Developing a More Inclusive Social Identity: An Elementary School Intervention

Houlette, Melissa A.; Gaertner, Samuel L.; Johnson, Kelly; Banker, Brenda S.; Riek, Blake M.; Dovidio, John F.

doi:10.1111/j.0022-4537.2004.00098.x

Cited by 147 publications

(71 citation statements)

References 32 publications

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“…This would require the research to either measure the salience of sub-group categories in the different contexts, or directly manipulate category salience within the school contexts. Nonetheless, given the limitations of our study, the findings still underline the importance of emphasizing a common in-group category when promoting extended contact since this was present in all our extended contact interventions conditions but not in the control condition (Gaertner & Dovidio, 2005;Houlette, Gaertner, Johnson, Banker, Riek, & Dovidio, 2004).…”

Section: Category Salience and Extended Contactmentioning

confidence: 66%

When and why does extended contact work?

Cameron

Rutland

Hossain

et al. 2011

Group Processes & Intergroup Relations

147

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This research examines quasi-experimentally for the first time whether direct contact moderates the extended contact effect amongst children, and whether the extended contact effect is mediated by either in-group or out-group norms about cross-ethnic friendships. We tested two forms of extended contact (Dual identity and Common in-group identity) among ethnic majority children aged 6-11 years (white-English, n = 153) with differing levels of high quality (i.e., cross-ethnic friendships) or low quality (i.e., acquaintances) direct contact with the Indian-English out-group. As expected, the extended contact effect was demonstrated only amongst children who reported less high quality direct contact. Furthermore, we found the effect of extended contact was mediated by out-group norms. We also found evidence of moderated mediation, with the indirect effect of extended contact through in-group norms being significantly stronger amongst older children. The implications for extended contact theory and the future development of prejudice-reduction interventions amongst children are discussed.

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Section: Category Salience and Extended Contactmentioning

confidence: 66%

When and why does extended contact work?

Cameron

Rutland

Hossain

et al. 2011

Group Processes & Intergroup Relations

147

View full text Add to dashboard Cite

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“…Field studies in a range of settings (e.g., high schools, banking mergers, and blended families; see Gaertner, Bachman, Dovidio, & Banker, 2001) and antibias Dovidio et al / COMMONALITY AND THE COMPLEXITY OF "WE" 5 intervention programs with children (Houlette et al, 2004) consistently show that stronger perceptions of a common, one-group identity predict more positive intergroup attitudes, thus supporting the external validity of the model. In addition, creating a common ingroup identity has been found to increase positive forms of behavior, such as self-disclosure and helping across original group lines (Dovidio et al, 1997;Nier, Gaertner, Dovidio, Banker, & Ward, 2001), support for cooperative intergroup policies (Beaton, Dovidio, & Léger, 2008), and intergroup forgiveness (e.g., that by Jews toward Germans for the Holocaust; Wohl & Branscombe, 2005).…”

Section: Common Ingroup Identity Modelmentioning

confidence: 93%

Commonality and the Complexity of “We”: Social Attitudes and Social Change

Dovidio

Gaertner

Saguy

2009

Pers Soc Psychol Rev

Self Cite

481

408

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The present article explores the complex role of collective identities in the development of intergroup biases and disparities, in interventions to improve orientations toward members of other groups, and in inhibiting or facilitating social action. The article revolves around the common ingroup identity model, examining general empirical support but also acknowledging potential limitations and emphasizing new insights and extensions. It proposes that the motivations of majority group members to preserve a system that advantages them and the motivations of minority group members to enhance their status have direct implications for preferred group representations and consequent intergroup relations. In particular, the effects of majority group members' preferences for a common, one-group identity and minority group members' preference for a dual identity (in which differences are acknowledged within the context of a superordinate identity) are considered in terms of intergroup attitudes, recognition of unfair disparities, and support for social action.

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“…Support for the CIIM (Gaertner & Dovidio, 2000) has also been obtained among young children (Guerra et al, 2010;Houlette et al, 2004). For instance, Guerra and collaborators (2010) conducted an experimental intervention with majority (European-Portuguese) and minority (African-Portuguese) elementary school children in Portugal.…”

Section: Intergroup Contact and Common Ingroup Identitymentioning

confidence: 99%

Imagined Intergroup Contact and Common Ingroup Identity

et al. 2015

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We conducted two studies involving two different age groups (elementary school children and adults) aimed at integrating imagined contact and common ingroup identity models. In the first study, Italian elementary school children were asked to imagine interacting with an unknown immigrant peer as members of a common group. Results revealed that common ingroup imagined contact, relative to a control condition, improved outgroup helping intentions assessed one week and two weeks after the intervention. In the second study, common ingroup imagined contact led Italian university students to display higher intentions to have contact with immigrants compared to control conditions. In conclusion, results from both studies demonstrate that imagining an intergroup interaction as members of the same group strengthens the effects of imagined contact. These findings point to the importance of combining the common ingroup identity model and the imagined contact theory in order to increase the potentiality of prejudice reduction interventions.Keywords: imagined intergroup contact, common ingroup identity, intergroup relations, prejudice reduction, behavioral intentions. IMAGINED CONTACT AND COMMON INGROUP IDENTITY 5Research over the past 60 years has convincingly demonstrated that positive contact between members of different groups is a powerful strategy to reduce prejudice (Hodson & Hewstone, 2013). There is also evidence that positive contact is especially effective when it is structured so that ingroup and outgroup members perceive themselves as belonging to a common superordinate group, instead of completely separate and distinct groups (Gaertner & Dovidio, 2000). However, intervention strategies based on direct intergroup contact can be anxiety arousing and difficult to implement due to practical constraints. A highly flexible and easily implemented indirect contact strategy which can overcome these difficulties and which has been successful at reducing prejudice is imagined contact. According to Crisp and collaborators (for reviews, see Crisp, Husnu, Meleady, Stathi, & Turner, 2010;Crisp & Turner, 2009; for a meta-analysis, see Miles & Crisp, 2014), the mental simulation of positive intergroup contact is an effective way to improve relations between groups. In the two studies reported herein, we aim to explore the utility of integrating the common ingroup identity model (Gaertner & Dovidio, 2000) with the imagined contact theory (Crisp & Turner, 2009) on reducing intergroup bias. Our expectation is that common ingroup imagined contact, which combines imagined contact with principles derived from the common ingroup identity model, will have stronger effects than both standard imagined contact and classic control conditions used in imagined contact research. A further aim is to shed light on the processes underlying the effects of common ingroup imagined contact. Hypotheses will be tested both among young children (Study 1) and adults (Study 2), in order to examine the generalizability of the effects and the utili...

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Developing a More Inclusive Social Identity: An Elementary School Intervention

Cited by 147 publications

References 32 publications

When and why does extended contact work?

When and why does extended contact work?

Commonality and the Complexity of “We”: Social Attitudes and Social Change

Imagined Intergroup Contact and Common Ingroup Identity

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