Positive Intergroup Relations Research Articles

You get us, so you like us: Feeling understood by an outgroup predicts more positive intergroup relations via perceived positive regard.

Intergroup felt understanding-the belief that outgroup members understand and accept ingroup perspectives-has been found to predict positive intergroup outcomes, but the mechanism through which it has its positive effects is unclear. Across eight studies, we tested the hypothesis that felt positive regard-the perception that outgroup members like and respect ingroup members-mediates the positive effects of felt understanding on outcomes like outgroup trust. Studies 1-6 (total N = 1,366) included cross-sectional and experimental designs and a range of intergroup settings such as Sunni-Shia relations in Lebanon, gender relations, and support for "Brexit" in the United Kingdom. Results of meta-analytic structural equation models across these studies provided evidence of the indirect effect of felt understanding via felt positive regard on outcomes including trust and positive relational emotions. Study 7 (N = 307) then tested the causal effect of felt positive regard through a direct manipulation. Findings confirmed that felt positive (vs. negative) regard did lead to more positive intergroup perceptions. Finally, Study 8 (N = 410) tested the indirect effect as a within-person change process using a year-long, two-wave study of the conflict in Chile between Indigenous Mapuche and Non-Indigenous Chileans: Change over time in felt understanding indirectly predicted change over time in trust via change in felt positive regard. We consider the theoretical implications of the findings for how intergroup relations may be improved and the possibilities presented by felt understanding for intervention development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The psychology of intergroup relations was grounded in intragroup processes.

Although Glowacki proposed that peace developed from the relatively recent advent of intergroup norms and tolerance for out-group members, we submit that (a) positive intergroup relations developed from a psychology grounded in the regulation of intragroup relations, (b) the "default" intergroup orientation is uncertainty, and (c) positive intergroup relations likely existed early in our evolutionary history.

FOSTERING INCLUSIVE EXCELLENCE: STRATEGIES FOR EFFECTIVE DIVERSITY MANAGEMENT IN SCHOOLS

This article emphasizes the benefits of effective diversity management in schools, highlighting how it contributes to positive intergroup relations, reduced incidents of bullying and discrimination, and improved student engagement and achievement. By creating inclusive learning environments, schools prepare students for the diverse and globalized world they will encounter beyond the classroom. To achieve effective diversity management, the article suggests several strategies. First, it emphasizes the importance of engaging families and communities from diverse backgrounds by collaborating with parents and guardians and partnering with community organizations and resources. These collaborative efforts build strong home-school partnerships, facilitate cultural understanding, and provide valuable support to meet diverse needs. The article also emphasizes the significance of hosting diversity events and celebrations that showcase different cultures and identities. These events offer opportunities for learning, appreciation, and intercultural dialogue. Additionally, workshops and seminars on diversity-related topics promote understanding and inclusive practices among students, families, and community members.

Supplemental Material for You Get Us, So You Like Us: Feeling Understood by an Outgroup Predicts More Positive Intergroup Relations via Perceived Positive Regard

Supplemental Material for You Get Us, So You Like Us: Feeling Understood by an Outgroup Predicts More Positive Intergroup Relations via Perceived Positive Regard

Taking the Good with the Bad: Examining German Citizens’ Rosters of Immigrant Contact

The character of an interaction between a citizen and an immigrant can shape outgroup attitudes. Any variety — whether positive or negative — matters, but what if someone accumulates experiences with both? Using data from the 2016 German ALLBUS, this study develops a roster of contact experiences through cross-tabulation, permitting a detailed consideration of the totality and diversity of citizens’ immigrant exposure. Results indicate that most experience frequent positive contact coupled with rare negative experiences. Despite their infrequency within a typical roster, negative experiences are widespread. Both types predict anti-immigrant sentiment in selection-corrected multivariate regressions but in opposing and roughly symmetrical directions. However, their statistical interaction demonstrates that positive contact serves to both buffer against the consequences of negative contact and facilitate prejudice reduction among those experiencing the most negative contact. Overall, the results demonstrate encouragingly that real-world citizen-immigrant interactions in Germany generally take a form that promotes positive intergroup relations.

