Types of Identification and Intergroup Differentiation in the Russian Federation

The fall of the Soviet Union affected the established identity patterns and intergroup relations in the Russian Federation. A survey investigates the effect of Russians' and titulars' identifications with their ethnic group, their republic, and the Russian Federation on intergroup stereotypes. We hypothesized that identification at various inclusiveness levels is differently reflected in the positive/negative stereotypes about in-group and out-groups. While in-group stereotypes would be positively affected by all types of identification, out-group stereotypes would turn more negative by ethnic identification and more positive by republican and federal identification. Further, we expected that republican identification would improve titulars' in-group stereotypes and Russians' out-group stereotypes, while federal identification would enhance Russians' in-group stereotypes and titular's out-group stereotypes. Russians favored their in-group mostly in positive terms. Titular minorities favored their in-group mostly on negative stereotypes. A model of intergroup differentiation is proposed that takes into account social identification at different inclusiveness levels. This model makes clear the potential threat posed by republican identifications to the stability of intergroup relations in Russia.     

传统固有观念的心理暗示与中国学生的测试表现

在美国,研究已经多次证明关于智力的否定性固有观念会妨碍受这些固有观念影响的个体的成绩表现。在中国,认为女性在数学上弱于男性的观念已经持续了很长时间。本文通过一项程度颇深的数学和英语测试,对中国大学生进行了关于传统固有观念暗示理论的研究。在数学测试中,研究的假设是：同美国测试者的表现相似,受“性别数学”固有差异观念影响的女性测试者的成绩要比不受固有观念影响的人差;而在英语测试中,研究则假设受“性别语言”固有差异观念影响的男性会比不受此种观念影响的人得分低。然而测试的结果并没有证实这两个假设。研究结果对当今中国现存的社会和教育因素进行了讨论。     

Coping With Interracial Stress in Ethnically Diverse Classrooms: How Important Are Allport's Contact Conditions?

This study examined desegregated classrooms with an emphasis on how students' perceptions of Allport's (1954) contact dimensions influence the frequency and effectiveness of their coping strategies for interracial stress, their self-esteem, and their self-reported academic performance. Fourth, fifth, and sixth graders from two ethnically diverse middle schools in Los Angeles, California, participated. Results indicated that students' perceptions of a more positive interracial classroom climate were associated with less frequent and more effective coping strategies, specifically as related to the frequency and effectiveness of positive/approach coping strategies. Positive classroom climate also was related to higher self-esteem and better academic performance. This research highlights the importance of the presence of contact criteria when desegregation is to be a positive experience both academically and socially and of the integration of coping strategies as a means of reducing interracial stress.     

The Personal/Group Discrimination Discrepancy

This article extends Allport's (1954) analysis of targets of discrimination by examining why minority group members perceive more discrimination directed at their group than at themselves. Two studies were conducted to explain this personal/group discrimination discrepancy by focusing on the role of stereotypes, which allow people to process information faster. Women (Study 1) and African Americans (Study 2) made ratings of personaland group discrimination while a computer recorded the time it took them to respond. Both took less time to make ratings of group discrimination than personal discrimination. Moreover, the less time it took for them to respond to questions about group discrimination, the larger the discrepancy was between their ratings of personal and group discrimination. These results suggest that the personal/group discrimination discrepancy emerges when minority groupmembers are using a stereotype in which discrimination encountered by their group is believed to be high.     

Viewing Intergroup Relations in Europe through Allport's Lens Model of Prejudice

This article employs Allport's (1954) lens model of the causes of prejudice to analyze the articles in this issue of the Journal of Social Issues . The lens model specifies that historical, socio cultural, personality, and situational factors contribute to prejudice. The articles in this issue examine a number of variables at each of these levels of analysis, and many employ multilevel designs in which variables at more than one level are examined within the same study. Suggestions for future research on intergroup relations in Europe are offered including conducting more comparative and multilevel studies and creating comprehensive theories that integrate different levels of analysis. Some implications of the findings of these studies for intergroup relations programs are also discussed.     

