2022
DOI: 10.1016/j.jecp.2021.105290
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Minority- and majority-status bystander reactions to, and reasoning about, intergroup social exclusion

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Cited by 19 publications
(34 citation statements)
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References 53 publications
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“…For example, Gönültaş and Mulvey (2021a) showed that non-immigrant adolescents were more likely to evaluate bullying as unacceptable when the victim was a non-immigrant peer compared to when the victim was an immigrant peer in the United States. Similarly, Palmer et al (2022) found that Cypriot adolescents showed higher prosocial tendencies toward Cypriot victims than non-Cypriot victims in the context of social exclusion, while no differences were observed in non-Cypriot adolescents’ prosocial bystander responses. Relatedly, children and adolescents’ reasoning justifications can be dependent on the context and group membership of the victim.…”
Section: Introductionmentioning
confidence: 89%
See 1 more Smart Citation
“…For example, Gönültaş and Mulvey (2021a) showed that non-immigrant adolescents were more likely to evaluate bullying as unacceptable when the victim was a non-immigrant peer compared to when the victim was an immigrant peer in the United States. Similarly, Palmer et al (2022) found that Cypriot adolescents showed higher prosocial tendencies toward Cypriot victims than non-Cypriot victims in the context of social exclusion, while no differences were observed in non-Cypriot adolescents’ prosocial bystander responses. Relatedly, children and adolescents’ reasoning justifications can be dependent on the context and group membership of the victim.…”
Section: Introductionmentioning
confidence: 89%
“…Previous research drawing on SRD approach to intergroup bullying showed that group membership of the victim (whether the victim is an ingroup member or outgroup member) is related to bystander judgments and responses ( Gönültaş and Mulvey, 2021a ; Palmer et al, 2022 ). For example, Gönültaş and Mulvey (2021a) showed that non-immigrant adolescents were more likely to evaluate bullying as unacceptable when the victim was a non-immigrant peer compared to when the victim was an immigrant peer in the United States.…”
Section: Introductionmentioning
confidence: 99%
“…One such area of ambiguity is the role of the bystander in intergroup bullying situations (Palmer et al, 2021). Determining when to intervene in a situation of harassment or intergroup victimization involves assessments of whether intervening will be effective (or desired) by those involved; this context creates uncertainty for children and adolescents.…”
Section: Promoting Fair and Just School Environments: Developing In...mentioning
confidence: 99%
“…As adolescents gain knowledge that makes them aware of when prejudice and discrimination drive actions (Yüksel et al, 2021) they are more likely than children to show more support for bystanders who challenge intergroup social exclusion when peers from stigmatized minority-status groups are being excluded (Palmer et al, 2021). Adolescents bring their knowledge of social status and their experiences of social inequality to the bystander role, which leads them to support proactive bystanders.…”
Section: Promoting Fair and Just School Environments: Developing In...mentioning
confidence: 99%
“…For example, the national identity of the excluded peer might shape how children and adolescents evaluate an ingroup member who challenges the exclusion including whether the excluded peer is from the same group as the child doing the excluding (e.g., non-immigrant peer) or from an outgroup (e.g., immigrant peer; Palmer et al, 2022 ). Further, understanding children’s and adolescents’ cognition and reasoning about the role of the bystander and the potential costs involved of challenging exclusionary behavior sheds light on the interpretations and motivations that underlie responses to victimization.…”
Section: Introductionmentioning
confidence: 99%