A Mindful Path Toward Prejudice Reduction: Key Mindfulness Facets and Mediators for Promoting Positive Intergroup Relations

ObjectivesMindfulness might promote an open, accepting, less stereotypical view of people belonging to other social groups. We hypothesized positive cross-sectional (H1) and longitudinal (H2) associations between dispositional mindfulness — especially the Observing facet — and positive intergroup outcomes (i.e., better intergroup attitudes and contact experiences, lower intergroup prejudice, higher deprovincialization), and that those associations would be mediated by dispositional curiosity and reflection (H3).MethodWe tested H1 in Study 1 (two waves, 1-month interval, n = 102) and Study 2 (cross-sectional, n = 679), with linear models in which attitudes and prejudice toward immigrants, contact with immigrants (only in Study 2), and deprovincialization were predicted by mindfulness facets. We tested H2 in Study 1, with cross-lagged path models replicating the cross-sectional analyses, and H3 in Study 2, with structural equation models in which Reflection, Joyous Exploration, Stress Tolerance, and Social Curiosity mediated the relationships between facets of dispositional mindfulness and intergroup outcomes.ResultsResults largely supported hypotheses. Consistent with H1, in Studies 1 and 2, Observing was associated with all intergroup outcomes; in Study 2, Describing was associated with higher deprovincialization, better attitudes, and lower prejudice, and Nonjudging with higher deprovincialization and positive contact. As for H2, we found a unidirectional association from Observing to attitudes. Concerning H3, we found mediating paths between some mindfulness facets and intergroup outcomes through Reflection, Joyous Exploration, Stress Tolerance, and Social Curiosity.ConclusionsResults support the possibility to build prejudice reduction interventions grounded on mindfulness, to increase awareness of negative stereotypes and openness to differences among people.PreregistrationThe study was not preregistered.

Ethnic-Racial Socialization Among Turkish-Dutch Mothers: Associations With Maternal Identity and Perceived Discrimination

Parental ethnic-racial socialization messages play an important role in children’s development of ingroup knowledge and positive intergroup relations. This study investigated ingroup ethnic-racial socialization (transferring values and practices to children about the own ethnic group) and positive outgroup ethnic-racial socialization (transferring values and practices to children about other ethnic groups) by Turkish-Dutch mothers ( n = 66, Mage = 36.18, SDage = 4.34) in the Netherlands, and examined associations with perceived ethnic discrimination, ethnic and national identity. Participants completed questionnaires and an observation task. Variable-centered analyses showed more observed ingroup than positive outgroup ethnic-racial socialization, but the opposite pattern for self-reported ethnic-racial socialization. Turkish-Dutch mothers with a stronger ethnic identity showed more ingroup ethnic-racial socialization, and mothers with stronger national identity showed more positive outgroup ethnic-racial socialization. No significant relations were found between perceived ethnic discrimination and ethnic-racial socialization. Using a person-centered approach, stronger national identity clustered with more ingroup and positive outgroup ethnic-racial socialization. The mixed results showed that it is important to use multiple methods and approaches yielding complementary insights about ethnic-racial socialization engagements of parents.

Music and Sports as Catalysts for Intergroup Harmony

Abstract: Mediated intergroup contact positively influences attitudes toward social out-groups; here, we explored whether different intergroup contact activities might influence attitudes via different mechanisms. We investigated whether mediated musical or sports contact improves intergroup attitudes through theoretically derived mediators (interpersonal synchronization, empathy, and humanization). This was accomplished by exposing US respondents to videos featuring Chinese singers or table tennis players. We found support for mediated effects of intergroup musical exposure on prejudice through the mediator humanization. We also examined whether seeing in-group (vs. out-group) members enjoying the out-group performance in the video (a “reaction video”) would improve attitudes via norms-related processes. Sharing the viewing experience with an in-group character enables identification with that in-group character, which facilitates modeling of positive intergroup relations. We found that seeing an in-group member enjoying an out-group performance reduced prejudice via norms, but only when people viewed the sports performance. Results are discussed in terms of the prejudice-reducing potential of exposure to media featuring music and sports.

Can you imagine this? Imagined contact as a strategy to promote positive intergroup relations.

