Books about Outgroups from Amazon.com

This digital document is a journal article from Journal of Applied Developmental Psychology, published by Elsevier in . The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
The present study examined ethnically Dutch preadolescents' understanding and reasoning about asylum seeker peers and friendships. The description of an asylum seeker was compared with that of a Moroccan and a Dutch peer. The findings suggest that asylum seekers were described more negatively than peers from the other two groups. Additionally, we examined the willingness and reasons for wanting or not wanting to be friends with an asylum seeker and a Moroccan peer. It was found that asylum seekers were more often rejected than Moroccans. The negative description and rejection of asylum seekers were strongest among participants living close to a center for asylum seekers. The reasoning about friendship acceptance or rejection was examined in terms of individual reasons as well as peer group interactions. It is shown that fact construction or empirical 'grounding' plays an important role in early adolescents' reasoning about friendship exclusion. .
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This digital document is a journal article from Journal of Experimental Social Psychology, published by Elsevier in 2004. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
We hypothesized that group members' attitudes towards an out-group are negatively related to the in-group's perceived relative prototypicality for a superordinate category, but only if both the in-group and out-group are included in this superordinate category. In Experiment 1 (N=40), Germans' attitudes towards Poles were negatively correlated with the relative prototypicality of Germans when ''Europe'' (including Poles), but not when ''West-Europe'' (excluding Poles), was the superordinate category. In Experiment 2 (N=63), female single parents' attitudes about the competence of single parents to raise children depended on the in-group's relative prototypicality for ''single parents'' (including fathers), but not on their relative similarity to ''mothers'' (excluding fathers). Both experiments showed that inclusion in a superordinate category had a more negative influence on attitudes towards the out-group when relative in-group prototypicality is high rather than low. .
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Bullying involves demonstrations of the norms of social groups, outlawing and punishing those who do not conform The way a person appraises bullying strongly influences the coping process, how they react emotionally, and bystander behaviour. This research explores the distinction between abuse based on individual characteristics and abuse in terms of group membership, such as one's race or sex as a whole. Existing bullying literature tends to appraise group-based bullying as worse, and therefore more difficult to cope with, because it maligns not only the individual but also the individual's entire reference group. This assumption is not grounded in substantial evidence. There has been no systematic investigation of group-based bullying compared directly with individual-based bullying. The aim of this study is to understand young people's evaluations of the harm from the two distinguishable bases for being devalued. Contributing to knowledge about the complex processes through which young people are susceptible to and protected from bullying, this book is intended for schools, teachers, parents, care workers, anti-bullying organisations, bullying researchers and policy-makers..
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This digital document is a journal article from Journal of Applied Developmental Psychology, published by Elsevier in 2004. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
This study tested predictions drawn from social identity development theory (SIDT; [Nesdale, D. (1999a). Social identity and ethnic prejudice in children. In: P. Martin, & W. Noble (Eds.). Psychology and society (pp. 92-110). Brisbane: Australian Academic Press; Nesdale, D. (2004). Social identity processes and children's ethnic prejudice. In M. Bennett, & F. Sani (Eds.), The development of the social self. London: Psychology Press]) concerning the development of young children's ethnic attitudes. Children aged 5, 7, and 9 years (N = 149) participated in a minimal group study in which they were randomly assigned to a team that had higher or lower drawing ability than a competitor team (social status). In addition, the competitor team was revealed to be comprised of children with the same (i.e., Anglo-Australian) or different (i.e., Pacific Islander) ethnicity as their own team (outgroup ethnicity). The children subsequently rated their liking for, and similarity to, the ingroup and the outgroup, and the extent to which they wished to change groups. The results indicated that children's liking for the ingroup was unaffected by age and outgroup ethnicity, whereas liking for the outgroup increased with age and was greater for same than for different ethnicity children. The children's attitudes toward changing groups were determined by status. The extent to which the findings provide support for SIDT is discussed. .
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This digital document is a journal article from Journal of Applied Developmental Psychology, published by Elsevier in . The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
Two minimal group studies (Ns=150, 123) examined the impact of emotional empathy on the ethnic attitudes of 5 to 12-year old white Anglo-Australian children. Study 1 evaluated the relationship between empathy and attitudes towards a same (Anglo-Australian) versus different ethnicity (Pacific Islander) outgroup. A significant empathyxoutgroup ethnicity interaction revealed that empathy was unrelated to the children's liking for the same ethnicity outgroup, but that liking for the different ethnicity outgroup increased as empathy increased. Study 2 examined the influence of empathy on attitudes towards the different ethnicity outgroup when the ingroup had a norm of inclusion versus exclusion. A significant empathyxgroup norm interaction revealed that empathy was unrelated to liking when the ingroup had a norm of exclusion, but that liking for the different ethnicity outgroup increased when the ingroup had a norm of inclusion. Implications of the findings for promoting children's positive attitudes to ethnic minority groups are discussed. .
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This digital document is a journal article from Journal of Experimental Social Psychology, published by Elsevier in . The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
Five studies tested the assumptions: (a) that ingroups are habitually used as a standard of comparison for outgroup judgments, and (b) that outgroup judgments are generally contrasted away from a momentary construal of the ingroup. Results generally support these assumptions. Experiments 1 and 2 demonstrated increased activation levels of ingroup knowledge as a result of corresponding outgroup judgments. Experiments 3 and 4 showed that outgroup judgments depend not only on cognitively accessible outgroup exemplars, but also on accessible ingroup exemplars. Finally, Experiment 5 demonstrated that the impact of accessible ingroup exemplars on outgroup judgments is mediated by changes in the construal of the ingroup, such that: (a) outgroups were judged lower with regard to a given trait the higher participants perceived their ingroup with regard to that trait, and (b) controlling for the effect of ingroup construal attenuated the obtained effects on outgroup judgments. .
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