Reduce Intergroup Bias Research Articles

Effects of multicultural experiences on empathy: A model of the roles of positive emotion and critical thinking

AbstractThe extant empirical evidence indicates that multicultural experiences (MCEs) are linked to numerous positive outcomes, including increased trust, reduced intergroup bias, and the promotion of large‐scale cooperation. These beneficial effects partly depend on the fact that increased MCEs enhance cultural sensitivity, which may enable individuals to better empathize with others. Therefore, we explored the beneficial effects of MCEs on empathy, along with the potential mechanisms. A sample of 1480 Chinese young adults (M = 21.40, SD = 1.86) were employed to complete anonymous questionnaires on their MCEs, positive emotions, critical thinking, empathy, and multicultural breadth. By controlling for gender and family socioeconomic status, parallel mediation analysis revealed that MCEs can independently influence individuals' levels of empathy through both positive emotions and critical thinking. Thereafter, multicultural breadth was determined as a moderator influencing this model. The results highlighted the role of MCEs in increasing empathy through their relationship with cognitive and emotional processes. This study is significant in expanding our understanding of the consequences of MCEs and has practical value in promoting more interpersonal harmony and social tolerance through enhanced empathy.

Evidence-based educational interventions to reduce intergroup bias among young children in conflict zones

Biases towards conflict out-groups pose significant barriers for conflict resolution. These biases can perpetuate social divisions, hinder positive intergroup relations, and impede long-term peacebuilding efforts. Therefore, intervening early, before biases are fully formed, is necessary. This article reviews existing knowledge and presents a research synthesis of effective educational interventions aimed to improve intergroup attitudes of young children (preschool and elementary school age) living in conflict zones towards the conflict out-group. The literature review includes interventions that have been implemented to address intergroup bias among such children. This review identifies effective strategies in existing literature and highlights areas for further research and development. These interventions provide practical strategies to reduce intergroup bias among children and foster positive intergroup relations; as such, they hold significant implications for educators, practitioners, and policymakers working in conflict zones. However, more longitudinal studies are needed to assess the long-term effects of interventions and their impact on sustained attitude change. Moreover, interventions should be tailored to specific conflict contexts, considering cultural nuances and local dynamics. Overall, the present article may contribute to our understanding of how to effectively intervene and moderate intergroup biases and negative attitudes among children living in conflict contexts before biases become stronger and more fully formed in adulthood.

Effect of prophylactic abdominal drainage on postoperative pain in laparoscopic hemicolectomy for colon cancer: a single-center observational study in Korea.

This study aimed to evaluate the effect of prophylactic abdominal drainage (AD) in laparoscopic hemicolectomy, focusing on assessing postoperative pain outcomes. Patients were categorized into two groups: those with and without AD (AD group vs. no-AD group). A numerical rating scale (NRS) was used to assess postoperative pain on each postoperative day (POD). Further, the inverse probability of treatment weighting (IPTW) method was used to reduce intergroup bias. In total, 204 patients who underwent laparoscopic hemicolectomies by a single surgeon between June 2013 and September 2022 at a single institution were retrospectively reviewed. After adjusting for IPTW, NRS scores on POD 2 were significantly lower in the no-AD group (3.2 ± 0.8 vs. 3.4 ± 0.8, p = 0.043). Further examination of postoperative outcomes showed no statistically significant differences in complications between the AD (17.3%) and no-AD (12.4%) groups (p = 0.170). The postoperative length of hospital stay was 7.3 ± 2.8 days in the AD group and 6.9 ± 3.0 days in the no-AD group, with no significant difference (p = 0.298). Time to first flatus was 3.0 ± 0.9 days in the AD group and 2.7 ± 0.9 days in the no-AD group, with no significant difference (p = 0.078). Regarding readmission within 1 month, there were four cases each in the AD (2.3%) and no-AD (1.7%) groups, with no significant difference (p = 0.733). Laparoscopic hemicolectomy without AD resulted in no significant differences in postoperative clinical outcomes, except for postoperative pain. This finding suggests that prophylactic AD may exacerbate postoperative pain.