In comparison to the extensive body of research on intergroup contact, which encompasses predictors, outcomes, and implications, there has been relatively little attention given to the role of imagined contact with diverse ethno-religious out-groups. This gap particularly exists in understanding the factors that contribute to the effectiveness of imagined contact interventions. This article aims to address this gap by presenting current research on the predictors and consequences of imagined contact. We offer an overview of the circumstances in which imagined contact proves beneficial; while focusing on research that holds relevance for designing interventions and policies promoting contact between culturally and religiously diverse groups and individuals. We also acknowledge the existing limitations within this field of study and propose potential direction for future research.

How Do Children Learn Social Categorization and Intergroup Attitudes When They Grow Up in Divided Contexts?

This paper explores how group preferences develop among children living in the post-conflict context of Kosovo and how this development shapes children’s willingness to be close to their outgroup peers among the segregated majority (ethnic Albanian) and minority (ethnic Serb) members. The study was conducted in four ethnically divided primary schools, with 220 participants aged 6–10. Children played a series of games and tasks which measured ethnic ingroup preference, preference for the Kosovar flag, and willingness to be close to ethnic outgroup children. Children in this context where a new national Kosovar identity is developing following independence display very high ethnic ingroup preferences. Kosovar Serb children showed low willingness to engage with outgroup members and remained constant with age, while Kosovar Albanian children’s willingness to engage with the outgroup was present among younger children but diminished with age. Results add to the literature on the underlying process by which identity develops among segregated majority and minority who have little or no opportunities to interact. Lack of intergroup contact hinders the development of more positive intergroup relations. To build a peaceful coexistence, programs which connect the segregated schools and facilitate intergroup contact, especially among the younger age groups, are recommended.

Enabling positive intergroup relations through the utility of moral exemplars among young adults in post‐conflict settings

AbstractThe article explores the role of moral exemplars as an approach to dealing with and learning from the past as part of peacebuilding education initiatives (PEIs) operating in Southeast Europe. To this day, a deeply rooted divide along ethnic lines is present throughout the region, with each ethnic group using separate narratives and educational programs, providing the youth with little space to meet and learn about the past and outgroup members. Civil society increasingly introduces PEIs that target adolescents through experiential learning approaches. Based on 12‐month‐long multi‐sited ethnographic research into four peacebuilding approaches, this article addresses three outcomes connected with the use of the moral exemplars approach in peacebuilding intervention programs. These include (1) a greater desire to learn about the past, outgroup members, and each other in post‐conflict and divided settings, (2) a greater chance to form cross‐group friendships as well as (3) a drive to take concrete steps toward peacebuilding in the participants' local communities.

With or without you? Perceived indispensability and opposition to separatist movements.

Positive intergroup relations are shown to be related to the perception that, despite mutual differences, all subgroups are indispensable for the identity or functioning of the overall society. Yet, so far, the research on identity and functional indispensability is concerned with minorities that strive for inclusion in the larger nation-state (e.g., immigrants). In contrast, we examined the roles of identity and functional indispensability in the context of separatist movements. In Study 1 (N=397), we found that Han Chinese' perceptions of identity and functional indispensability of Tibetans and Uyghurs were associated with higher willingness to engage in collective action against these groups' separatist movements. We replicated these findings in Study 2a and 2b among a diverse sample of the Dutch concerning the Brexit (N=378) and Frexit (N =279). In experimental Study 3, again among the Dutch (N=405), we found that indispensability increased anti-Frexit action intentions. We conclude that, in the context of separatist movements, perceived indispensability can make attitudes towards separatist movements more antagonistic. The findings contribute to a better understanding of intergroup relations when subgroups' interests clash.

“We must find a solution now”: The Ethiopian community-police relationships in Israel

Members of the Ethiopian community in Israel are over-represented in the police statistics, and their relations with the police are characterized by low levels of satisfaction. This phenomenological study aimed to explore the relationships between the Israeli-Ethiopian community and the police, through the eyes of young Ethiopian adults and police officers. The data was collected through in-depth interviews with 25 participants: 13 Ethiopian young adults and 12 police officers. The data analysis yielded five themes: personal experiences with Ethiopian community-police encounters, Ethiopian youngsters’ and police officers’ mutual perceptions, police discrimination of Ethiopian youth, Ethiopian community-police relations, and allocating responsibility for changing the situation. The findings are interpreted in terms of Social Identity Theory and Contact Hypothesis and illustrate how the interplay between conflicting groups’ identities and contact in a specific socio-political context shapes their members’ mutual perceptions and affects future encounters. Implications for promoting positive intergroup relations are discussed.

