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Dissertations / Theses on the topic 'Effect of intergroup relations on'

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Published: 4 June 2021

Last updated: 12 February 2022

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1

Trembath, Mark. "Reducing sensitivity to outgroup critics : applying the common ingroup identity model to the intergroup sensitivity effect /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16835.pdf.

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2

Robson, Erin. "Acknowledging the failings of one's group as a way to overcome the intergroup sensitivity effect /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19262.pdf.

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3

Vollhardt, Johanna Ray. "Victim consciousness and its effects on intergroup relations a double-edged sword? /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/dissertations/AAI3372282/.

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4

Coen, Sharon. "Collective guilt and shame in intergroup relations : the effects of group based guilt and shame on intergroup attitudes and prosocial behaviour." Thesis, University of Sussex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441031.

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5

Cohen, Taya R. Insko Chester A. "The effects of empathy on intergroup conflict and aggression examining the dual roles of empathy in fostering positive and negative intergroup relations /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1605.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology Social Psychology Program." Discipline: Psychology; Department/School: Psychology.

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6

Shaw, Noskin Moira Pacifica Parvanih. "Religion, morality, mandates, and conflict exploring the moral mandate effect as a predictor of religious conflict /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2007. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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7

Porter, Brandon L. "The effect of the norm of group interest in response to leader dissent." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1569847116979601.

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8

Spearmon, Margaret L. "Effects of learning about racial identity and oppression on social work students /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7752.

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9

Chang, Jin Wook. "The Effects of Group Status on Intragroup Behavior: Implications for Group Process and Outcome." Research Showcase @ CMU, 2015. http://repository.cmu.edu/dissertations/516.

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How does the status of a group influence the behavior of individuals within the group? This dissertation aims to answer this question by investigating the psychological and behavioral implications of membership in high- versus low-status groups, with a primary focus on the impact of membership in a high-status group. I propose that membership in high-status groups leads to self-oriented intragroup behavior, behavior that best suits members’ own interests regardless of the impact on group outcomes. In five studies, I test this idea and examine the psychological mechanism underlying this effect. The first three studies find that membership in a high-status group (a) decreases the resources allocated for the group as members attempt to ensure personal gain; (b) lowers the preference for a competent newcomer who may enhance group outcome but who may jeopardize personal gains; and (c) reduces the amount of voluntary information sharing during group negotiations, hindering group outcomes. The findings also reveal that reducing the conflict between group and personal interests via cooperative incentives encourages group-oriented behavior in high-status groups. The next two studies conceptually replicate these findings focusing on members’ information withholding – self-oriented behavior designed to prevent other in-group members from outperforming them. Specifically, results reveal that high-status group-membership increases intentional withholding of information, which in turn impairs group outcomes. However, this damaging pattern of intragroup behavior triggered by membership in a high-status group is alleviated when group members are led to believe that their group status is at stake. Taken together, this dissertation provides converging evidence that membership in high-status groups increases emphasis on personal interests within the group and that these concerns manifest in intragroup behavior that is distinct from that triggered by membership in low-status groups. The findings illuminate how the status of a group might shape the ways that members interact with other in-group members, as well as document the potential micro- and meso-level mechanisms through which status differences among social groups persist and change.

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10

West, Keon P. A. "Effects of real and imagined contact under conditions of socially acceptable prejudice." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:94131925-43ae-461f-b16e-1a8d164f1b8d.

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The objective of this thesis was to examine the effectiveness of contact and imagined contact (a derivative of direct contact) in reducing intergroup prejudice when the prejudice in question is deemed socially acceptable. Studies focused on two populations that are targets of socially acceptable, prejudice – people suffering from schizophrenia in the U.K., and homosexual men in Jamaica. These target groups were selected because they are similar in that they are both targets of socially acceptable prejudice, but also because of their differences in that the stereotypes associated with them are quite dissimilar. The first part of the thesis empirically tested the assumption that the aforementioned populations are targets of socially acceptable prejudice. Two cross-sectional studies, one of which was also cross-cultural, measured motivation to control prejudice against these target groups, and compared it to motivation to control prejudice against targets of socially unacceptable prejudice. I found that motivation to control prejudice against people with schizophrenia in the U.K. was lower than motivation to control prejudice against Black people in the U.K. Also, motivation to control prejudice against homosexual men was higher in the U.K. and the U.S.A. than in Jamaica, and differences in motivation to control unspecified prejudice were significantly smaller. The second part examined the association between actual contact and prejudice for both populations. Two cross-sectional studies, one of which was also cross-cultural, found that contact was associated with less prejudice. This effect was mediated by intergroup anxiety in all cases, and also by fear in the case of people with schizophrenia. Furthermore, I found that contact was more strongly negatively associated with anti-homosexual prejudice in Jamaica, where the prejudice is socially acceptable, than it was in Britain, where the prejudice is not socially acceptable. The third part tested the effect of imagined contact, a form of extended contact, on prejudice against people with schizophrenia. Four experimental studies demonstrated that imagined contact can be an effective means of reducing prejudice against this group. However imagined contact must be conducted in very specific ways, otherwise it has the potential to increase prejudice against people with schizophrenia.