How Can Debiasing Research Aid Efforts to Reduce Discrimination?

Scientists studying intergroup biases are often concerned with lessening discrimination (unequal treatment of one social group versus another), but many interventions for reducing such biased behavior have weak or limited evidence. In this review article, we argue one productive avenue for reducing discrimination comes from adapting interventions in a separate field-judgment and decision-making-that has historically studied "debiasing": the ways people can lessen the unwanted influence of irrelevant information on decision-making. While debiasing research shares several commonalities with research on reducing intergroup discrimination, many debiasing interventions have relied on methods that differ from those deployed in the intergroup bias literature. We review several instances where debiasing principles have been successfully applied toward reducing intergroup biases in behavior and introduce other debiasing techniques that may be well-suited for future efforts in lessening discrimination.

Sociopsychological principles for intercultural interventions to reduce intergroup bias in school

ABSTRACT The role of educators includes promoting cultural competence and cultural sensitivity in order to create an inclusive school climate, and for this role, they need multicultural knowledge and skills. This article presents theory-based and evidence-based principles, adopted from social psychology, to reduce intergroup biases and to improve intergroup attitudes. These principles are proposed here for use in intercultural educational intervention programmes with the aim of promoting cultural competence and cultural sensitivity in schools. Awareness of these principles and their implementation in educational programmes can contribute to acquaintance with the ‘other’, heterogeneous perception of groups, identifying similarities between cultures, addressing stereotypes, reducing intergroup biases, and enhancing intergroup attraction. All of these have the capability to contribute to an optimal and inclusive educational climate in schools and in society.

Impact of Social Identity Complexity in Unfair Events on Intergroup Bias in Third-Party Fairness Maintenance.

The intergroup bias in third-party fairness maintenance includes two components: ingroup love and outgroup hate. Previous studies revealed that intergroup bias could be alleviated by high social identity complexity. This study explored the influence of the social identity complexity of parties in unfair events on intergroup bias in third-party fairness maintenance. Participants were divided into two groups and asked to choose from retention and punishment (Experiment One)/compensation (Experiment Two) to respond to unfair events presented by dictator games. To separate the components, we introduced additional unaffiliated members. Social identity complexity included single identity, presented as ingroup vs. outgroup sides of unfair events, and multiple identities, which included group identity and five additional identities. The results demonstrated that third parties tended to impose less punishment and more compensation on outgroup members under multiple than single identity conditions; however, the punishment and compensation to ingroup members exhibited no significant difference between the identity conditions. These results indicated that the multiple identities of the two sides in unfair events can reduce intergroup bias in third-party fairness maintenance, which can be achieved by reducing the outgroup hate rather than ingroup love.

Intergroup Contact Alleviates Loneliness: The Extensive Effect of Common Ingroup Identity.

Previous studies show that intergroup contact, through common ingroup identity, has impact on intergroup processes such as reducing intergroup bias, improving intergroup relations, etc. The effect of intergroup contact on individual psychological process (through common ingroup identity), however, needs further exploration. Based on the positive effect of both intergroup contact and ingroup identification on mental health and well-being, this article proposes and tests a new model of individual loneliness reduction through intergroup contact by promoting common ingroup identity. A total of 263 majority ethnic members and 275 minority ethnic members from China participated in the survey. Intergroup contact, common ingroup identity and loneliness were measured at three time-points (T1-T3) over an 8-month period. Longitudinal mediation analysis and parallel process Latent Growth Curve Model for mediation are used for the examination of the indirect effect of common ingroup identity. Longitudinal mediation analysis showed that intergroup contact quality at T1 positively predicted common ingroup identity at T2, and common ingroup identity at T2 alleviated loneliness at T3. Intergroup contact quality at T1 was indirectly linked to loneliness at T3 via common ingroup identity at T2. The parallel process latent growth curve model for mediation confirmed the robustness of the indirect effect of common ingroup identity. In addition, the growth rate of the quality of intergroup contact increased the growth rate of common ingroup identity, but reduced the growth rate of loneliness. The current study revealed the protectiveness of intergroup contact and common ingroup identity on loneliness, viz., intergroup contact reduces individual loneliness by promoting common ingroup identity, the implication being that intergroup contact and common ingroup identity should be taken into account in intervening process of loneliness prevention so that an individual's physical and mental health could be better safeguarded.