The sense of belonging reduces ingroup favoritism in children.

Belonging is an important motive for intergroup behavior. Adults display pronounced ingroup favoritism when the sense of inclusion by an ingroup is decreased or threatened. The present study investigated whether ingroup belonging reduces ingroup favoritism in 6-year-old children in terms of costly sharing. Children were allocated to a novel group in a minimal-group paradigm. In two conditions, children played a brief ball-tossing game and were either included (ingroup-inclusion condition) or excluded (ingroup-exclusion condition) by their ingroup members. Children in a no-interaction condition did not have any interactions with the members of the ingroup. After this manipulation, we tested the extent to which children shared resources with ingroup and outgroup members. We found that children in the ingroup-exclusion and no-interaction conditions shared more resources with their ingroup member than their outgroup member, while children in the ingroup-inclusion condition shared equally with the ingroup and outgroup members. These results could inform interventions aimed at fostering positive intergroup relations.

Who is expected to make contact? Interpretative repertoires related to an intergroup encounter between Finnish majority mothers and immigrant mothers.

Although the benefits of contact for positive intergroup relations are widely acknowledged, less is known about how group members construct the agency and responsibility of contact participants in intergroup encounters. Using critical discursive psychology, we analysed the interpretative repertoires that Finnish majority mothers (N=13) and mothers with an immigrant background (N=10) used when talking about a hypothetical intergroup encounter among Finnish and immigrant mothers in a 'family café' (a group for mothers and children). Our analysis identified five interpretative repertoires that differed in terms of the levels of categorization used (individual, group, motherhood) and how agency and responsibility for initiating contact were discursively attributed to the parties in the intergroup encounter. Overall, constructing someone as agentic did not automatically result in their being portrayed as more responsible for making contact. Respondents described contact to occur with only two repertoires, in which both agency and responsibility for initiating contact were discursively attributed to the same party. This highlights the need to consider both agency and sense of responsibility as possible factors preceding intergroup contact.

Development of positive intergroup emotions amongst youth in contexts affected or threatened by conflict.

Social‐psychological research has established the importance of positive emotions for creating and maintaining positive intergroup relations in contexts affected or threatened by conflict (intergroup reconciliation). Building on existing body of evidence, we conceptualised intergroup reconciliation as a process aimed at regulating negative intergroup emotions such as hatred and creating more positive and relationship functional emotions such as trust. This review presents theoretical and empirical insights into the emotion regulation perspective on intergroup reconciliation. Regulation of negative intergroup emotions amongst youths affected by conflict is feasible through social‐psychological interventions.

Promoting psychological integration within culturally diverse school classes: a motivational climate intervention in the physical education context

ABSTRACT Securing long-lasting positive intergroup relations is of high priority in the multi-cultural European Union. Developing and promoting integration within the school context is a matter of interest to both researchers and practitioners. This study investigated the effects of a mastery-oriented motivational climate intervention using the TARGET framework on students’ psychological integration (identification with, and inclusion in physical education [PE] class), in culturally diverse school classes. The intervention was conducted using a quasi-experimental design in 7th to 9th graders over 18 weeks. Two school classes were assigned to an intervention group (n = 38) and three school classes received regular PE instruction. The intervention group was compared with a control group (n = 56). Results indicated a positive effect of the intervention on students’ feelings of inclusion in PE class in the intervention condition compared to the control condition. Mediation analysis revealed that this effect operated through decreased performance climate perceptions. Our findings suggest that such an intervention using the TARGET framework may affect students’ feelings of inclusion within the PE class through differences in performance climate perceptions. Findings highlight the importance of perceived motivational climate in PE for students’ psychological integration in culturally diverse PE settings and suggest the effectiveness of a motivational climate intervention.