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11

WANG, Liyan. "Effects of goal interdependence and social identity on departments and their relationships in China." Digital Commons @ Lingnan University, 2005. https://commons.ln.edu.hk/mgt_etd/20.

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Synergy among departments is increasingly considered vital for organizations to use their full resources to deal with threats and explore opportunities in the rapidly changing marketplace. Although valuable, developing synergy among departments is a difficult management challenge. Departments within organizations often have their own business goals, yet the coordination of these goals is a precondition for overall organizational effectiveness. The need for goal coordination makes departments interdependent (Thompson, 1967), but this interdependence may become particularly problematic when the different departmental goals are incompatible (St. John & Hall, 1991). Because of the value of cooperative goals for coordination, managers want to understand the conditions that lead people to believe their interests are basically positively associated in an organizational setting. In this study, we explore what factors increase the likelihood of having broad role identities, in which employees not only care for the goals characteristic of their own department, but also for goals of other departments. This gives rise to the question of not whether, but under what circumstances, departments develop organizational cohesion. That is the key question that must be approached by theories of intergroup relations in order to successfully understand the dynamics of interdepartmental coordination, cooperation, and conjunction. In this study, we propose that the degree to which people have concern for the organizational goals is partly rooted in interdepartmental goal interdependence. This study assumes that high departmental and interdepartmental effectiveness will be promoted by constructive cooperation between departments within organizations. In doing so, we connect the theory of cooperation and competition and social identity theory to test what interdepartmental structures will improve organizational effectiveness. Accordingly, we consider a congregation of structures by which coordination between departments can be managed. The study suggests that interdepartmental relationships are influenced or determined by contextual structures, especially task interdependence, shared rewards, and interdepartmental groups, operating first upon goal interdependence and social identity, with the effects on the interdepartmental coordination as subsequent outcomes. In practice, if each group were producing its own product or service, there might be little need for significant intergroup coordination. In most cases, however, identifiable groups in organizations are producing only a segment of the organization’s product or service. Coordination between such groups is a necessity. As professional firms that provide multiple services are well suited to exploring interdepartmental relationships (Tomasic, 1991; Eccles and Crane, 1988), this study collected the questionnaires from financial companies in mainland China. As a result, we found that three factors promoted effective interdepartmental coordination and thus high organizational performance. First, coordination will be more effective if there are compatible or cooperative goals between departments. Second, coordination will be more effective if the departments are addressed and rewarded on over-all performance measures embracing the activities of the several departments. Third, interdepartmental coordination will be more effectively achieved and over-all organizational performance will be higher to the extent that departments have salient organizational identities rather than departmental identities. This research has both theoretical and practical contributions. Theoretically, this study provides a test of whether interdepartmental structures promote synergy in financial companies in China. This study adds to research on cooperation and competition by identifying the interdepartmental structures as important antecedents to goal interdependence. This study adds to research on social identities by identifying the interdepartmental structures such as motivational and affective antecedents to organizational identities. This study also adds to research on intergroup relationships by developing the model to enhance the coordination relations among formal departments in organizations. Practically, this study has implications for developing interdepartmental relationships in the company, especially in those financial companies in mainland China; this study also provides empirical evidence of the utility of the interdepartmental structures and suggests that cooperative goals and organizational identity mediate their effects on organizational effectiveness.

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12

Charlton, Kelly. "Attempting to gain access into a high power group : the effects of boundary permeability and outcome /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901224.

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13

Valacich, Joseph S. "Group size and proximity effects on computer-mediated idea generation: A laboratory investigation." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184829.

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This dissertation investigated the effects of group size, group member proximity and the interaction of these two variables on the performance of brainstorming groups in a synchronous, computer-mediated environment. A laboratory experiment was employed to manipulate the independent variables group size (4- and 8-member) group member proximity. Group member proximity was manipulated by allowing proximate groups to work in a single meeting room, while members of distributed group worked in separate rooms. The subjects, upper-level, undergraduate business students, were asked to identify and discuss all "people, groups and organizations" that would be affected by a proposed policy to require all undergraduate business students to have individual access to a personal computer. The computer-mediated brainstorming system allowed all group members to enter and share information simultaneously, as all communication was electronic. Group performance was assessed by counting the total number of unique solutions generated and by the sum of expert rated quality scores for each unique solution. Groups in all conditions contributed approximately the same number of comments and felt equally satisfied. Contrary to an ample body of noncomputer-mediated brainstorming research, large groups were more productive than small groups for both idea quantity and quality. Small groups were, however, more productive than large groups on a per person basis, as increased group size yielded diminishing returns. Remote groups were more productive than proximate groups. Group researchers have found that group interaction produces productivity gains and losses, each of which increase in strength as the group size increases. This research found group productivity losses for computer-mediated brainstorming to be relatively constant, as the technology mitigated productivity inhibitors in conditions where prior noncomputer-mediated research has found these losses to increase (i.e., larger groups).