Examining the intervention programs for prejiduce reduction towards refugees in host children and adolescents: A scoping review

Current scoping review aims to examine the intervention programs that are developed to decrease prejudice and negative attitudes towards refugees in host children and adolescents. It can be easier to change the attitudes in children and adolescents than in adults with toughminded ideas. However, it is unclear that what kind of information is available in the literature about which intervention programs are better in recent years. To find the answer of this, databases that include peer reviewed and academic journal articles were scanned to select relevant articles. The inclusion criteria can be listed as follows: only intervention studies were selected, participants of the study consisted of local children and adolescents at least one of the dependent variables was changing the attitudes and prejudices positively towards refugee groups, the articles were selected that published between the years 2010 and 2022, written in English and Turkish. PRISMA-ScR was used to report the results. A total of 10 articles were included according to the selected criteria among 358 potential articles. According to the current scoping review, anti-racist intervention programs that include in-group discussions and activities such as empathy-based role-play are more beneficial for children and adolescents in reducing intergroup bias than a multicultural curriculum. In addition, vicarious contact-based intervention programs can be influential in reducing negative attitudes towards refugees. Lastly, most of the intervention programs were aimed at supporting the psychosocial development of refugee children, that is, intervention programs aimed at reducing the prejudices of children and adolescents from the host society were found to be limited in the sample of Turkey. At this point, the current scoping review points to a huge gap in the literature.

Changing attitudes toward scientists by reducing intergroup biases: how a signage intervention focused on decategorization and recategorization improved trust

We experimentally examined how messaging strategies that prompted differences in how scientists are categorized as a group increased positive science attitudes among non-scientists. Results from the first study showed that messaging which personalizes science or highlights shared common identities with scientists diminishes outgroup effects through recategorization or decategorization, respectively. Study 2 largely replicated these results in an ecologically valid setting: a zoo. Collectively, these studies support the use of the recategorization strategy for improving trust and science attitudes, but produced less consistent effects for decategorization. The results emphasized the importance of contextualized messaging when creating effective appeals in science communication.

Development and Trends of Intergroup Contact Studies

Intergroup contact is considered as an effective intervention strategy to reduce intergroup bias, increase intergroup trust, and promote inter-group relationships. The study used CiteSpace software to do a visual analysis on the 2966 articles from the Web of Science Core Collection database between 2012 and 2022. It was found that during this period, the number of articles focus on intergroup contact increased steadily year by year, with social psychology as the main discipline background, the researchers are mainly conducted in the United States and the research content focused on intergroup contact theory, intergroup attitude, intergroup anxiety, reducing bias and other topics. Moreover, it formed the foundation of knowledge including direct contact and indirect contact, mechanism of how intergroup contact to improve intergroup bias, and intergroup contact intervention strategies. Research trends mainly include positive contact, negative contact, and social change research.

Better Attitudes toward Foreigners: Effects of Dual-Identity, Identity Fusion with the Country and Humanity

Social categorization implies a difference between “we” and “they”, motivating people to create or maintain a positive group distinctiveness, which leads to intergroup bias. The common ingroup identity model proposes that recategorization from separated subgroups into an inclusive superordinate group can reduce intergroup bias. However, further research shows that bias reduction is more likely when a dual identity is created, wherein the ingroup and superordinate identities are simultaneously salient and, thus, ingroup distinctiveness is safeguarded within this recategorization process. The present study examined the effect of dual versus common identity representations on attitudes toward foreigners, as well as the dependence of this effect on identity fusion with the country and all humanity. Participants (n = 149) were assigned to one of two conditions: Worldwide (common) Identity, and Dual-Identity. Regression analysis indicated that, relative to the worldwide identity condition, the dual-identity condition produced more positive attitudes toward foreigners: less willingness to fight, greater perceived common identity, and stronger trust. This last result was moderated by identity fusion with the country and all humanity. Findings suggest that to reduce intergroup bias, it is important that people perceive themselves as members of all humanity without having to relinquish their ingroup identity

