The influence of permeability of group boundaries and stability of group status on strategies of individual mobility and social change

Ellemers, Naomi; Knippenberg, Ad van; Wilke, Henk

doi:10.1111/j.2044-8309.1990.tb00902.x

Cited by 322 publications

(308 citation statements)

References 6 publications

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“…In line with previous research, the study provides evidence for the relationship between the nature of intergroup relationships and the emergence of collective conflict (Boen & Vanbeselaere, 1998;Ellemers, 1993;Ellemers et al, 1990;Kelly, 1993;Wright, 1997;Wright et al, 1990;Wright & Taylor, 1998). However, going beyond this work, the present study suggests that group interaction can turn people away from acceptance and increase preferences for collective conflict even under situations of social mobility (cf.…”

Section: Discussionsupporting

confidence: 73%

The importance of social structure and social interaction in stereotype consensus and content: is the whole greater than the sum of its parts?

Stott

Drury

2004

Euro J Social Psych

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This paper addresses the hypothesis derived from self-categorization theory (SCT) that the relationship between groups and stereotyping will be affected by the social structural conditions within which group interaction occurs. A mixed design experiment (n ¼ 56) measured low-status groups' stereotypes and preferences for conflict with a high-status outgroup prior to and after within-group discussion across varying social structural conditions. Over time, participants in 'open' conditions consensualized around positive conceptions of the outgroup and endorsed acceptance of their own 'low status' position. However, in 'closed' conditions participants consensualized around positive conceptions of the ingroup, negative conceptions of the outgroup, and tended towards preferences for collective protest. It is argued that the data support S-CT's contention that stereotyping and group processes are fundamentally interlinked and that neither can be properly understood in isolation from the dynamics of the surrounding intergroup context.

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Section: Discussionsupporting

confidence: 73%

The importance of social structure and social interaction in stereotype consensus and content: is the whole greater than the sum of its parts?

Stott

Drury

2004

Euro J Social Psych

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“…This victimization variable was defined as a composite of four questions: (a) "I experience discrimination at UCLA because of my ethnicity," (b) "Other members of my ethnic group experience discrimination on campus," (c) "Most of my professors don't have any ethnic prejudices" (reverse 2 Although these variable clusters do not strictly conform to the results of empirical factor analyses, this organization of the variables is consistent with the manner in which they are usually conceptualized within the literature (see, e.g., Sears, Sidanius, & Bobo, 2000). 3 This ethnic identity scale was either identical to or nearly identical to other identity measures used in this literature (see, e.g., Ellemers, Van Knippenberg, De Vries, & Wilke, 1988;Ellemers, Van Knippenberg, & Wilke, 1990;Jetten, Spears, & Manstead, 1996;Levin & Sidanius, 1999;Levin, Sidanius, Rabinowitz, & Federico, 1998;Sinclair, Sidanius, & Levin, 1998;Sidanius, Feshbach, Levin, & Pratto, 1997). As an additional check on the construct validity of this ethnic identity scale, we examined ethnic identity as a function of ethnic group and college tenure (between the freshman and senior years).…”

Section: Cluster 4: Perceived Group Conflictmentioning

confidence: 99%

Ethnic Enclaves and the Dynamics of Social Identity on the College Campus: The Good, the Bad, and the Ugly.

Sidanius

Laar

Levin

et al. 2004

Journal of Personality and Social Psychology

154

150

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The effects of membership in ethnic organizations and fraternities and sororities on intergroup attitudes were examined using a 5-wave panel study at a major, multiethnic university. The results showed that these effects were similar for both minority and White students. Membership in ethnic student organizations for minorities and Greek organizations for Whites was anteceded by the degree of one's ethnic identity, and the effects of membership in these groups were similar, although not identical, for both White and minority students. These effects included an increased sense of ethnic victimization and a decreased sense of common identity and social inclusiveness. Consistent with social identity theory, at least a portion of these effects were mediated by social identity among both White and minority students.

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“…Relevant dependent variables assessed responses such as mood states, perceived positivity or negativity of feedback, and trait ratings of the individual and collective self. We excluded studies in which the dependent variable could not distinguish unambiguously which self was primary (Ellemers, van Knippenberg, de Vries, & Wilke, 1988;Ellemers, van Knippenberg, & Wilke, 1990;D. M. Taylor, Wright, Moghaddam, & Lalonde, 1990).…”

Section: Inclusion Criteriamentioning

confidence: 99%

The "I," the "we," and the "when": A meta-analysis of motivational primacy in self-definition.

Gaertner¹,

Sedikides²,

Vevea³

et al. 2002

Journal of Personality and Social Psychology

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What is the primary motivational basis of self-definition? The authors meta-analytically assessed 3 hypotheses: (a) The individual self is motivationally primary, (b) the collective self is motivationally primary, and (c) neither self is inherently primary; instead, motivational primacy depends on which self becomes accessible through contextual features. Results identified the individual self as the primary motivational basis of self-definition. People react more strongly to threat and enhancement of the individual than the collective self. Additionally, people more readily deny threatening information and more readily accept enhancing information when it pertains to the individual rather than the collective self, regardless of contextual influences. The individual self is the psychological home base, a stable system that can react flexibly to contextual influences.The right of nature . . . is the liberty each man hath to use his own power, as he will himself, for the preservation of his own nature; that is to say, of his own life.-Thomas Hobbes, Leviathan I only regret that I have but one life to lose for my country.-Nathan Hale, spoken at his deathThe self is in a continual process of construction, it cannot be adequately made up excepting in terms of the content which it supplies for the situation in which the agent has to act. -John Dewey, Lectures on Psychological and Political EthicsThis article is concerned with a fundamental issue in psychology, education, social sciences, and humanities: Does the self-concept have a motivational hierarchy? Do all selves (i.e., self-definitions) have equal motivational potential? Which selfdefinition is motivationally primary?We distinguish among three theoretical approaches to the issue. The first approach, one example of which is Hobbes's statement, posits that the individual self is motivationally primary. The second approach, exemplified by Hale's proclamation, maintains that the collective self is motivationally primary. The third approach advocates that neither self is inherently primary. Instead, the self that is more accessible through situational or contextual influences is motivationally primary-a proposition that is in spirit with Dewey's thinking.We articulate the three theoretical approaches and review relevant research. We argue that, when considered alone, each approach appears to be supported. However, independent tests, per se, tell only part of the story. Comparative tests provide a more refined solution to the problem. We report a meta-analysis of empirical studies relevant to the issue of relative motivational status.

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The influence of permeability of group boundaries and stability of group status on strategies of individual mobility and social change

Cited by 322 publications

References 6 publications

The importance of social structure and social interaction in stereotype consensus and content: is the whole greater than the sum of its parts?

The importance of social structure and social interaction in stereotype consensus and content: is the whole greater than the sum of its parts?

Ethnic Enclaves and the Dynamics of Social Identity on the College Campus: The Good, the Bad, and the Ugly.

The "I," the "we," and the "when": A meta-analysis of motivational primacy in self-definition.

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