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14

Haery, Todd Cameron. "(Pro-) Socially conscious hip hop: Empathy and attitude, prosocial effects of hip hop." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587747399137313.

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15

Menking, Ricky Arnold. "The Effects of Team Dynamics Training on Conceptual Data Modeling Task Performance." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5448/.

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Database modeling is a complex conceptual topic often taught through the use of project-based teams. One of the problems with the use of project-based teams in university courses is the determination of whether this is the most effective use of instructor and student time involvement and effort level. Therefore, this study investigated the impact of providing team dynamics training prior to the commencement of short-duration project-based team conceptual data modeling projects on individual data modeling task performance (DMTP) outcomes and team cohesiveness. The literature review encompassed conceptual data design modeling, the use of a project-based team approach, team dynamics and cohesion, self-efficacy, gender, and diversity. The research population consisted of 75 university students at a North American University (Canadian) pursuing a business program requiring an information systems course in which database design components are taught. Analysis of the collected data revealed that there was a statistically significant inverse relationship found between the provision of team dynamics training and individual DMTP. However, no statistically significant relationship was found between team dynamics training and team cohesion. Therefore, this study calls into question the value of team dynamics training on learning outcomes in the case of very short duration project-based teams involved in conceptual data modeling tasks. Additional research in this area would need to clarify what about this particular experiment might have contributed to these results.

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16

Sharp, Melanie. "Validation of self-reports for use in contact research." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:3ee1df93-1a91-4645-b298-d1d2a80853ff.

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The aim of this thesis was to investigate whether self-report measures of contact are valid for use in research testing the ‘contact hypothesis’. The vast majority of contact research has relied on the assumed validity of self-report methods of data collection (Pettigrew & Tropp, 2006), even though the potential weaknesses of self-report methodology generally have been well documented. This reliance is necessary, as self-reports remain the only practical method so far developed of measuring certain of the facilitating conditions developed by Allport (1954/1979), and particularly of direct and indirect cross-group friendship (Pettigrew, 1998; Wright, Aron, McLaughlin-Volpe, & Ropp, 1997). However, if self-reports are not a valid method for measuring contact, the derived implications of a large portion of the research effort are potentially flawed. This thesis attempted to address this important oversight, using a variety of methods to investigate whether the use of self-reports in future research on intergroup contact is appropriate. Studies 1 and 2 demonstrated that self-reports of contact show considerable resistance to context effects, particularly in comparison with self-reports of the more subjective construct of attitudes. Studies 3-5 demonstrated that self-reports of contact agree with the observer-reports of a single observer who knows the target intimately – the spouse or parent. Studies 6 and 7 replicate this agreement through the consensually supported observer-reports of three close friends of the target, thereby reducing any variance due to individual response biases. Finally, studies 8 and 9 demonstrate the concurrent criterion-related validity of self-reports of contact, in that they are able to predict contact on a very large online network called Facebook, on which real-world rather than purely online friendships are primarily represented. These findings offer considerable support for the validity of self-reports as a suitable method for measuring contact. As self-reports remain the only method which has thus far proven suitable for the measurement of those aspects of contact which are essential for exploration of the contact hypothesis, this thesis presents a very heartening and optimistic conclusion and supports the continued use of self-reports in contact research.

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17

Molix, Lisa Ann. "The generalization of positive intergroup attitudes reducing intergroup anxiety /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5947.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 24, 2009) Vita. Includes bibliographical references.

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18

Islam, Mir Rabiul. "Hindu-Muslim intergroup relations in Bangladesh : a cognitive-intergroup analysis." Thesis, University of Bristol, 1992. http://hdl.handle.net/1983/0d793448-251c-4cc2-92e9-caccf9bf9f3a.

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19

Cunningham, Matthew P. "Intergroup Relations in Inclusive Classrooms| The Development and Validation of the Intergroup Relations Classroom Environment Scale (IRCES)." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718206.

