Gender, Ethnic Status, and Ideological Asymmetry

Sidanius, Jim; Pratto, Felicia; Rabinowitz, Joshua L.

doi:10.1177/0022022194252003

Cited by 134 publications

(92 citation statements)

References 37 publications

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“…Specifically, they found that SDO was highly correlated with, among many variables, opposition to both social programs and racial policies. Sidanius et al (1994) found that among Americans of lower group status (i.e., African Americans and Latino Americans), a relationship exists between SDO and high-status group favoritism. For these individuals, SDO was negatively correlated with ingroup salience and relative closeness to one's ingroup.…”

Section: Social Dominance Orientationmentioning

confidence: 99%

“…It is conceivable that some members of low-status groups (say, African Americans in a social system like the United States) who score high on SDO scales will support the hierarchy within which they currently live-even a system that subordinates their ingroup. These high-SDO individuals manage with the constraints imposed by low-status group membership by disaffiliating with the ingroup and favoring the high-status group or groups, thus resulting in the expression of outgroup favoritism (Jost, 1995;Jost & Banaji, 1994;Mullen et al, 1992;Sachdev & Bourhis, 1987;Sidanius, 1993;Sidanius et al, 1994;Tajfel & Turner, 1986).…”

Section: Sdo and Group Positionmentioning

confidence: 99%

“…Jost andThompson (1997a, 1997b), in their critique of social dominance theory, have pointed out ambiguities in the manner in which social dominance orientation has been conceptualized in the past. Some investigations (e.g., Pratto et al, 1994;Sidanius, 1993) have defined SDO essentially as a desire for ingroup domination over other groups, whereas other studies have defined SDO as support for inequitable social systems in general, regardless of whether the ingroup maintains a dominant or subordinate position (see, e.g., Sidanius et al, 1994). In the parlance of system-justification theory, the former definition can be regarded as group justification and the latter can be regarded as system justification.…”

Section: Implications For Social Dominance Theorymentioning

confidence: 99%

“…This paper presents an approach to understanding variability in adherence to inegalitarian ideologies that is based mainly on some of the assumptions and constructs of social dominance theory (Sidanius, 1993;Sidanius, Levin, Rabinowitz, & Federico, in press;Sidanius & Pratto, 1993;Sidanius et al, 1994). Specifically, it is hypothesized that individuals' levels of support for hierarchyenhancing ideologies can be effectively predicted with information about (a) how much they support group-based hierarchy in general (i.e., their social dominance orientation), (b) the relative status of the ingroup, and (c) the degree to which they perceive their ingroup to be treated unfairly by society in general.…”

mentioning

confidence: 99%

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Go With the Flow or Fight the Power? The Interactive Effects of Social Dominance Orientation and Perceived Injustice on Support for the Status Quo

Rabinowitz

1999

Political Psychology

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Previous research in social dominance theory has found an asymmetry in the relationship between social dominance orientation (SDO) and various hierarchy-enhancing ideologies, such that the relationship between the two variables is significantly more positive among high-status group members than among low-status group members (Sidanius, Pratto, & Rabinowitz, 1994;Sidanius, Levin, & Pratto, 1996). Perceptions of systemic injustice toward one's ingroup may help to explain this ideological asymmetry. The hypothesis of a three-way interaction among group status, SDO, and perceived injustice was tested by using survey responses from American university students to predict opposition to hierarchy-attenuating policies as well as levels of patriotism. Analyses revealed the presence of a three-way interaction (ps < .05). Ethnic minority students who scored high on SDO did not always maintain conservative policy stances or strong patriotic attachments-it depends on their level of perceived injustice. Implications for social dominance theory and system-justification theory are discussed.

