This work examines the moderating effects of status stability, legitimacy, and group permeability on in-group bias among high- and low-status groups. These effects were examined separately for evaluative measures that were relevant as well as irrelevant to the salient status distinctions. The results support social identity theory and show that high-status groups are more biased. The meta-analysis reveals that perceived status stability, legitimacy, and permeability moderate the effects of group status. Also, these variables interacted in their influences on the effect of group status on in-group bias, but this was only true for irrelevant evaluative dimensions. When status was unstable and perceived as illegitimate, low-status groups and high-status groups were equally biased when group boundaries were impermeable, compared with when they were permeable. Implications for social identity theory as well as for intergroup attitudes are discussed.
These studies investigate whether group salience contributes to the greater in-group favouritism expressed by numerical minorities after intergroup cooperation, as compared with majorities. In Study 1, using real social categories, situationally heightened salience exacerbated bias only among numerical minorities. Using real social categories, Study 2 con®rmed the predicted eåect of numerical representation on a measure of group salience as well as measures of anxiety and cohesion. Study 3 created arti®cial groups of equal and unequal size. In this study, compared to majority status, numerical minority status induced stronger perceptions of in-group salience and cohesion as well as greater in-group bias. Moreover, a regression analysis supported the prediction that salience mediates greater in-group positivity among numerical minorities.
MethodAssessment of CIITN activities was carried out in the winter semester of 1999 in an organic chemistry course at the University of Missouri-Columbia (MU). This course is the first part of a two-semester sequence of sophomore-level chemistry instruction for science majors (3 lectures per week, 16 weeks, 184 students completed). Students were assigned to read approximately one news portfolio per week and, at the
This paper investigates whether persons' cognitive representations of valued group identities dier in content from their representations of their personal identity. The results showed dierences between participants' qualitative descriptions of their group identities and their personal identities. Values, emotions, and personal relationships were more often listed in group identity representations than in personal identity representations.
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