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Before the Education for All Handicapped Children Act (1975), most efforts to educate students with disabilities happened in isolation. Within the last 40 years, a growing number of districts and individual schools have experimented with inclusive models in hopes of successfully educating students with and without disabilities in the same classrooms; however, general education students still hold negative attitudes toward students with disabilities. The contact hypothesis of intergroup contact theory postulates that prejudicial attitudes toward out-groups can be alleviated if the following conditions are present in and around contact situations: equal status, cooperation, common goals, and institutional support. The purpose of this dissertation was to create and validate the Intergroup Relations Classroom Environment Scale (IRCES), a teacher self-report survey instrument that, within K-12 classrooms, measures the four aforementioned conditions along with two additional conditions that theorists have added to the original list. Data collected from an extensive review of the literature, focus groups with experienced K-12 teachers and administrators, and interviews with social and cognitive psychologists were used to generate scale items; exploratory factor analyses were conducted to test the hypothesized six-factor model and reduce the number of items; and, the IRCES subscales were correlated with other classroom and school environment scales to assess convergent and discriminant validity. Analyses resulted in a 43-item, multidimensional scale that theoretically and practically matches the six optimal contact conditions. The IRCES provides researchers, administrators, and teachers with further knowledge of how to create and maintain a safe learning environment for all students.

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Budde, Emily H. "The Effects of Superordinate Goals and Superordinate Identity on Outgroup Liking and Behavioral Aggression." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1596743554363842.

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21

Meslemani, Dorey M. "A paradigm for the study of intergroup interactions." Connect to this title online, 2004. http://hdl.handle.net/1811/260.

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Senior Honor's Thesis (Psychology)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains 29 p.; also includes graphics. Includes bibliographical references (p. 22-24). Available online via Ohio State University's Knowledge Bank.

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22

Al, Ramiah Anathi. "Intergroup relations in Malaysia : Identity Contact and threat." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509918.

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23

Livingstone, Andrew George. "Social identity content and norms in intergroup relations." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426166.

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24

Leonardelli, Geoffrey Joseph. "Smaller Can Be Better: Minority Affirmation in Intergroup Relations." Connect to resource, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1212002720.

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25

Williams, Stacey L. "LGBT Health Disparities: Rallying Stigma and Intergroup Relations Researchers." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8090.

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26

O'Sullivan, Clodagh M. "Tolerance in intergroup relations: cognitive representations reducing ingroup projection." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/140.

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This study assessed the personal, career and learning skills needs of 196 psychology students (M= 56, F= 103). The preferred means of counselling assistance, preferred experience of counselling and preferred counselling provider were also assessed. The most highly endorsed needs were time management skills (83.5 pecent, n=162), learning test-taking strategies (82 percent, n=159), job search strategies (73.6 percent, n=142), increasing self-confidence (70.3 percent, n=135), increasing motivation (72.4 percent, n=134), controlling anxiety and nervousness (68.7 percent, n=134), public speaking anxiety (68 percent, n=134), understanding career interests and abilities (67.5 percent, n=131), fear of failure (68.1 percent, n=130), and improving study skills (66.5 percent, n=129). Significant sex differences were found for the following, finding a greater purpose in life, controlling weight, job search strategies, concerns about career choice, understanding career interests and abilities in the selection of major subjects and improving study skills. Males highly endorsed the need for finding a greater purpose in life, job search strategies, and concern about career choice, understanding career interest and abilities, selection of major subjects and to improve study skills, whereas females endorsed the need for controlling weight. Respondents indicated individual counselling as being their preferred means of counselling assistance, but lectures were the most prevalent means of assistance previously received by respondents. Most respondents (78.1 percent) found the assistance they had received to be helpful.

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Yam, Pak Chun. "The social functions of intergroup schadenfreude." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:8c1abc6e-5549-4cc6-8012-a3e0f4930ec3.

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Schadenfreude is a German word, which describes the pleasure that people take in someone else's misfortune. The aim of the present research was to investigate the social functions of intergroup schadenfreude. Chapter 2 presents Studies 1-3, focusing on the social functions of experiencing intergroup schadenfreude in the context of football tournaments, using both concurrent and retrospective methods. Study 1 did not find any relation between change in perceived relative status and intergroup schadenfreude, possibly because of the sample's low domain interest and identification. However, schadenfreude was positively associated with change in status in Study 2 and with change in performance evaluation in Study 3 as expected. Also, across all three studies, intergroup schadenfreude was associated with consequences corresponding to its social distancing (e.g., distance from or dislike of the outgroup and intention to humiliate its members) and social affiliation functions (e.g., intention to celebrate with ingroup members). Importantly, schadenfreude mediated the effects of change in status (Study 2) and performance evaluation (Study 3) on these consequences. Chapter 3 presents Studies 4 and 5, which investigated whether social status is specifically associated with intergroup schadenfreude, and examined whether this social concern helps to differentiate intergroup schadenfreude from victorious joy (i.e., happiness about a third-party's victory). I developed a new experimental paradigm to manipulate participants' concern for status to elicit feelings of intergroup schadenfreude. I also manipulated participants' concern for external rewards associated with the third-party's victory to prompt victorious joy. However, in both studies, the concern for external rewards was the main influence on both intergroup schadenfreude and victorious joy, although a multivariate interaction between the two motives affected these emotions in Study 4. Hence, these studies suggest that status may be only one of the many motives underlying intergroup schadenfreude. Chapter 4 presents Study 6, which was a vignette-based study investigating the social affiliation functions of sharing intergroup schadenfreude as a function of ingroup identification. Participants read tweets from an ingroup member expressing either intergroup schadenfreude or victorious joy. Identification was also manipulated. However, results showed that recipients of intergroup schadenfreude messages formed more negative impressions of the tweeter and intended to distance themselves from him/her more than recipients of victorious joy messages. Chapter 5 provides an overview of the findings, contributions, and limitations of these six studies and discusses directions for future research. Overall, this thesis went beyond the current focus on the antecedents of schadenfreude and took steps towards the development of a social-functional account of intergroup schadenfreude.

