these adverse behaviours might be neutralised by cognitive flexibility. The results showed that social ties function as both risk and protective factors. The importance of social ties was repeatedly described as alleviating loneliness; nevertheless, people also expressed stigma-related anxiety (fear of criticism via empathic distress) associated with peer pressures and hostile vigilantism. Social ties and empathy have strengthened human cohesion and helped reconcile relations, but they also reinforced unfavourable biased bonds, terror and rumours that benefited in-group members while discriminating against out-group individuals. Furthermore, cognitive flexibility may assuage these negative consequences through shifting attention and perspective. Context-adjusted viewpoints and reciprocal dialogues seem crucial. The subsequent mitigation of misunderstandings, fear-induced bias, and maladaptive distress appraisal may lead to more reasonable and flexible recognition of social ties. The significance of this conclusion is in its potential for implementing intervention programmes to reduce pandemic-induced fear, and it could help to address other relevant issues, such as refugee crises and displaced people, a phenomenon that is globally developing discrimination, stigma and polarised blaming. It is worth further investigating how flexibility and inter-group empathy help pursue humanitarianism.

Empathy and Personal Distress toward Outgroup Members, Attachment, and Traumatic National Narrative

This study investigates empathy toward Israeli Arabs among Jewish students in Israel. Our model shows that elevated levels of attachment-related anxiety are associated with greater personal distress elicited by Arab suffering. Perceptions of the national narrative as traumatic had a negative effect on empathy toward Arabs, while attachment-related anxiety and perceptions of the national narrative as traumatic were positively linked and empathy and personal distress toward Arabs were positively linked. Political views mediated the link between perceptions of the national narrative as traumatic and empathy toward Arabs. We propose that diminishing the traumatic intensity of the Jewish national narrative may serve to increase intergroup empathy.

The Apple Doesn't "Feel" Far From the Tree: Mother-Child Socialization of Intergroup Empathy.

Like adults, children experience less empathy toward some groups compared with others. In this investigation, we propose that mothers differ in how much empathy they want their children to feel toward specific outgroups, depending on their political ideology. We suggest that how mothers want their children to feel (i.e., the motivation for their child's empathy), in turn, is correlated with children's actual experience of empathy toward the outgroup. Across four studies in the context of the Israeli-Palestinian conflict (NTotal = 734), the degree of empathy mothers wanted their children to experience in the intergroup context varied as a function of their political ideology. Mothers' motivation for their child's empathy toward the outgroup (but not in general) was further associated with how they chose to communicate messages to their children in a real-life context and how children actually felt toward the outgroup. We discuss implications for the socialization of intergroup empathy.

Once upon a time…: Using fairy tales as a form of vicarious contact to prevent stigma‐based bullying among schoolchildren

AbstractWe conducted a vicarious contact intervention with the aim of promoting bystanders' intentions to react to stigma‐based bullying among schoolchildren. Participants were Italian primary schoolchildren (N = 117 first to third graders); the outgroup was represented by foreign children. Vicarious contact was operationalized with story reading, creating fairy tales on stigma‐based bullying where minority characters were bullied by majority characters. Once a week for 3 weeks, participants were read fairy tales in small groups by an experimenter and engaged in reinforcing activities. Results revealed that the intervention increased intergroup empathy (but not intergroup perspective‐taking) and anti‐bullying peer norms and fostered contact intentions. The intervention also had indirect effects via intergroup empathy on helping and contact intentions and on bystanders' reactions to stigma based‐bullying. We discuss theoretical and practical implications, also in terms of the relevance of the present results for school policy. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.