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Section: Social Dominance Orientationmentioning

confidence: 99%

Section: Sdo and Group Positionmentioning

confidence: 99%

Section: Implications For Social Dominance Theorymentioning

confidence: 99%

mentioning

confidence: 99%

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Go With the Flow or Fight the Power? The Interactive Effects of Social Dominance Orientation and Perceived Injustice on Support for the Status Quo

Rabinowitz

1999

Political Psychology

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“…Sidanius, Pratto, and Rabinowitz (1994) defined legitimizing myths as group-relevant "sociopolitical attitudes, ideologies, opinions, beliefs, values, causal attributions, and public policy initiatives that either express support for, or opposition to, the redistribution of social value among social groups (e.g., social classes, ethnic/racial groups, genders, nations). .…”

Section: Consequences Of Language Lossmentioning

confidence: 99%

Intercultural Transitions in Human Development and Education

Laosa

1998

ETS Research Report Series

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Intercultural transitions are alterations that occur in individuals and in their environments as a consequence of contact between cultures. This paper focuses on the life events that children (and the adults in their lives) may face in bridging cultures, the options they are given, the choices they make--or that adults make for them--the circumstances and experiences that accompany these choices, and their consequences. The paper identifies and discusses issues in need of research concerning ways to foster scholastic success and socioemotional well-being in populatlons that contemporary policies and practices may be putting at risk for school failure and for other forms of marginality. A better understanding of these issues can contribute to the improvement of intergroup relations, and it can be used to enhance the educational development and life chances of individuals from all ethnocultural and linguistic backgrounds. 3 Intercultural Transitions In Human Development and EducationLuis M. Laosa Educational Testing Service, Princeton, New JerseyThe term intercultural transition, or intercultural change, as used in this paper refers to alterations that occur in individuals and in their environments as a consequence of culture-contact situations. These alterations can occur on many levels, ranging from the most superficial and temporary (e.g., mode of dress or choice of diet) to the deepest and most lasting (e.g., a personality change or the creation of a societal institution).All societies require their members to undergo some major life changes, or transitions, that are predictable and that profoundly alter the individual and the individual's role in and relationship to the group. These life changes, or normative transitions, are often--but not always--accompanied by a biological change of life (e.g., school entry, graduation, puberty, matrimony, parenthood, retirement). They are almost always accompanied by a prescribed set of supporting rituals that mark, symbolize, and memorialize the change (Laosa, 1997).Scientists and scholars have devoted considerable attention to the study of normative life transitions. For example, anthropologists and folklorists have long been fascinated by the study of passage rites in the world's past and contemporary cultures (e.g., Norbeck, 1992).Similarly, a considerable body of scientific research by developmental biologists and psychologists focuses on the transitions that surround normative biological life changes (e.g., Bornstein & Lerner, 1992;Tanner, 1992).In addition to those normative transitions, there exist other major life changes, which are less predictable, less prevalent, and less visible; they usually lack prescribed guidelines and supports. These alterations include intercultural changes. Compared with the vast research literature on normative transitions, little scientific attention has focused on intercultural transitions generally, and particularly on their bearing on child development and education. There is, however, a growing public recognition of the f...

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Social dominance orientation, anti-egalitarianism and the political psychology of gender: an extension and cross-cultural replication

Sidanius

Levin

Liu

et al. 2000

Eur. J. Soc. Psychol.

236

175

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This study explored differences in levels of anti‐egalitarianism and social dominance orientation among groups with different social status, and examined the degree to which these differences in anti‐egalitarianism varied across a number of situational and contextual factors. Consistent with both the cultural deterministic (CD) and social dominance (SD) paradigms, when defining social status as socioeconomic status, ethnicity, or ‘race’, differences in anti‐egalitarianism between members of high‐ and low‐status groups were found to be contingent upon a range of contextual and situational factors, such as the degree to which the two groups varied in social status. However, consistent with the SD perspective and the invariance hypothesis, the data also showed that males were more anti‐egalitarian than females, and that this male/female difference in social and group dominance orientation tended to be largely invariant across cultural, situational, and contextual boundaries. Copyright © 2000 John Wiley & Sons, Ltd.

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Gender, Ethnic Status, and Ideological Asymmetry

Cited by 134 publications

References 37 publications

Go With the Flow or Fight the Power? The Interactive Effects of Social Dominance Orientation and Perceived Injustice on Support for the Status Quo

Go With the Flow or Fight the Power? The Interactive Effects of Social Dominance Orientation and Perceived Injustice on Support for the Status Quo

Intercultural Transitions in Human Development and Education

Social dominance orientation, anti-egalitarianism and the political psychology of gender: an extension and cross-cultural replication

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