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Charlesford, Jaysan J. "The moderating effect of intergroup climate on the prejudice-reducing effects of intergroup contact." Thesis, University of Plymouth, 2017. http://hdl.handle.net/10026.1/9670.

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Drawing upon intergroup contact theory (Allport, 1954; Pettigrew 1998) and the emerging literature on intergroup climate (e.g., Christ et al., 2013, 2014), I utilised various antipathetic intergroup relationships (e.g., Black people vs. White people; non-Muslims vs. Muslims), and various models of contact (e.g., Pettigrew, 1998; Koschate & van Dick, 2011) to test whether the effect of higher quality contact on less prejudice was facilitated by perceptions of a more positive intergroup climate. Results supported Allport’s (1954) classic model of four contact conditions independently predicting prejudice, although the conditions of ‘equal status’, ‘goal interdependence’, and ‘cooperation’ loaded strongly onto a separate factor than did ‘authority support’. Intergroup climate was successfully modelled as perceptions of intergroup norms, ingroup norms, and sociohistoric norms; further, there was some indication that beliefs regarding authority – traditionally considered a contact condition – might also impact intergroup climate in the form of macro authority norms. Results further supported the position that individuals are sensitive to intergroup climate, perceptions of which exhibited a separate – and stronger – effect on outgroup attitudes than did quality of personal contact. Regarding the proposed moderating effect of intergroup climate on contact effects, results were equivocal across studies. Some results supported the prediction of a facilitating effect of warmer ingroup norms on stronger contact effects. However, analyses of cross-sectional data revealed some evidence for an inhibitory effect, such that more negative (vs. positive) perceptions of intergroup climate were associated with a stronger relation between higher quality contact and warmer outgroup attitudes. Therefore, some aspects of intergroup contact might be most effective in negative intergroup climates. Theoretical and practical implications for contact researchers, prejudice researchers, and practitioners, are discussed.

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Finchilescu, Gillian. "Social identity theory and intergroup attributions." Thesis, University of Oxford, 1991. http://ora.ox.ac.uk/objects/uuid:cc771223-b470-45c3-8584-3bcd4c3fd142.

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The central proposition of this thesis is that intergroup attributions and explanations, like any other intergroup behaviour, are affected by the perceived relations between the groups. Social Identity Theory (SIT) was adopted as the theoretical framework within which to investigate intergroup relations. According to this theory, intergroup behaviour is affected by the relative status the groups bear to each other, together with the perceived legitimacy and stability of this status hierarchy. The thesis proposes two amendments to the theory. It is argued that perceived legitimacy and perceived stability have different effects on intergroup behaviour and hence can not be subsumed under the general category of "insecure comparisons". It is also suggested that intragroup variability exists in these perceptions. A study was conducted which confirmed these propositions, and predictions emerging from SIT concerning the effect of these perceptions on intergroup behaviour and attitudes received considerable support. In examining the effect of the intergroup perception factors on bias in intergroup attributions, the thesis focuses on two types of groups: race and gender. Three types of attribution were considered in different studies: explanations of intergroup inequality, attributions of blame for rape or robbery and attributions for individual group members' actions and outcomes. The results indicate that the relative status of the groups, together with the perceptions of the legitimacy of this status hierarchy influence the first two - the explanations for inequality and the attributions of blame made to the victim and perpetrator of crimes. In general, it appears that the 'prise de conscience' of the illegitimacy of the intergroup situation is the motivating force in rejecting the domination of the high status group over the low status group, by members of both the high and low status groups. However, the third type of attributions, the intergroup explanations made for individual group members' actions and outcomes were not in general affected by these factors. It was suggested that either the intergroup aspect of these vignettes lacked the salience to elicit an intergroup response, or that the actors in the vignettes were treated as atypical of the groups.

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Riek, Blake M. "Does a common ingroup identity reduce intergroup threat?" Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 100 p, 2007. http://proquest.umi.com/pqdweb?did=1362527871&sid=48&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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31

Bernstein, Michael J. "THE IMPACT OF INTERGROUP THREAT ON THE PROCLIVITY TO EXCLUDE POTENTIAL MEMBERS FROM THE INGROUP." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1185225085.

