Reducing Competitive Victimhood in Kosovo: The Role of Extended Contact and Common Ingroup Identity

Abstract

During intractable conflicts, "competitive victimhood" refers to the subjective belief that one's own ingroup has

We believe in your conspiracy if we distrust you: the role of intergroup distrust in structuring the effect of Islamic identification, competitive victimhood, and group incompatibility on belief in a conspiracy theory

“…This construct was assessed by five items (e.g., "I cannot trust most of Western people"; "Most of Western people do not have good intentions"; ␣ = 0.86; corrected item-total correlations ranged from 0.59 to 0.77), modified from the studies by Tam, Hewstone, Kenworthy, and Cairns (2009) as well as by Andrighetto, Mari, Volpato, and Behluli (2012). To assess the moderating role of this construct as specified in the hypotheses, we followed the procedure recommended by Hayes (2013).…”

Reducing prejudice and promoting positive intergroup attitudes among elementary-school children in the context of the Israeli–Palestinian conflict

“…More recently, some researchers have suggested that virtual contact (i.e., contact via internet), para-social contact (i.e., positive media portrayals of intergroup relationships) and extended contact (i.e., knowing an intergroup member that has positive relationships with an outgroup member) can also reduce negative attitudes toward outgroup members (Al-Ramiah & Hewstone, 2013;Andrighetto, Mari, Volpato, & Behluli, 2012;Eller, Abrams, & Zimmermann, 2011). Interventions based on the contact model have included dialogical groups, integrated schooling, cooperative learning, and bilingual education (Beelmann & Heinemann, 2014).…”

“…Direct contact interventions include programs such as integrated schooling (Banks, 2009;Schofield, 1995;Stephan & Stephan, 2001), cooperative learning (Aronson & Patnoe, 1997;Johnson & Johnson, 1999;Slavin & Madden, 1979) and bilingual education (Bekerman, 2005;Cummins, 2000;Genesee & Gándara, 1999). Indirect contact interventions include programs that utilize extended contact (Andrighetto et al, 2012;Cameron & Rutland, 2006), virtual contact which investigated the impact of online intergroup contact on prejudiced and stereotyped perceptions of others (Amichai-Hamburger, Hastler, & Shani-Sherman, 2015;Alvídrez, Piñeiro-Naval, Marcos-Ramos, and Rojas-Solís, 2015) and para-contact (Brenick, Henning, Killen, O'Connor, & Collins, 2007).…”

“…Because children who live in a conflict zone usually have no contact with children who belong to their adversaries, they may be exclusively exposed to stereotypeconsistent information and their attitudes toward them may be ossified (Bar-Tal & Teichman, 2005;Bigler & Liben, 2006). However, since direct contact is often impossible in areas where there is violent conflict between ethnic groups or where members of the out-group are physically not present, extended contact, para-contact or virtual contact may be the only viable alternative (Andrighetto et al, 2012;Beelmann et al, 2010;Eller et al, 2011). Research examining the efficacy of a program Note.…”

Don’t forget to remember: Collective memory of the Yugoslav wars in present-day Serbia.

“…These social representations of the past can promote reconciliation by allowing for mutual recognition of different 'truths', greater inclusiveness in victimhood and acknowledgement of in-group transgressions (Andrighetto et al, 2012;Bar-Tal, 2011). However, social representations of the past can also be manipulated to create beliefs in ontological differences between groups, justifying the inevitability of continuous conflict (Paez & Liu, 2011).…”