Dimensions of Contact as Predictors of Intergroup Anxiety, Perceived Out-Group Variability, and Out-Group Attitude: An Integrative Model

Islam, Mir Rabiul; Hewstone, Miles

doi:10.1177/0146167293196005

Cited by 677 publications

(781 citation statements)

References 32 publications

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“…In an attempt to identify moderators of threat responses, we assessed positive personal contact with African Americans using questions developed by Islam and Hewstone (1993), which assessed qualitative and quantitative out-group contact. We also assessed explicit racism (Modern Racism Scale [MRS]; McConahay, 1986), and the extent to which one was motivated to appear nonprejudiced (Motivations to Control Prejudice Reactions Scale; Dunton & Fazio, 1997).…”

Section: Background For the Present Researchmentioning

confidence: 99%

Threatened by the unexpected: Physiological responses during social interactions with expectancy-violating partners.

Mendes

Blascovich

Hunter

et al. 2007

Journal of Personality and Social Psychology

298

246

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Individuals who violate expectations increase uncertainty during social interactions. Three experiments explored whether expectancy-violating partners engender "threat" responses in perceivers. Participants interacted with confederates who violated or confirmed expectations while multiple measures were assessed, including cardiovascular reactivity, task performance, appraisals, and behavior. In Experiments 1 and 2, participants interacted with White or Latino confederates who described their family backgrounds as either high or low socioeconomic status. In Experiment 3, participants interacted with Asian or White confederates who spoke with expected accents or southern accents. Participants interacting with expectancy-violating partners (e.g., Asians with southern accents) exhibited cardiovascular responses consistent with threat, poorer task performance, and manifested negative and defeat-related behavior. Implications for decreasing prejudicial responses via uncertainty reduction are discussed.Keywords: uncertainty, expectancy violations, cardiovascular reactivity, challenge and threat Interacting with strangers can be stressful. During such interactions, individuals are simultaneously attending to their own thoughts, feelings, and behaviors, including self-presentational, self-regulatory, and impression management concerns, as well as trying to accurately perceive the characteristics of the person to establish conversational fluency, expectations, and social norms (DePaulo & Friedman, 1998;Gilbert, 1998;Gudykunst, 1984). To the extent that the stranger meets expectations, the interaction is likely to be routinized and predictable. However, when the stranger is unexpected or surprising in some way, routinized responses are likely to be disrupted and anxiety heightened (Hebl, Tickle, & Heatherton, 2000). In the present study, we tested the notion that expectancy violations engendered by interaction partners would create more situational uncertainty and increase psychological threat as marked cardiovascularly, affectively, and behaviorally.We have previously observed that, in general, African Americans relative to European Americans engendered threat responses among White participants during a pleasant social interaction. More important, the degree of past intergroup contact with African Americans reported by White participants moderated responses, such that the greater the contact with African Americans the lower the threat responses. This finding underscores the importance of contact during social interactions. But what about situations in which one could not have experienced contact because the stranger is surprising or unexpected in some way, that is, a stranger who violates expectancies?Expectancies function to help people predict the future on the basis of past experiences and knowledge (Olson, Roese, & Zanna, 1996). Hence, expectancy violations disrupt one's predictive ability and can create uncertainty. This uncertainty is likely to increase the demands of situations, diverting attentional resources away...

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Section: Background For the Present Researchmentioning

confidence: 99%

Threatened by the unexpected: Physiological responses during social interactions with expectancy-violating partners.

Mendes

Blascovich

Hunter

et al. 2007

Journal of Personality and Social Psychology

298

246

View full text Add to dashboard Cite

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“…La liste des conditions favorables ou nécessaires aux contacts intergroupes n'a cessé de s'allonger dans la deuxième moitié du 20 e siècle. Des auteurs comme Pettigrew (1998 ;Pettigrew et Tropp, 2008) et Dovidio, Gaertner et Kawakami (2003) ont effectué des recensions de ces éléments essentiels tels que : la gestion de l'anxiété causée par ces contacts (Islam et Hewstone, 1993 ;Wilder et Shapiro, 1989 ;Stephan et White Stephan, 1985) ; la fréquence et la durée des rencontres (Cook, 1984 ;Wilder et Thompson, 1980 ;Worchel, Andreoli et Folger, 1977 ;Zajonc, 1968) ; un contexte qui permet d'avoir des relations personnalisées (Brewer et Miller, 1988 ; la création d'une identité supra-ordonnée rassembleuse (Gaertner, Mann, Murrell et Dovidio, 1989 ;Gaertner et coll., 1994) ; et le caractère plaisant des rapports (Wilder, 1984). De même, les recherches récentes sur les contacts entre francophones et anglophones au Québec (Côté, 2005 ;Pagé, Côté et Lasry, 2007) montrent que ceux-ci ont des particularités liées au caractère linguistique de ces contacts, notamment l'importance du sentiment de compétence dans leur langue seconde sur l'anxiété des participants lors des contacts.…”