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Wadian, Taylor W. "The power of personalization: using a personalized storybook depicting a cross-group friendship to improve White children’s attitudes, feelings, and behaviors toward Black and Hispanic peers." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/38152.

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Doctor of Philosophy
Department of Psychological Sciences
Mark A. Barnett
In the current study, 141 White third- and fourth-grade children were asked to provide their attitudes, feelings, and behaviors toward White, Black, and Hispanic peers several days before and after being read a personalized or non-personalized storybook that depicted the children, themselves (personalized) or an unfamiliar White character (non-personalized), in a cross- or same-race friendship with a target Black (cross-race) or White (same-race) storybook character. Further, children were asked to provide their attitudes, feelings, and behaviors toward the target Black or White storybook character immediately before and after being read the storybook, and report how much they felt imaginatively transported into the narrative of the story after being read the storybook. In general, and consistent with Harwood’s (2010) two-dimensional framework of contact space, it was predicted that a personalized storybook that depicted the children, themselves, in a cross-race friendship with a Black storybook character would be more effective than a non-personalized version of the storybook at improving their ratings of the Black storybook character as well as their attitudes, feelings, and behaviors toward the Black and Hispanic peers. Although analyses of the data yielded several interesting findings, no support was found for the main predictions involving the potential impact of a personalized storybook on White children's ratings of the Black storybook character, Black peers, and Hispanic peers. In fact, the only significant effect of the personalization of the storybook that merits attention involved the children’s imaginative transportation into the cross-race friendship story. Specifically, and consistent with prediction, children in the cross-race friendship storybook condition reported feeling more imaginatively transported into the narrative of the storybook when it was personalized than when it was not personalized. In sum, although personalization was indeed “powerful” in elevating White children’s imaginative transportation into a storybook that depicted a cross-race friendship, it was not powerful enough to influence their attitudes, feelings, and behaviors toward the Black storybook character, the Black peers, or the Hispanic peers. The implications and limitations of the present study, as well as directions for future research, are addressed.

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33

Batalha, Luisa. "Intergroup Relations : When is My Group More Important than Yours?" Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8502.

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Albarello, Flavia <1979&gt. "When the others are less human: dehumanisation in intergroup relations." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2008. http://amsdottorato.unibo.it/1015/.

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Williams, Stacey L. "Mobilizing Intergroup Relations and Stigma Researchers Around LGBT Health Disparities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8053.

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36

Adesokan, Adekemi Abiola. "Intergroup contact in Nigeria : nature and consequences of close interethnic relationships." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:5ee979fa-368b-4a35-8847-3166a67c90c2.

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This thesis studied the nature and consequences of close intergroup contact in Nigeria. Chapter 1 provides a background to intergroup relations between the ethno-religious groups in Nigeria. Chapter 2 provides an introduction to the theoretical framework, which is the intergroup contact hypothesis (Allport, 1954), with special emphasis on the role of friendship in intergroup contact research. The chapter addresses the possibility that negative intergroup contact exacerbates prejudice and outlines the role of indirect forms of intergroup contact, namely extended contact (Wright, Aron, McLaughlin-Volpe, & Ropp, 1997), vicarious contact (Mazziotta, Mummendey, & Wright, 2011), and imagined contact (Crisp & Turner, 2009) in prejudice reduction. Indirect forms of contact have been suggested as alternatives to direct contact, if no or only limited direct contact opportunities are available. All empirical studies in this thesis were conducted in south-west Nigeria with respondents who belong to the Yoruba majority group. The target groups were Hausas, Edos, and Igbos (minority groups in the area). Chapter 3 consists of two repeated measure studies (Studies 1 and 2) which compare the quality of in-group (Yoruba and Yoruba) and cross-group (Yoruba and Igbo) friendships. The findings showed that, provided the duration of friendship is controlled for, cross-group friendships are rated as largely similar in quality and closeness to in-group friendships, fulfilling key functions of friendship. Chapter 4 consists of two cross-sectional studies (Studies 3 and 4) which tested the secondary transfer effects from direct and extended cross-group friendships. The findings showed that direct and extended cross-group friendship with Igbos was associated with more favourable attitudes towards Hausas. The studies showed for the first time that extended cross-group friendship yields secondary transfer effects. Chapter 5 focuses on the effects of positive and negative intergroup contact with Igbos on out-group attitudes (Study 5). It was shown that negative intergroup contact had an effect on attitudes over and above the effect of positive contact. As expected, positive contact with Igbos was associated with more favourable attitudes towards Igbos, and negative contact with Igbos was associated with less favourable attitudes towards Igbos. Additionally, Study 5 showed secondary transfer effects of negative intergroup contact. Chapter 6 contains a multilevel-study (Study 6) which explores the effects of roommate diversity (i.e., having at least one Igbo roommate) on out-group attitudes. Roommate diversity was linked to more positive attitudes towards Igbos, the roommate’s ethnic group. Moreover, it was shown that contact with Igbos was associated with more positive attitudes towards Edos and Hausas on the within-level. On the between-level roommate diversity was associated with more positive attitudes towards Egos. Chapter 7 summarizes the key findings of the studies and discusses theoretical and practical implications of the research.

