Training for Desegregation in the Military

Landis, Dan; Hope, Richard O; Day, Harry R.

doi:10.1016/b978-0-12-497780-8.50018-8

Cited by 39 publications

(26 citation statements)

References 9 publications

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“…Common goals are also a valuable factor (Chu & Griffey, 1985), but this factor may be less important than Allport (1954Allport ( , 1958 originally suggested when it is isolated from cooperative interaction (Gaertner et al, 1999). Finally, empirical evidence also demonstrates that intergroup contact is more successful when it occurs in the context of supportive norms (Landis, Hope, & Day, 1984).…”

Section: Prerequisite Conditions Of Contactmentioning

confidence: 99%

Intergroup Contact: The Past, Present, and the Future

Dovidio

Gaertner

Kawakami³

2003

Group Processes & Intergroup Relations

587

479

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The Contact Hypothesis has long been considered one of psychology's most effective strategies for improving intergroup relations. In this article, we review the history of the development of the Contact Hypothesis, and then we examine recent developments in this area. Specifically, we consider the conditions that are required for successful contact to occur (e.g. cooperation), investigate basic psychological processes that may mediate the consequent reductions in bias (e.g. decreased intergroup anxiety, increased common group representations), and explore factors that can facilitate the generalization of the benefits of intergroup contact in terms of more positive attitudes toward the outgroup as a whole (e.g. increased group salience). We conclude by outlining the contents of the contributions to this Special Issue on Intergroup Contact, highlighting common themes, and identifying findings that suggest directions for future research.

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Section: Prerequisite Conditions Of Contactmentioning

confidence: 99%

Intergroup Contact: The Past, Present, and the Future

Dovidio

Gaertner

Kawakami³

2003

Group Processes & Intergroup Relations

587

479

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“…Studies of contact programmes from a variety of settings (e.g. the armed forces (Landis, Hope, and Day, 1984); educational settings (Schwarzwald and Amir, 1984); and places of residence (Deutsch and Collins, 1951)) indicate that many fail (Amir, 1969(Amir, , 1976Hewstone and Brown, 1986;Cook, 1978). An often-identified issue concerns 'generalization'; even if contact is positively experienced and the 'contact-partner' positively evaluated, this affect and evaluation fails to generalize to other members of the out-group or other contexts (Harding and Hogrefe, 1952;Amir, 1976).…”

mentioning

confidence: 97%

School pupils' perceptions of the police that visit schools: Not all police are ‘pigs’

Hopkins

1994

Community & Applied Soc Psy

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This paper presents data concerning young people's perceptions of the police taking part in a police-schools liaison programme. Eighty-one 14-year-old school pupils took part in 28 semi-structured group discussions concerning their perceptions of the 'typicality' of police officers working in their schools. Pupils clearly differentiated between these and those 'on the street'. Central to this differentiation was the issue of police power; the perceived atypicality of the police in schools was intimately bound up with pupils' perceptions of the qualitatively different social relations that obtain between young people and the police 'in the school' and 'on the street'. The implications of these data for the literatures concerning the 'contact hypothesis' and police-schools liaison are discussed.

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“…However, there are important prerequisites that must be met for contact to be successful in ameliorating intergroup relations. For example, contact is more effective when groups are of equal status (Brewer & Kramer 1985;Moody 2001); there is cooperative interdependence (Slavin 1985;Slavin & Cooper 1999); there are common goals (Chu & Griffey 1985); it occurs in the context of supportive norms (Landis, Hope & Day 1984); there is the opportunity for personal acquaintance between members (Miller 2002); and there is potential to develop friendships (Levin, Van Laar & Sidanius 2003;Pettigrew 1998). Yet when one considers the intricate relations of power within, for example, a competitive school context (some of which were identified earlier), it is difficult to see how one of the central tenets of the contact hypothesis-equal status contact-could ever be met when pupil power and status are so diffuse, fluid, contested, embodied, and reinforced by powerful and enduring discourses.…”

Section: Discussionmentioning

confidence: 98%

A Qualitative Approach to Intergroup Relations: Exploring the Applicability of the Social Identity Approach to “Messy” School Contexts

Jackson¹,

Sherriff²

2013

Qualitative Research in Psychology

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The social identity approach (SIA) is one of the most influential theories of group processes and intergroup relations worldwide. However, we argue that the dominance of (post)positivist research methods in SIA work limits the extent to which it enables an understanding of the complexities of intergroup relations in schools. Drawing on qualitative data from two research studies, we highlight important questions and issues that are obscured by traditional psychological approaches to studying intergroup relations. In particular, we focus on the complex interplay among discourses about popularity within schools, constructions of gender identities, and intergroup relations. In doing so, we demonstrate the benefits that qualitative research may have for social psychological intergroup theories (and their applications) and, specifically, the SIA. We highlight how qualitative data can add considerable richness to understandings of intergroup relations and draw attention to inconsistencies and contradictions that otherwise may go unnoticed.

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Training for Desegregation in the Military

Cited by 39 publications

References 9 publications

Intergroup Contact: The Past, Present, and the Future

Intergroup Contact: The Past, Present, and the Future

School pupils' perceptions of the police that visit schools: Not all police are ‘pigs’

A Qualitative Approach to Intergroup Relations: Exploring the Applicability of the Social Identity Approach to “Messy” School Contexts

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