Crossing the divide: The common in-group identity model and intergroup affinity

Beaton, Ann M.; Monger, Tanya; Leblanc, Denis; Bourque, Jimmy; Levi, Yolanda; Joseph, D; Richard, Jacques; Bourque, Paul; Chouinard, Omer

doi:10.1016/j.ijintrel.2011.12.003

Cited by 12 publications

(13 citation statements)

References 41 publications

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“…While the pattern of findings for the mediating role of children’s metaperceptions generally supported our hypotheses, the findings regarding the differential impact of one-group and dual-identity representations on children’s intergroup emotions were more complex. Specifically, consistent with previous findings (e.g., Beaton et al, 2012; González & Brown, 2006), for White children, the manipulation effects on their behavioral intentions towards the outgroup were mainly driven by increased perceptions of one group, but not a dual identity. Consistent with our hypotheses, for majority children, the induction of a common identity, either by one-group or by dual-identity interventions, resulted in stronger perceptions of the ingroup and outgroup as a single national group, which then related to significantly more positive metaperceptions and more positive intergroup emotions.…”

Section: Discussionsupporting

confidence: 89%

“…Research with children and adolescents that specifically focused on direct rather than extended forms of contact also showed mixed findings. In some studies, one group was more beneficial for majorities than for minorities (Beaton et al, 2012), whereas a dual identity was more beneficial for minorities (Gaertner, Rust, Dovidio, Bachman, & Anastasio, 1996). Other studies found that for Black minority children, experimentally inducing a one-group representation was consistently more effective at reducing bias than inducing a dual identity (Guerra et al, 2013; Guerra et al, 2010).…”

Section: Common Ingroup Identity: Little “We’s”mentioning

confidence: 99%

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Little “we’s”: How common identities improve behavior differently for ethnic majority and minority children

Guerra

Waldzus

Lopes

et al. 2020

Group Processes & Intergroup Relations

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This field experiment tested whether inducing common inclusive representations (i.e., one group, dual identity) during contact influences intergroup relations differently for ethnic majority and minority children by changing their metaperceptions and intergroup emotions differently. White ( N = 113) and Black ( N = 111) 8- to 10-year-old children were exposed to interactive mixed-ethnicity sessions in schools emphasizing either categorization as one group (national group), dual identity (national group with ethnic subgroups), or two ethnic groups. Overall, as predicted, for White children, one-group, but not dual-identity perceptions, improved behavioral intentions by influencing metaperceptions. For Black children, dual-identity, but not one-group, perceptions improved behavioral intentions through metaperceptions. Contrary to the expected, both dual-identity and one-group perceptions were associated with White and Black children’s intergroup emotions.

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Section: Discussionsupporting

confidence: 89%

Section: Common Ingroup Identity: Little “We’s”mentioning

confidence: 99%

Little “we’s”: How common identities improve behavior differently for ethnic majority and minority children

Guerra

Waldzus

Lopes

et al. 2020

Group Processes & Intergroup Relations

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“…People also tend to view and evaluate their in-group members positively (Tajfel et al, 1971). However, such in-group favoritism can be reduced under the condition of intergroup cooperation (Bettencourt et al, 1992) and cognitive one-group representation (Beaton et al, 2012). In social psychology, the common in-group identity model asserts that in-group members demonstrate a more positive attitude toward out-group members if they view themselves as members of a more inclusive group instead of as two entirely separate groups.…”

Section: Role Of Social Identitymentioning

confidence: 99%

Does social identity affect residents’ attitude toward tourism development?

Zhang

Shen

et al. 2014

International Journal of Contemporary Hospitality Management

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Purpose – The aim of this study is to examine the roles of social identity and perceived cultural distance in forming the attitude of Hong Kong residents toward the relaxation of the individual visit scheme (IVS). Design/methodology/approach – Face-to-face interviews with local Hong Kong residents were conducted. A total of 24 respondents’ interviews were qualified for qualitative analysis using the snowball sampling technique. Findings – The perceived positive and negative impacts, social identity and perceived cultural distance of Hong Kong residents were important in explaining their attitude toward tourism development. Perceived cultural distance influenced both the perceived negative impacts and social identity of residents, which, in turn, affected their attitude toward mainland Chinese tourists and tourism development. Research limitations/implications – The sample size for the interviews was relatively small; however, it was acceptable for qualitative studies. Practical implications – First, the Hong Kong Government should enhance civic education among mainland Chinese tourists to reduce their cultural conflicts with Hong Kong residents. Second, the Hong Kong Government should enhance national education among Hong Kong residents to mitigate the negative influence of the relaxation of the IVS. Originality/value – This study sheds light on the roles of perceived cultural distance and social identity in the attitude of residents toward tourism development, thus narrowing research gaps. Moreover, the current study applies an intercultural-interaction perspective, social identity theory, common in-group identity theory and social distance theory to understand resident attitude toward tourism development.

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“…More recently, Beaton et al. () also found that the majority group (European Canadian) endorsement of a common identity led to more positive attitudes towards the minority Aboriginal Canadian outgroup. However, in contrast with the US findings, they did not find that a dual identity recategorisation led Aboriginal Canadians to report more positive attitudes towards the majority outgroup.…”

Section: A Two‐stage Bidirectional Framework For Understanding and Immentioning

confidence: 97%

“…Therefore, they may not actively seek empowerment and social change (Kirmayer, Brass, & Tait, 2000), and it may not be functional to seek these goals at present via endorsement of a dual identity. Rather, the first goal in Aboriginal Canadians' reconciling past transgressions may be to establish acceptance by the majority (Beaton et al, 2012).…”

Section: Integrating Cognitive Recategorisation Within Intergroup Conmentioning

confidence: 99%

Including Both Voices: A New Bidirectional Framework for Understanding and Improving Intergroup Relations

White

Harvey

Verrelli

2015

Australian Psychologist

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Methods: If successful intergroup harmony is to be achieved between two groups, then both groups' voices must be heard. Despite this, 60 years of social psychological “intergroup” prejudice research has tended to adopt a solely majority‐centric perspective, with the majority group portrayed as the active agent of prejudice, and the minority group as passive targets. Objective: This paper critically reviews relevant literature, highlighting this unidirectional imbalance, and proposes a new, two‐stage bidirectional framework, where we encourage researchers and educators to first understand how minority and majority groups' intergroup attitudes and emotions impact intergroup dynamics, before tailoring and implementing contact and recategorisation strategies to improve intergroup relations, nationally and internationally. Conclusion: We argue that the interactive nature of the intergroup dynamic needs to be better understood, and each group's voice heard, before prejudice can be effectively reduced. Lastly, we describe an Australian study, the Dual Identity and Electronic‐contact (DIEC) programme, that has been conducted and has successfully applied this bidirectional framework.

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Crossing the divide: The common in-group identity model and intergroup affinity

Cited by 12 publications

References 41 publications

Little “we’s”: How common identities improve behavior differently for ethnic majority and minority children

Little “we’s”: How common identities improve behavior differently for ethnic majority and minority children

Does social identity affect residents’ attitude toward tourism development?

Including Both Voices: A New Bidirectional Framework for Understanding and Improving Intergroup Relations

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