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Tobias, Jutta M. ""Best buddy taking on big daddy" : factors affecting coalition formation between in- & out-group members." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Summer2006/j%5Ftobias%5F053006.pdf.

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Yeung, Law Koon-chui Agnes. "Intergroup relationships and the political orientation of Chinese youth /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1745718X.

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39

Filak, Vincent F. "Conflict and convergence : a study of intergroup bias and journalists /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091920.

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40

Macdonald, Gillian. "Empathy and intergroup relations : do people empathize less with outgroup members? /." Waterloo, Ont. : Wilfrid Laurier University, 2005. http://wwwlib.umi.com/cr/wlu/fullcit?pMR04875.

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Thesis (M.A.)--Wilfrid Laurier University, 2005.
Includes bibliographical references (l. 92-99). Issued also online via the World Wide Web; full text files in PDF format available to WLU users. Available in microfiche format.

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Oldenhuis, Hilbrand Klaas Evert. "I know what they think about us: metaperceptions and intergroup relations." [S.l. : Groningen : s.n. ; University Library Groningen] [Host], 2007. http://irs.ub.rug.nl/ppn/304003158.

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42

Bergman, M. M. "Acculturation, identity, and intergroup relations of Mexican Americans and European Americans." Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596588.

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This thesis explores the dynamic interaction between identity and intergroup relations. More specifically, it focuses on how members from a particular ethnic group represent their self, their ingroup, and a salient outgroup, and how these representations are linked to attitudinal and behavioural statements toward that outgroup. The first four chapters of this work examine theoretical, conceptual, and methodological issues, and suggest possible improvements with respect to social psychological theory and research on ethnic identity and intergroup relations, especially as these relate to intergroup contacts and acculturation. While ethnicity is generally understood as a powerful explanatory variable - accounting for variations in attitudes, behaviours, and identities - it is argued here that within-group variations deserve equal attention, since these may reveal a considerable divergence in identities and experiences of intergroup relations despite the constraints imposed by ethnic group membership. Such bifocal considerations provide important insights into the dynamics of identity formation as well as cooperation and conflicts between groups. The subsequent three chapters apply these theoretical and methodological proposals empirically. More precisely, the empirical research explores the propositions with data collected from Mexican Americans and European Americans residing in the south-west of the US. Four types of evidence are used for the purposes of this thesis. Existing literature not only provides an account of the variations of identity and intergroup relations, but also exemplifies variations in framing and positioning in terms of identity and intergroup relations. Ethnographic data reveal additional insights into the structures and processes considered in this work. Third, interview data serve not only to formulate theory and hypotheses but also to refine the interpretation of the statistical results. Finally, questionnaire responses from 201 European Americans and 93 Mexican Americans permit testing and exploration of the theoretical and conceptual propositions.

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Pertiwi, Yopina Galih. "The Role of Physician Social Identities in Patient-Physician Intergroup Relations." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556750133228496.

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Wardrop, Hazel Moira. "Analysing changing public attitudes towards equality and intergroup relations : developing a new measure of good relations." Thesis, University of Kent, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633528.

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This thesis explores the conceptualisation and measurement of good relations, and the social and psychological consequences of improving good relations in communities. Good relations is at the forefront ofUK social policy, being at the centre of the Equality and 36 Human Rights Commission's (EHRC) mandate since its inception in 2010. Before this, good relations had been a strong presence in social policy for more than a decade. However, compared to other measures of social harmony, good relations is extremely under-researched. The studies presented in this thesis use a range of research methods to develop our understanding of good relations . First, it explores the conceptualisation of good relations, provid{ng an overview of measures of social harmony conceptually close to good relations. Second, it provides an overview of social psychological theories that can provide insight into possible barriers to good relations as well as the potential outcomes, positive and negative, of improving good relations. Finally, the thesis explores good relations as an evaluative tool. The research revealed a reliable measure of good relations which was robust across a number of different study designs and samples both in the lab and in the field. The research revealed good relations to be positively related to measures of neighbourliness, volunteering, and lower social isolation, although distinct in its capacity to capture the relational aspect of social harmony. The research contributes uniquely to both social policy and social psychology by highlighting the role of social identification within a multidisciplinary measure of good relations, and the importance of equality when promoting good relations. The findings of the presented here have importance for both social psychological theory and social policy. Policy implications include EHRC's duty to consider the level of equality and deprivation in a target community, and consider what the consequences may be of fostering good relations in that community before initiating an agenda of good relations.

