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

Palmer, Sally B.; Filippou, Andrea; Ketzitzidou-Argyri, Eirini; Rutland, Adam

doi:10.1016/j.jecp.2021.105290

Cited by 14 publications

(30 citation statements)

References 53 publications

(85 reference statements)

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“…For example, Gönültaş and Mulvey (2021a) showed that non-immigrant adolescents were more likely to evaluate bullying as unacceptable when the victim was a non-immigrant peer compared to when the victim was an immigrant peer in the United States. Similarly, Palmer et al (2022) found that Cypriot adolescents showed higher prosocial tendencies toward Cypriot victims than non-Cypriot victims in the context of social exclusion, while no differences were observed in non-Cypriot adolescents’ prosocial bystander responses. Relatedly, children and adolescents’ reasoning justifications can be dependent on the context and group membership of the victim.…”

Section: Introductionmentioning

confidence: 89%

“…Previous research drawing on SRD approach to intergroup bullying showed that group membership of the victim (whether the victim is an ingroup member or outgroup member) is related to bystander judgments and responses ( Gönültaş and Mulvey, 2021a ; Palmer et al, 2022 ). For example, Gönültaş and Mulvey (2021a) showed that non-immigrant adolescents were more likely to evaluate bullying as unacceptable when the victim was a non-immigrant peer compared to when the victim was an immigrant peer in the United States.…”

Section: Introductionmentioning

confidence: 99%

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Theory of Mind as a Correlate of Bystanders’ Reasoning About Intergroup Bullying of Syrian Refugee Youth

Gönültaş

Mulvey

2022

Front. Psychol.

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The current study examined how ingroup and outgroup Theory of Mind (ToM) predicts children’s and adolescents’ reasoning for their acceptability judgments of intergroup bullying of Syrian refugee peers and group support of intergroup bullying. Participants included 587 Turkish middle (n = 372, Mage = 12.19, SD = 1.01; 208 girls) and high school (n = 215, Mage = 14.81, SD = 0.97; 142 girls) students. Participants read a bias-based bullying story with a Syrian refugee peer targeted by an ingroup Turkish peer. Then, participants rated the acceptability of bullying and group support of bullying and were presented with a reasoning question (Why?) after each acceptability question (bullying and group support of bullying). Reasoning codes included Fairness, Refugee Status/War, Prejudice and Discrimination, Harm, Prescriptive Norms, Group Functioning, and Relationship with the Bully. Participants’ ingroup and outgroup ToM abilities (measured using the Strange Stories) were evaluated as predictors of reasoning. Results documented that middle school students were more likely to attribute mental states to their ingroup members compared to outgroup members while high school students’ ToM performance did not differ across contexts. Further, the more unacceptable participants judged bullying to be, the more they reasoned about the bullying by referencing fairness, refugee status, discrimination, and harm. Results also documented that ingroup and outgroup ToM were positively related to attribution to fairness and participants’ usage of multiple reasoning judgments while only outgroup ToM was a significant predictor of reasoning around refugee status/war, discrimination, and prejudice. The findings provide implications for intervention programs that tackle intergroup bullying by examining bystanders’ social cognitive skills in a specific context.

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Section: Introductionmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Theory of Mind as a Correlate of Bystanders’ Reasoning About Intergroup Bullying of Syrian Refugee Youth

Gönültaş

Mulvey

2022

Front. Psychol.

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“…One such area of ambiguity is the role of the bystander in intergroup bullying situations (Palmer et al, 2021). Determining when to intervene in a situation of harassment or intergroup victimization involves assessments of whether intervening will be effective (or desired) by those involved; this context creates uncertainty for children and adolescents.…”

Section: Promoting Fair and Just School Environments: Developing In...mentioning

confidence: 99%

“…As adolescents gain knowledge that makes them aware of when prejudice and discrimination drive actions (Yüksel et al, 2021) they are more likely than children to show more support for bystanders who challenge intergroup social exclusion when peers from stigmatized minority-status groups are being excluded (Palmer et al, 2021). Adolescents bring their knowledge of social status and their experiences of social inequality to the bystander role, which leads them to support proactive bystanders.…”