Section: La Théorie Des Contacts Intergroupesunclassified

Option-études Châteauguay

Côté

Lamarre

Razakamanana

2016

minling

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En 2007, un programme scolaire novateur est né : Option-études Châteauguay. Ce programme offre pour la première fois au niveau secondaire au Québec, une scolarisation commune d’élèves du secteur francophone et du secteur anglophone. Plus spécifiquement, il permet aux élèves de « traverser la frontière scolaire » et de faire la moitié de l’année dans une école francophone et la moitié de l’année dans une école anglophone, et ce, tout en respectant la Charte de la langue française. Ce programme, en plus de se distinguer par cette scolarisation commune, prend également appui sur la théorie des contacts intergroupes, un modèle issu de la psychologie sociale. Une recherche qualitative et longitudinale a permis de cerner les impacts perçus à court et à moyen terme de ce programme sur ces élèves, notamment en ce qui a trait aux rapports intercommunautaires et a l’identité linguistique.

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“…Prior intergroup research guided by the Intergroup Contact Hypothesis has revealed the relationship between individuals' positive contact experiences with members of a different social group and intergroup attitudes toward that group (e.g., Islam & Hewstone, 1993;Voci & Hewstone, 2003). In essence, the more positive information individuals obtain about another social group through their positive contact experiences, the more positive intergroup attitudes can be expected.…”

Section: Interpersonal Consequences Of Intergroup Contact In Interculmentioning

confidence: 99%

“…The conceptualization and operationalization of contact quality, however, vary across studies. On the one hand, contact quality has been conceptualized in accord with Allport's optimal contact conditions (e.g., Islam & Hewstone, 1993;Voci & Hewstone, 2003). That being said, the majority of contact research has repeatedly applied status equality, cooperation, and intimacy as indicators of contact quality without much consideration for the characteristics of intercultural contact situations.…”

Section: Interpersonal Consequences Of Intergroup Contact In Interculmentioning

confidence: 99%

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Functions of the common ingroup identity model and acculturation strategies in intercultural communication: American host nationals’ communication with Chinese international students

Imamura

Zhang

2014

International Journal of Intercultural Relations

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nationals' perceptions of Chinese international students' cultural adaptation strategies and the effects of the strategies on American host nationals' willingness to communicate with the Chinese students. In addition, the current study also examined the indirect effects of the adaptation strategies through American host nationals' perceptions of anxiety in communicating with and social attractiveness of the Chinese students on willingness to communicate with the Chinese students.Four scenarios describing Chinese international students' cultural adaptation strategies (i.e., assimilation, integration, separation, and marginalization) were developed based on CIIM and the acculturation framework. Prior to the main study, two pilot studies (N = 113 in pilot 1, N = 60 in pilot 2) were conducted to examine the validity of the manipulation of the four strategies along two conceptual dimensions: identification with home culture (i.e., Chinese culture) and identification with the host culture (i.e., American culture). In the main study, EuropeanAmerican participants (N = 284) were asked to report their demographic information, strength of identification with American culture, and attitudes toward Chinese people in general. Then, they were randomly assigned to one of the four experimental conditions in which they read a scenario describing a Chinese international student's cultural adaptation strategy. After reading the scenario, participants answered questions measuring their perceptions of the cultural adaptation iv strategy used by the Chinese international student described in the scenario. Then, they reported their perceptions of willingness to communicate with, social attractiveness of, and interpersonal communication anxiety with the Chinese student.Hypothesis 1 predicted that participants' perceptions of willingness to communicate with the Chinese international student would vary with the experimental conditions. Partially supporting Hypothesis 1, univariate analysis of variance results revealed that participants were more willing to communicate with the assimilated and integrated Chinese students than with the separated and marginalized students. Hypothesis 2 predicted that participants' judgments of the Chinese international student would vary depending on the experimental conditions. Partially supporting Hypothesis 2, multivariate analysis of variance results revealed that the assimilated and integrated Chinese students were judged more positively than the separated or marginalized

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Dimensions of Contact as Predictors of Intergroup Anxiety, Perceived Out-Group Variability, and Out-Group Attitude: An Integrative Model

Cited by 677 publications

References 32 publications

Threatened by the unexpected: Physiological responses during social interactions with expectancy-violating partners.

Threatened by the unexpected: Physiological responses during social interactions with expectancy-violating partners.

Option-études Châteauguay

Functions of the common ingroup identity model and acculturation strategies in intercultural communication: American host nationals’ communication with Chinese international students

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