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Lamoreaux, Marika J. "Reducing intergroup bias when contact is instrumental for achieving group goals /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 93 p, 2008. http://proquest.umi.com/pqdweb?did=1597617771&sid=10&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Chen, Maggie. "Intergroup Relations: The Role of Racial Socialization, Racial Identity, and Racial Stereotypes on Intergroup Contact between Asian Americans and African Americans." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107099.

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Thesis advisor: Anderson J. Franklin
Previous research on intergroup relations between racial groups primarily focused on relations between Whites and various ethnic minority groups, studies on relations between ethnic minorities have been neglected and underexamined (Bikmen, 2011). Allport’s (1954) intergroup contact theory suggested that when the groups in contact are perceived to have similar status, contact could lead to reduced prejudice and improved intergroup relations. Asian Americans and African Americans occupy different status positions on the U.S. racial hierarchy. Although their relative status positions are important factors to consider in understanding their evaluations and interactions with each other, the influence of racial psychological factors are also important to consider because they may influence how status is perceived. Thus, the current study investigated how racial socialization, racial identity, and racial stereotypes influence contact between Asian Americans and African Americans. U.S.-born Asian American (N = 190) and African American (N = 304) adults completed an online survey containing a demographic information sheet, the Racial Socialization Influences Scale (Harrell, 1997), the People of Color Racial Identity Attitudes Scale (Helms, 1995), the Negative Attitude Toward Asians Scale (Ho & Jackson, 2001), the Anti-Black Scale (Katz & Hass, 1988), the Intergroup Contact Measure (Stathi & Crisp, 2010), and the Behavioral Intentions Scale (Esses & Dovidio, 2002). Results from multivariate multiple regression analyses suggested that racial socialization, particularly exposure to racially diverse environments, was positively related to the frequency and quality of contact, as well as willingness to engage in future contact for both Asian Americans and African Americans; whereas race-related discussions was associated with African Americans’ endorsement of Asian stereotypes. In addition, the study showed that racial identity schemas partially mediated the relationship between racial socialization and intergroup contact, and the relationship between racial socialization and racial stereotypes. Finally, findings revealed that African Americans reported more willingness to engage in future contact with Asian Americans than Asian Americans reported with African Americans. Discussions included methodological limitations, and implications for research and practice
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology

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Byrnes, Janet. "Guilt and shame as intergroup emotions applied within the South African context." Thesis, University of Fort Hare, 2009. http://hdl.handle.net/10353/154.

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The present paper will inform about three studies that seek to make a contribution to the area of self-conscious emotions, namely guilt and shame, and their consequences for intergroup relations in a South African context. As with previous research, this research investigated whether belonging to a particular group (i.e. being a white South African) is likely to evoke feelings of collective guilt and collective shame when reminded of the atrocities of Apartheid, even though the individual members did not personally contribute to their group’s negative history. The first study aimed to investigate experimentally the effects of experienced collective ingroup guilt and shame on the desire to make reparation. The second study aimed to test the relationship between guilt/shame and reparation of white South Africans in the field. Furthermore, the second study aimed to account for the dialectical aspects of the intergroup situation by exploring guilt/shame and reparation of white South Africans as expected by young black South Africans (as members of the previously oppressed group). The third study aimed to replicate the differences between experienced guilt/shame/reparation and reported ingroup identification by white South Africans and the expected guilt/shame/reparation from white South Africans and reported ingroup identification by black South Africans as found in the study 2. In addition, the third study aimed to control the antecedents for collective guilt and for collective shame. It also explored the impact knowledge about atrocities of the ingroup (white participants) has on emotions and reparation attitudes and whether perceived status relations at present and in the future impacts the emotions as well general reparation attitudes.

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Weber, J. Mark (Jonathan Mark). "Social identity, disidentification, and the at-risk student : an intergroup relations perspective." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26767.

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The present study surveyed 644 (337 males, 306 females) high school students and found that social groups that were disidentified from schools, when compared to identified groups; (a) were perceived to be more distinctive, (b) were more sensitive to the number of competing outgroups, (c) had more closed and cohesive group structures, (d) were perceived to have more homogeneous memberships, and (e) were perceived to be more likely to enact behavioral sanctions against members who strayed from internal group norms. While members of school-identified groups had better self-esteem on average than members of disidentified (at-risk) groups, members of disidentified groups who felt closely connected to their groups had better self-esteem than those who felt more loosely associated, and, such disidentified group members had self-esteem comparable to even identified group members. The results of the present study suggest that the dominant individualistic paradigm fails to satisfactorily explain, or address the needs of socially connected at-risk students who rely on their anti-normative groups to buoy their self-esteem and define their identities.

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Weber, J. Mark. "Social identity, disidentification, and the at-risk student, an intergroup relations perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29577.pdf.

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King, John T. "A difficult dialogue : educating citizens in a divided society /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7859.

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