Section: Promoting Fair and Just School Environments: Developing In...mentioning

confidence: 99%

Promoting Fair and Just School Environments: Developing Inclusive Youth

Killen

Rutland

2022

Policy Insights from the Behavioral and Brain Sciences

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Incidents of prejudice and discrimination in K–12 schools have increased over the past decade around the world, including the United States. In 2018, more than two-thirds of the 2,776 U.S. educators surveyed reported witnessing a hate or bias incident in their school. Children and adolescents who experience prejudice, social exclusion, and discrimination are subject to compromised well-being and low academic achievement. Few educators feel prepared to incorporate this topic into the education curriculum. Given the long-term harm related to experiencing social exclusion and discrimination, school districts need to create positive school environments and directly address prejudice and bias. Several factors are currently undermining progress in this area. First, national debates in the United States and other countries have politicized the topic of creating fair and just school environments. Second, the COVID-19 pandemic has interrupted children's and adolescents’ education by halting academic progress which has particularly negatively affected students from marginalized and ethnic/racial minority backgrounds. Third, teachers have experienced significant stress during COVID-19 with an increase in anxiety around virtual instruction and communication with parents. Three strategies recommended to address these converging problems include creating inclusive and nondiscriminatory policies for schools, promoting opportunities for intergroup contact and mutual respect, and implementing evidence-based, developmentally appropriate education programs. It is anticipated that these strategies will help to reduce prejudice, increase ethnic and racial identity (ERI), and promote equity, fairness, and justice in school environments.

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“…For example, the national identity of the excluded peer might shape how children and adolescents evaluate an ingroup member who challenges the exclusion including whether the excluded peer is from the same group as the child doing the excluding (e.g., non-immigrant peer) or from an outgroup (e.g., immigrant peer; Palmer et al, 2022 ). Further, understanding children’s and adolescents’ cognition and reasoning about the role of the bystander and the potential costs involved of challenging exclusionary behavior sheds light on the interpretations and motivations that underlie responses to victimization.…”

Section: Introductionmentioning

confidence: 99%

British Adolescents Are More Likely Than Children to Support Bystanders Who Challenge Exclusion of Immigrant Peers

Gönültaş

Ketzitzidou-Argyri²,

Yüksel³

et al. 2022

Front. Psychol.

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The present study examined British children’s and adolescents’ individual and perceived group evaluations of a challenger when a member of one’s own group excludes a British national or an immigrant newcomer to the school (Turkish or Australian) from participating in a group activity. Participants included British children (n = 110, Mage in years = 9.69, SD = 1.07, 44 girls, aged 8–11) and adolescents (n = 193, Mage in years = 14.16, SD = 0.92, 104 girls, aged 13–16), who were inducted into their group and heard hypothetical scenarios in which a member of their own group expressed a desire to exclude the newcomer from joining their activity. Subsequently, participants heard that another member of the ingroup challenged the exclusionary act by stating that they should be inclusive. Children’s and adolescents’ individual evaluations of the bystander who challenged the social exclusion of an immigrant peer were more positive than their perceived group evaluations, recognizing that groups are often exclusionary. Only adolescents but not children differed in their individual and perceived group evaluations in the social exclusion of British peers. When the newcomer was an immigrant peer, adolescents were more likely to evaluate the challenger positively in both their individual and perceived group evaluations compared to children. Further, children, compared to adolescents, were more likely to reason about social and group norms to justify their evaluations only when the excluded peer was an immigrant but not when the excluded peer was British. Adolescents were more likely to reason about fairness, rights, and equality. The findings indicate that exclusionary group norms surrounding immigrants begin in childhood. Interventions that focus on changing group norms to be more inclusive could be effective in reducing prejudicial attitudes toward immigrants in childhood.

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

Cited by 14 publications

References 53 publications

Theory of Mind as a Correlate of Bystanders’ Reasoning About Intergroup Bullying of Syrian Refugee Youth

Theory of Mind as a Correlate of Bystanders’ Reasoning About Intergroup Bullying of Syrian Refugee Youth

Promoting Fair and Just School Environments: Developing Inclusive Youth

British Adolescents Are More Likely Than Children to Support Bystanders Who Challenge Exclusion of Immigrant Peers

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