Twenty years of group processes and intergroup relations research: A review of past progress and future prospects

Abrams, Dominic; Hogg, Michael A.

doi:10.1177/1368430217709536

Cited by 10 publications

(6 citation statements)

References 28 publications

(30 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Theoretical research has highlighted the importance of expanding the body of research on ostracism from interindividual level to intergroup level (Abrams & Hogg, 2017; Betts & Hinsz, 2013; Wesselmann & Williams, 2017). Across three studies, we investigated the psychological impact of ostracism when participants shared this experience with someone else, particularly an ingroup member.…”

Section: Discussionmentioning

confidence: 99%

You Are Not Alone!

et al. 2022

View full text Add to dashboard Cite

Abstract. Experiencing ostracism is a painful situation that can urge a desire to restore social bonds. However, few studies have investigated the conditions under which it leads to ingroup identification. In three studies using minimal groups ( N = 611), we have investigated the consequences of coexperiencing ostracism for group identification and well-being. In Study 1a and 1b ( N = 171; N = 211), the results showed that sharing a common experience of ostracism with an ingroup member increases ingroup identification but does not improve psychological needs during the ostracism experience. In Study 2 ( N = 230), we replicated our results on identification and showed that sharing ostracism fosters psychological closeness with the partner ostracized but does not moderate need recovery.

show abstract

Section: Discussionmentioning

confidence: 99%

You Are Not Alone!

et al. 2022

View full text Add to dashboard Cite

show abstract

“…2,4 Consequently, social psychologists have called for research into intergroup relations that takes into account the increasing complexity of such relations. 2,4,5 Drawing on social psychologists' work on intergroup relations as they pertain to social identities may provide a deeper understanding of the mechanisms that lead to bias and can help medical educators in their efforts to promote equitable learning environments for all.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, as our societies become more diverse, individuals identify with a growing number of groups, which increases the complexity of intergroup relations 2,4 . Consequently, social psychologists have called for research into intergroup relations that takes into account the increasing complexity of such relations 2,4,5 …”

Section: Introductionmentioning

confidence: 99%

Towards equitable learning environments for medical education: Bias and the intersection of social identities

Bochatay

Bajwa

et al. 2021

Medical Education

View full text Add to dashboard Cite

Context: Medical educators are increasingly paying attention to how bias creates inequities that affect learners across the medical education continuum. Such bias arises from learners' social identities. However, studies examining bias and social identities in medical education tend to focus on one identity at a time, even though multiple identities often interact to shape individuals' experiences.Methods: This article examines prior studies on bias and social identity in medical education, focusing on three social identities that commonly elicit bias: race, gender and profession. By applying the lens of intersectionality, we aimed to generate new insights into intergroup relations and identify strategies that may be employed to mitigate bias and inequities across all social identities.Results: Although different social identities can be more or less salient at different stages of medical training, they intersect and impact learners' experiences. Bias towards racial and gender identities affect learners' ability to reach different stages of medical education and influence the specialties they train in. Bias also makes it difficult for learners to develop their professional identities as they are not perceived as legitimate members of their professional groups, which influences interprofessional relations. To mitigate bias across all identities, three main sets of strategies can be adopted. These strategies include equipping individuals with skills to reflect upon their own and others' social identities; fostering in-group cohesion in ways that recognise intersecting social identities and challenges stereotypes through mentorship; and addressing intergroup boundaries through promotion of allyship, team reflexivity and conflict management.Conclusions: Examining how different social identities intersect and lead to bias and inequities in medical education provides insights into ways to address these problems. This article proposes a vision for how existing strategies to mitigate bias towards different social identities may be combined to embrace intersectionality and develop equitable learning environments for all.

show abstract

“…Mastandrea et al (2021) manipulated the framing of an artwork using national identity, and proposed a novel social psychological perspective, drawing on social identity theory (Abrams & Hogg, 2017). They suggested that for people who are unfamiliar with a specific type of art may experience self-related uncertainty which might encourage the use of national identity as an art appreciation heuristic.…”

mentioning

confidence: 99%

Does the frame of an artwork matter? Cultural framing and aesthetic judgments for abstract and representational art.

Darda¹,

Christensen²,

Chatterjee³

2023

Psychology of Aesthetics, Creativity, and the Arts

View full text Add to dashboard Cite

Art is often thought to reflect the culture from which it comes. We tested the hypotheses that viewers' aesthetic experiences of art are modulated by cultural labels as expressed by artist names and by sociocultural content depicted in the artwork. We predicted that people would prefer artworks from their own culture compared to another-an ingroup bias. Across three preregistered experiments, we explored Northern American and Indian participants' aesthetic judgments and preferences for abstract and representational artworks. Contrary to our predictions, no evidence was found for an ingroup bias in Experiment 1 when American abstract artworks were assigned with fictional American, Indian, Chinese, or Turkish artist names. Aesthetic ratings for artworks were similar across Indian and American participants, irrespective of the cultural label they were assigned. Similarly, no differences in preferences across Indian and American participants were found in Experiment 2 when participants had to make a forced choice between two artworks attributed to Indian and American artists. We found slightly higher shared preferences for Indian artworks among Indian participants compared to American artworks and participants. An ingroup preference for Indian and American/European representational artworks was found in Experiment 3-participants preferred artworks depicting content from their own culture compared to another. Effects across all experiments persisted when controlling for participants' age, education, art experience, and openness to experience. The modulation of art perception and appreciation by contextual information may be flexible and more influenced by cultural content depicted in artworks than simple cultural framing.

show abstract

Twenty years of group processes and intergroup relations research: A review of past progress and future prospects

Cited by 10 publications

References 28 publications

You Are Not Alone!

You Are Not Alone!

Towards equitable learning environments for medical education: Bias and the intersection of social identities

Does the frame of an artwork matter? Cultural framing and aesthetic judgments for abstract and representational art.

Contact Info

Product

Resources

About