The Utility of Allport's Conditions of Intergroup Contact for Predicting Perceptions of Improved Racial Attitudes and Beliefs

We test the predictive power of perception as it relates to Allport's (1954/1979) classic articulation of the conditions of contact conducive to reducing intergroup prejudice and increasing tolerance. After summarizing theories of prejudice and models of prejudice reduction, as well as recently published reviews of evidence relating to the Contact Hypothesis, we present results of an evaluation of a prejudice reduction program that trains and places college student facilitators in middle and high school classrooms to lead discussions about race. We show that a composite of five classroom climate conditions that the Contact Hypothesis suggests are conducive to prejudice reduction predicts teachers' and college student facilitators' perceptions of change in three aspects of middle and high school student racial attitudes. Students' perceptions of the school interracial climate are modestly predictive of their changes in these three aspects of racial attitudes. However, teacher and facilitator estimates of student outcomes are uncorrelated with actual student outcomes. Implications of these results for prejudice reduction theory and practice are discussed.     

Anything women can do men can do better: An experiment examining the effects of stereotype threat on political knowledge and efficacy

Negative stereotypes have been shown to create cognitive burdens that decrease intellectual performance in a number of tasks such as math and standardized tests. Applying a multidisciplinary approach and an experimental research design, this paper examines the effect of stereotype threat on political knowledge and political efficacy. A sample of 226 undergraduate students completed an online survey on political knowledge and efficacy. Participants were randomly assigned to a stereotype threat condition or a non-threat condition. Contrary to what was hypothesized, stereotype threat does not explain the political knowledge gap between men and women; men score significantly higher than women in both conditions. However, preliminary evidence suggests the presence of stereotype lift in men's sense of political efficacy. Men's political efficacy demonstrates a moderate increase in the stereotype threat condition while women's sense of efficacy does not change (d = .53).     

Nice to Know You? Testing Contact,Cultural, and Group Threat Theories of Anti‐Black and Anti‐Hispanic Stereotypes*

Objective. Many racial/ethnic policies in the United States—from desegregation to affirmative action policies—presume that contact improves racial/ethnic relations. Most research, however, tests related theories in isolation from one another and focuses on black‐white contact. This article tests contact, cultural, and group threat theories to learn how contact in different interactive settings affects whites' stereotypes of blacks and Hispanics, now the largest minority group in the country. Method. We use multi‐level modeling on 2000 General Social Survey data linked to Census 2000 metropolitan statistical area/county‐level data. Results. Net of the mixed effects of regional culture and racial/ethnic composition, contact in certain interactive settings ameliorates anti‐black and anti‐Hispanic stereotypes. Conclusions. Cultural and group threat theories better explain anti‐black stereotypes than anti‐Hispanic stereotypes, but as contact theory suggests, stereotypes can be overcome with relatively superficial contact under the right conditions. Results provide qualified justification for the preservation of desegregation and affirmative action policies.     

Stereotypes and Prejudice as Dynamic Constructs: Reminders about the Nature of Intergroup Bias from the Hurricane Katrina Relief Efforts

Following Hurricane Katrina, hundreds of thousands of Gulf Coast residents, many of whom were African Americans, were relocated to communities around the U.S., including predominantly European American communities. The experiences of relocation community members are a potent reminder of the ever-changing and multiply-determined nature of stereotypes and prejudice. Prejudice and stereotyping are dynamic processes that evolve in response to numerous factors. Although several models of prejudice and stereotyping are dynamic and/or time-oriented, research on these topics predominantly has involved single-session laboratory experiments examining single mechanisms. To illustrate the importance of dynamic research, we outline a longitudinal model describing the potential independent and interactive effects of intergroup contact, individuating information, and perceived group threat from Katrina evacuees on prejudice and stereotypes about African Americans. The "natural experiment" created by the Katrina relocation reminds psychologists that naturalistic and longitudinal research on prejudice and stereotypes is an important complement to laboratory experiments.     

