Reducing Intergroup Bias: The Moderating Role of Ingroup Identification

Crisp, Richard J.; Beck, Sarah R.

doi:10.1177/1368430205051066

Cited by 80 publications

(65 citation statements)

References 47 publications

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“…Categorization models of bias-reduction are linked by the general notion that they reduce ingroup/outgroup differentiation and increase the perceived overlap between the ingroup and outgroup"s characteristics. Crisp and Beck (2005) developed a task influenced by this basic idea. They found that simply asking participants to list characteristics shared between the ingroup and outgroup could reduce intergroup bias.…”

Section: Methodsmentioning

confidence: 99%

Reducing Stereotype Threat by Blurring Intergroup Boundaries

Rosenthal

Crisp

2006

Pers Soc Psychol Bull

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116

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Publisher's copyright statement:The nal denitive version of this article has been published in the Personality and social psychology bulletin, 32/4, 2006 c by the Society for Personality and Social Psychology, Inc. at the Personality and Social Psychology Bulletin page: http://journals.sagepub.com/doi/10.1177/0146167205281009Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Reducing stereotype threat 2 AbstractWe aimed to establish whether interventions designed to reduce intergroup bias could be applied to the stereotype threat domain. In three experiments we tested the hypothesis that blurring intergroup boundaries would reduce stereotype threat. In the first study we found that female participants who thought about characteristics shared between the genders tended to show less preference for stereotypical female careers than participants in the baseline condition. In Experiment 2 participants who thought about overlapping characteristics answered more math questions correctly compared to a baseline group and participants who though about differences between the genders. In Experiment 3 we included a specific threat manipulation. Participants who completed the overlapping characteristics task before receiving the threat completed significantly more math questions correctly than participants in the baseline and threat conditions. The findings support the idea that interventions designed to reduce intergroup bias can be applied successfully in the reduction of stereotype threat. This precedent for stereotypical roles is reflected in the academic subjects chosen by 16 year olds at school, for GCSE qualifications. In the United Kingdom (with the exception of Scotland) young people are required to study certain subjects (English, math, science and a modern language), however the genders diversify in subject areas they choose; for instance, 67% of physical education students are male, while 95% of home economics students are female (Department for Education and Skills [DfES], 2004). Keywords: STEREOTYPE THREAT, SOCIAL CATEGORIZATIONThis choice of gender stereotypical subjects extends beyond GSCE level into further qualifications. For students who do not go on to study for A-levels (qualifications typically studied aged 16-18), young people have a number of choices in terms of qualifications and employment. One route is to take on a modern apprenticeship, which are government supported positions offering on-the-job training. The stereotypical nature of the apprenticeships chosen are very pronounced, with wo...

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Section: Methodsmentioning

confidence: 99%

Reducing Stereotype Threat by Blurring Intergroup Boundaries

Rosenthal

Crisp

2006

Pers Soc Psychol Bull

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116

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“…In particular, Crisp et al (2006) directly compared this manipulation with a simpler version (a single superordinate category label) and found both to have identical effects on evaluations as a function of identifi cation. Similarly, Crisp & Beck (2005) have shown that simple manipulations of similarity (e.g. listing fi ve characteristics that the ingroup and outgroup have in common) also exert the same effects on evaluations as a function of identifi cation as do manipulations that employ the more elaborate method used here.…”

Section: Studymentioning

confidence: 99%

“…Spears et al, 1997). Thus, perceived threat to the continuation of the initial ingroup identity via recategorization would lead to, at best, no effect on bias, or, at worst, an increase in intergroup bias (Crisp & Beck, 2005;Crisp et al, 2006;Hornsey & Hogg, 2000a;Roccas & Schwartz, 1993;van Leeuwen et al, 2003). One could argue that recategorization contexts represent little more than alternative means of manipulating intergroup similarity, something that has been examined in the social identity literature with respect to subgroup identifi cation for some time.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

Superordinate and Subgroup Identification as Predictors of Intergroup Evaluation in Common Ingroup Contexts

Stone

Crisp

2007

Group Processes & Intergroup Relations

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Nutzungsbedingungen Richard J. Crisp University of KentWe examined the combined effects of subgroup and superordinate group identifi cation on intergroup evaluations within common ingroup identity contexts. In Studies 1 and 2 we observed a positive correlation between subgroup identifi cation and intergroup bias, and a negative correlation between superordinate identifi cation and bias. In Study 3 we replicated these effects using alternative measures and observed a common path underlying these relationships: the perceived psychological distance between the self and outgroup. In Studies 4 and 5 we replicated this path model and found that the relationship between superordinate identifi cation and intergroup bias was contingent upon making the superordinate identity salient, but this was not the case for subgroup identifi cation. We discuss the fi ndings in the context of theoretical and applied development of the Common Ingroup Identity Model.keywords common ingroup identity, distinctiveness threat, identifi cation

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“…Asking participants to list characteristics shared between the ingroup and outgroup could reduce intergroup bias (Crisp & Beck, 2005), creating a category overlap that can reduce the salience of stereotype threat (Rosenthal & Crisp, 2006). Conversely, performance boost and selfconfidence can occur when individuals are provided with explicit downward social comparison with a devalued outgroup (Chalabaev, Stone, Sarrazin, & Croizet, 2008).…”

Section: Coping Mechanisms For Mitigating Stereotype Threatmentioning

confidence: 99%

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Griffin

2016

International Journal of Qualitative Studies in Education

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Who is Whistling Vivaldi?: How Black Football Players Engage with Stereotype Threats in CollegeWhitney Nicole Griffin Chair of the Supervisory Committee:Professor Clayton Cook Educational PsychologyResearch has shown that the threat of negative stereotypes can have pernicious effects on the decision-making thoughts and behaviors for those who are targets (Steele, 2011). When college students and professors subscribe to stereotypes that student-athletes enter college based solely on their physical abilities rather than their academic and intellectual capabilities, targets of the stereotypes may experience identity dissonance that exacerbates their decisions, behaviors, and ultimately their academic performance. In light of the impact of negative stereotypes on student-athlete performance, the purpose of this dissertation was to conduct a phenomenological, qualitative study that examined how Black male football players engage and cope with negative stereotypes at a predominantly White institution (PWI). Data was collected and analyzed from semi-structured interviews with 10 Black male football student-athletes employing grounded theory methodology to examine how they experience, are affected by, and respond to negative stereotypes.Empirical results elucidate various strategies employed to engage with stereotype threat.Thematic categories include responses that exacerbated, habituated to, or mitigated the stereotype encounter. The current study investigates the successful coping strategies Black football players currently use. Emergent themes gained from this inquiry helped the researcher 4 identify specific harbingers for interventions that would inculcate Black male student-athletes with tools to mitigate negative stereotypes that may undermine their performance in college and all areas of life. Implications are further discussed for postulating an institutionalized workshop series designed to teach effective coping mechanisms for all Black athletes.

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Reducing Intergroup Bias: The Moderating Role of Ingroup Identification

Cited by 80 publications

References 47 publications

Reducing Stereotype Threat by Blurring Intergroup Boundaries

Reducing Stereotype Threat by Blurring Intergroup Boundaries

Superordinate and Subgroup Identification as Predictors of Intergroup Evaluation in Common Ingroup Contexts

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

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