Humble and Kind: Cultural Humility as a Buffer of the Association between Social Dominance Orientation and Prejudice

With the rise of prejudice and discrimination against ethnic and immigrant minorities, strategies to reduce prejudice and discrimination, and to counteract the impact of intolerant, anti-egalitarian ideologies, are needed. Here we focused on cultural humility, i.e., the ability to have a humble and other-oriented approach to others’ cultural backgrounds, resulting from self-examination and critical thinking about structural privileges and inequalities. In this research we proposed that cultural humility might attenuate the effects of intolerant, anti-egalitarian ideologies such as social dominance orientation (SDO) and right-wing authoritarianism (RWA) on negative intergroup attitudes and perceptions. In a correlational study conducted in Italy, we found that cultural humility moderated the associations between SDO and prejudice toward immigrants, as well as between SDO and perceptions of threat posed by immigrants. Specifically, the associations of SDO with prejudice and threat were lower among respondents with high cultural humility compared to respondents with low cultural humility. Conversely, cultural humility did not moderate the effects of RWA on prejudice and threat. Findings are discussed considering the motivations underlying prejudice of high-SDO and high-RWA individuals, and proposing cultural humility training to foster positive intergroup relations.

Minority- and majority-status bystander reactions to, and reasoning about, intergroup social exclusion

We examined minority-status (non-Cypriot immigrant) and majority-status (Cypriot national) preadolescents’ bystander reactions to, and reasoning about, intergroup social exclusion (N = 367; Mage = 11.7 years; 50% Cypriot). Participants read one of three contexts where victim group identity was either non-Cypriot or Cypriot or a context where identity was not mentioned (i.e., control). Cypriot participants reported higher prosocial bystander responses when Cypriot victims were excluded compared with when non-Cypriot victims were excluded. Non-Cypriot participants reported equally high prosocial bystander responses for Cypriot and non-Cypriot victims, and both were higher than those for the control condition. When choosing to challenge social exclusion, non-Cypriot and Cypriot participants employed moral reasoning, focusing on concerns of welfare and equality. When choosing not to challenge the exclusion, Cypriot bystanders referenced personal choice (e.g., “I would not say anything; it is not my problem”) more when victim identity was salient. Non-Cypriot bystanders referenced personal choice only when not challenging exclusion in the control context. Cypriot participants with high levels of intergroup contact reported higher helping intentions toward non-Cypriot victims. These findings support and extend social reasoning developmental theory and highlight practical implications for tackling intergroup social exclusion in schools and maintaining positive intergroup relations.

Cultural diversity approaches in schools and adolescents' willingness to support refugee youth.

Culturally diverse schools contribute to adolescents' intergroup relations. Complex and inclusive social identities are mechanisms that can explain the link between structural school cultural diversity (i.e., proportion of students of immigrant descent and the number of different ethnic groups) and positive intergroup relations. We expected that similar mechanisms might be at play linking cultural diversity approaches in schools with adolescents' intergroup relations. We examined the link between two sub-dimensions of cultural diversity approaches (i.e., equal treatment; heritage and intercultural learning) and adolescents' prosocial intentions and behaviour towards refugee youth. Then, we explored the mediating role of identity inclusiveness (i.e., perceived similarity of the self with others). We sampled culturally diverse eighth grade adolescents from 54 classrooms in Berlin (N = 503, Mage = 13.76 years, 50.6% female). Surveys measured perceived cultural diversity norms, adolescents' perceived identity inclusiveness with refugee youth, prosocial intentions to support refugee youth, and willingness to donate to a project for refugee youth. Multilevel models revealed that adolescents' perception of heritage and intercultural learning predicted adolescents' prosocial intentions towards refugee youth, but not their willingness to donate. Equal treatment was not a significant predictor of adolescents' prosocial intentions towards refugee youth, or their willingness to donate. Identity inclusiveness did not mediate the relation between cultural diversity approaches and prosocial intentions. However, identity inclusiveness did positively relate adolescents' prosocial intentions and willingness to donate. We conclude that culturally diverse schools that engage in heritage and intercultural learning might help to promote positive relations between local and refugee youth in schools and society. Fostering inclusive identities may enhance local adolescent's prosocial intention and behaviour.