Depictions of Public Service in Children's Literature: Revisiting an Understudied Aspect of Political Socialization

Objective . Scholars who have investigated depictions of public service in children's literature have come to a mix of conclusions regarding the portrayal of public figures in children's literature. We revisit these studies, attempting to answer the question of how public servants are portrayed in children's literature. Methods . We perform content analysis of 93 books and examine 868 characters for benevolence and competence. Results . We find that public servants are portrayed as no more incompetent or malevolent than other adults in children's literature. On a few dimensions, we find just the opposite. Furthermore, we find that women in general are portrayed as more benevolent than men, although the same patterns are not found between sexes when examining only those in the public service. Conclusions . If children are developing negative stereotypes of government officials and institutions, these stereotypes do not appear to be formed through their reading of children's literature.     

Public attitudes toward policies related to labor migrants in Israel

This paper focuses on determinants of public attitudes in Israel toward two policy questions. First, should immigration policy measures be more restrictive toward overseas labor migrants? Secondly, should overseas labor migrants be replaced with Palestinian workers? Based on an attitudinal survey administered to a representative sample of the Israeli population, the findings indicate that support for a restrictive immigration policy is quite prevalent among Israelis. However, the survey reveals only moderate consent for replacing overseas labor migrants with Palestinian commuters. Attitudes toward a restrictive immigration policy are explained by the perceived threat posed by overseas labor migrants to social and economic interests. This threat is explained by the respondents’ socio-economic characteristics. Attitudes toward the replacement policy are partially explained by the sense of threat to the Jewish character of the state posed by overseas migrants, but are also attributed to several personal characteristics. Policy implications of these findings are discussed.     

Modeling stereotypes and negative self‐stereotypes as a function of interactions among groups with power asymmetries

Stereotypes is one of the most researched topics in social psychology. Within this context, negative self‐stereotypes pose a particular challenge for theories. In the current work, we propose a model that suggests that negative self‐stereotypes can theoretically be accounted for by the need to communicate in a social system made up by groups with unequal power. Because our theory is dynamic, probabilistic, and interactionist, we use a computational simulation technique to show that the proposed model is able to reproduce the phenomenon of interest, to provide novel accounts of related phenomena, and to suggest novel empirical predictions. We describe our computational model, our variables' dynamic behavior and interactions, and link our analyses to the literature on stereotypes and self‐stereotypes, the stability of stereotypes (in particular, gender and racial stereotypes), the effects of power asymmetries, and the effects of intergroup contact.     

Applying a Community Violence Framework to Understand the Impact of Immigration Enforcement Threat on Latino Children

Heeding the call put out by the New England Journal of Medicine (2017), we utilize an ecological–transactional model as a conceptual framework for understanding existing literature and for guiding future research on immigration enforcement threat and Latino child development. Using the World Health Organization's definition of violence, we draw on literature from psychology, medicine, social work, and developmental psychology to outline how the anti-immigrant climate in the United States and the threat of immigration enforcement practices in everyday spaces are experienced by some Latino children as psychological violence. Researchers, teachers, and practitioners are encouraged to be aware of how uncertainty and threat regarding familial safety adversely impacts the lives of Latino children in immigrant households, especially in charged, anti-immigrant climates.     

Development of Two Measures of Climate for Scientific Organizations

The aim of this article is to describe the development of two measures of ethical climate for scientific organizations. The first measure utilizes a traditional climate measurement approach and was developed in order to understand the various ethical and creative aspects of organizational climate, or academic departmental climate in university settings, in organizations where scientific and academic research is conducted. The second measure utilizes a biodata measurement approach, a set of career event scales applicable in university and research settings. Such a measure is intended to identify those experiences unique to scientific work that may influence research climate at the individual, group, and organizational levels. Specifically, these measures will be used to predict integrity in the early part of a scientist's career based on various situational influences that occur in scientific organizations.     