How to Reduce Intergroup Bias in the Virtual Workplace

How to Reduce Intergroup Bias in the Virtual Workplace

The Effect of VR Avatar Embodiment on Improving Attitudes and Closeness Toward Immigrants

Past research has discussed how the embodiment of an outgroup avatar in virtual reality (VR) can reduce intergroup bias. However, little is known about the mechanisms and boundary conditions that shape this effect. This study examines how the embodiment of both outgroup and ingroup VR avatars in different orders influences attitudes and perceived closeness toward a co-ethnic immigrant outgroup in Singapore. It also investigates the role of empathy and social identity orientation (SIO) in this relationship. An experiment with four avatar embodiment conditions (ingroup-then-outgroup, outgroup-then-ingroup, ingroup-only, and outgroup-only) was carried out with 171 participants from a public university in Singapore. Results showed that embodying an outgroup avatar alone, compared to embodying an ingroup avatar alone, significantly improves both attitudes and closeness toward an immigrant outgroup. The order of embodiment matters to an extent, suggesting the greater effectiveness of outgroup-first over ingroup-first embodiment in reducing bias. Empathy mediates the effect of all three outgroup embodiment conditions on improved attitudes and closeness toward immigrants. It was also found that the stronger one’s SIO is, the more effective embodiment is in improving perceived closeness with the outgroup via empathy. Theoretical implications of these findings are discussed.

Brain Activation During Video Game Watching: An fMRI Study

The effects of virtual cooperative video games have not yet been explored within the setting of hostile intergroup contexts; nor have they been tested among school-aged children. We present results from a longitudinal school-based intervention that enabled virtual contact between Jewish-Israeli and Palestinian-Israeli children. The program included six virtual and two face-to-face sessions. We find that relative to an intragroup contact control group, children who participated in the intergroup program showed reduced intergroup bias on both cognitive and emotional indicators, including reduced stereotypical views, negative emotions and discriminatory tendencies toward members of the other ethnic group, as well as increased willingness to engage in social contact with outgroup members. These effects were long lasting and preserved six months after termination of the program. The intervention's effectiveness was consistent across measures, gender, and ethnic groups. Thus, the program we developed offers a feasible, relatively cost-effective gaming intervention that can be applied even in areas characterized by severe ethnic tension and hostile conflict.

The Role of Contact Richness in Mediated Intergroup Contact: A Test of the Contact Space Framework

ABSTRACT Intergroup contact varies in richness of the experience, yet the effect of contact richness has not been systematically examined. This paper experimentally tested whether and how different levels of mediated contact richness—afforded by different forms of media—affect attitudes toward marginalized outgroups (e.g., refugees, migrant workers). Data collected online from an adult sample (N = 510) found that richness of the mediated contact experience increased feelings of psychological closeness of the depicted outgroup member, which then reduced intergroup anxiety and perceived threat of the outgroup. This, in turn, increased support for policies that promote more humane and equitable conditions for the two outgroups. Theoretical implications for intergroup contact theory and practical implications for utilizing media programs to reduce intergroup bias are discussed.

Promoting positive intergroup attitudes using persona dolls: A vicarious contact intervention program in Israeli kindergartens

This study evaluated the effectiveness of a vicarious contact intervention program for improving knowledge and attitudes of Jewish-Israeli secular and religious children regarding their ingroup and three outgroups: secular/religious Jews, Ethiopian-descendant Jews, and Arabs. One hundred and nine kindergartners participated in a four-week intervention, in which experimenters introduced to them four persona dolls representing the different groups. Accompanied by stories, children were exposed to the dolls’ individual and group characteristics, and to positive encounters between the dolls. A pre- and post-test battery assessed the intervention’s effects on children’s intergroup knowledge and attitudes. Findings revealed an increase in children’s knowledge of the groups, improvements in religious children’s attitudes towards Arabs, and in both secular and religious children’s willingness to sit closer to Ethiopian-descendant children. These findings highlight the potential of indirect contact for reducing intergroup bias in young children living in multicultural and conflict-ridden societies.

