Social psychology highlights ingroup identity as an important determinant of intergroup attitudes and relations; however, research has demonstrated that its effects can be positive, negative, or nonexistent depending on how such identity is conceptualized. This research explores how national identity inclusiveness (Study 1) and centrality (Study 2) are associated with immigration related attitudes in school and countrywide settings, respectively. Study 1 showed that teachers' inclusive (i.e., overlapping) identities regarding their immigrant students related to positive attitudes toward these students, but not to attitudes about immigrants in general or immigration policy preferences.

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