Collective Rituals, Emotional Climate and Intergroup Perception: Participation in "Gacaca" Tribunals and Assimilation of the Rwandan Genocide

Fifty survivors of the 1994 genocide in Rwanda and 50 prisoners accused of being responsible of genocidal acts completed four scales 45 days before and 45 days after their participation to a gacaca trial. The scales assessed (1) negative emotions presently felt with regard to the genocide, (2) perceived emotional climate, (3) negative stereotypes of the outgroup, and (4) perceived similarity among outgroup members. Building upon Durkheim's (1912) theory of collective rituals, we predicted that participation to the gacaca would involve a reactivation of negative emotions in both groups and would also impact negatively on perceived emotional climate. In contrast, we expected positive consequences for intergroup perception under the form of a reduction of (1) the prejudicial reactions of survivors and prisoners toward each other and (2) the perceived homogeneity of outgroup members. The collected data supported all four predictions.     

When Being Different Is Detrimental: Solo Status and the Performance of Women and Racial Minorities

Individuals experience solo status when they are the only members of their social category (e.g., gender or race) present in an otherwise homogenous group. Field studies and surveys indicate that members of socially disadvantaged groups, such as women and racial minorities, have more negative experiences as solos than do members of privileged groups, such as Whites and males (Kanter, 1977; Niemann & Dovidio, 1998). In this article, we review research showing that the public performance of women and African-Americans is more debilitated by solo status than that of Whites and males. We also show that this effect is exacerbated when negative stereotypes about the performer's social group seem relevant to their performance, and we discuss the contributing roles of lowered performance expectancies and feelings of group representativeness. We discuss how findings from social psychological research can be applied towards the goal of reducing the decrements typically associated with being the only member, or one of few members, of one's race and/or gender in the environment.     

The Student Dormitory in the "Period of Stagnation" The Erosion of Regulatory Processes

The increased danger of a nuclear war capable of destroying civilization and life itself on our planet has led to an increasing fear and mistrust, in addition to material losses. As scholars testify, the nuclear threat has an appreciable influence on the consciousness and minds of children in different countries of the world, and especially in the USSR and the United States. It makes them uneasy about their fate and the future of the whole of mankind, and affects their behavior, value orientations, and mental health.     

Intergenerational Relations: Themes, Prospects, and Possibilities

This commentary provides an examination of the articles within this issue with a focus on common themes throughout. Each article is briefly reviewed in the context of how it contributes to four overarching themes of current intergenerational research. The articles within this issue also have implications for developing policy that fosters intergenerational relationships. This commentary concludes with a discussion of the complex issues that arise in creating such policy and utilizes Allport's (1954) "contact hypothesis" as a framework to guide future policy work addressing the myriad of issues within the realm of intergenerational relationships.     

Gender Issues in Social Group Work

This introductory essay outlines some of the reasons why a knowledge of gender is important for social group workers. We identify key concepts that are often confounded in our understanding of gender and discuss gender stereotypes and status differences between men and women and their implications for group work; we further discuss how disordered behaviors and social problems are related to these gender role stereotypes and status differences. Finally, we assert that many of the theories underlying social work practice reflect gender stereotypes, and that group work research and theory have largely ignored gender as a variable.     

Gender Stereotypes and the Evaluation of Men and Women in Military Training

The present study investigated perceptions of men and women in the Texas A&M Corps of Cadets. For both stereotypes and evaluations of individual cadets enrolled in the training program, men more than women were believed to possess the motivation and leadership qualities necessary for effective military performance, whereas women were believed to possess more feminine attributes that impair effective military performance. Because men and women did not differ on objective measures of military performance, the sex-differentiated evaluations of cadets enrolled in training most plausibly reflect the influence of gender stereotypes rather than performance differences between the sexes. Furthermore, integration of women into the corps was associated with more favorable stereotypic judgments of women and did not reveal a backlash against women in this strongly male- dominated setting.