From Student to Employee: Group Compatibility Predicts Group Identification and Intergroup Attitudes

ABSTRACT Transitions go along with the need to integrate a previous outgroup into the self-concept. This study examines whether this integration follows cognitive consistency principles. In line with recent theorizing, we test whether the perceived compatibility of a previous and a current ingroup determines identification with these groups and intergroup attitudes. We primed employees who were former students (N = 269) to perceive the groups of students and employees as either more compatible or less compatible, and measured the strength of identification and group attitudes with regard to both groups. The findings largely confirmed predictions. Greater compatibility between social groups increased identity integration and reduced intergroup bias. Identity integration mediated the effect of compatibility on intergroup bias. In line with predictions, the voluntariness of group change explained which of the groups people identified more strongly with when groups were perceived low in compatibility. The results of the study provide evidence that integrating identities into the self-concept follows cognitive consistency principles and suggests that emphasizing similarities between previous and current ingroups fosters identity integration and reduces intergroup bias.

Lessons from developmental science to mitigate the effects of the COVID-19 restrictions on social development

Since the COVID-19 pandemic and the resulting social restrictions, children’s peer interactions have been altered. Peer interactions help children learn from each other to develop their understanding of conversation, emotion, and group norms. In addition, friendships can reduce intergroup bias and prejudice and increase independence. In this article, we review the ways that peers contribute to children’s cognitive and social development in informal and formal settings. Although restrictions are necessary to control the spread of the virus, social restrictions do not have to be to the detriment of peer relations. Based on evidence in developmental psychology, we end with suggestions for parents, teachers, and schools for how to continue to enable children to engage in peer interactions safely throughout future restrictions.

40 Years of Multiple Social Categorization: A Tool for Social Inclusivity

ABSTRACT We review a 40-year corpus of research that we collectively name “Multiple Categorisation Theory” (MCT). From early illustrations using the minimal group paradigm, through a focus on how people cognitively represent social diversity, to recent models of outgroup “re-humanisation”, this work has revealed much about how we think about inclusivity, exclusion, and intergroup differences. We review research that assessed ways to reduce intergroup bias by attenuating the reliance on simple categorisation via “crossed categorisation”. We describe how this research evolved from a focus on intergroup differences to incorporate self-categorisation, through processes of decategorisation and increased social identity complexity. Finally, we consider contemporary models that reveal the generalised benefits of multiple categorisation in promoting outgroup “re-humanisation” through “cognitive liberalisation”. We conclude by highlighting the theoretical and practical implications of this research programme.

Developing a Virtual Multicultural Intervention for University Students.

The recent surge in acts of violence motivated by intergroup biases in the United States are of great concern. If allowed to progress, these conditions could create an unwelcoming atmosphere and could foster further division within the United States. Based on previous culture-related studies, multiculturalism is a possible solution to reducing intergroup biases, as it positively affects implicit and explicit cultural attitudes, perceptions, as well as behaviors. The current study developed a virtual multiculturalism intervention as a means to improve intergroup relations and combat cultural biases within the undergraduate student population. Specifically, 249 undergraduate students were randomly assigned to the intervention condition and the control condition. Results showed that participants in the intervention condition had a significantly higher improvement in multiculturalism scores, supporting the incorporation of a virtual multiculturalism intervention in higher education. This study calls for the implementation of a better framework of understanding of how changes in multicultural events are perceived and how this can be used to create a more empathetic population who are more comfortable and understanding with one another. This inexpensive and timesaving model holds the possibility of being used in the future to aid in overcoming cultural differences between student populations and varying ethnics groups alike.