Ruth van Veelen

An Integrative Model of Social Identification Self-Stereotyping and Self-Anchoring as Two Cognitive Pathways

Social identification denotes individuals’ psychological bond with their ingroup. It is an indispensable construct in research on intragroup and intergroup dynamics. Today’s understanding of social identification is firmly grounded in self-stereotyping principles (i.e., assimilation to the ingroup prototype). However, we argue for a more integrative approach to understand social identification, including a more prominent role for the personal self. We present the Integrative Model of Social Identification (IMSI) and postulate that there are two cognitive pathways to self–group overlap that can simultaneously yet distinctly explain social identification: self-stereotyping and self-anchoring (i.e., projection of personal self onto ingroup). We review different theoretical and methodological approaches to both processes and integrate them into one model. Subsequently, we empirically demonstrate the positive relationship between self-stereotyping, self-anchoring, and identification in various group contexts and individuals. In sum, our model highlights the dynamic interplay of personal and social self as cornerstones of social identification.

Social identification when an in-group identity is unclear: The role of self-anchoring and self-stereotyping

The present paper investigates how people identify with groups depending on the clarity of a groups identity content. According to self-categorization theory, self-stereotyping (i.e., projection of group prototypes onto self) should be the cognitive process underlying social identification. We argue, however, that this is only plausible in clearly defined groups. If a group is unclear in terms of its identity content, we argue that self-anchoring (i.e., projection of personal self onto group) accounts for social identification. In line with these hypotheses, two studies (with minimal and real groups) reveal that self-anchoring positively predicts the level of social identification and entitativity in unclearly, but not clearly defined groups. Conversely, self-stereotyping positively predicts the level of social identification in clearly, but not unclearly defined groups. Together, these findings are the first to demonstrate the differential impact of cognitive projection processes on social identification depending on group clarity.

A Personal Touch to Diversity: Self-Anchoring Increases Minority Members’ Identification in a Diverse Group

In diverse groups, minority members often indicate lower levels of identification and perceived acceptance than majority members. To date, we know relatively little about how the cognitive definition of the self may impact on identification with a diverse group. In this research, we argue that when minority members shape a cognitive group bond based on the personal self (i.e., self-anchoring) rather than the social self (i.e., self-stereotyping) this may boost their level of identification and perceived value in diversity. To test this, we assigned participants to a majority or minority position in a diverse group and manipulated self-anchoring and self-stereotyping via mindset priming (plus a control condition). As expected, only minority, but not majority members’ self-anchoring led to higher identification and value in diversity compared to self-stereotyping (and the control condition). Thus, a focus on the personal self in shaping a cognitive relation with a group enables minority members to belong while being different.

Newcomers to Social Categories Longitudinal Predictors and Consequences of Ingroup Identification

In the present article, we propose a dynamic model of the longitudinal predictors and consequences of ingroup identification among newcomers to a social category. We hypothesize a shift in the relative importance of intragroup affiliation as compared with intergroup differentiation for ingroup identification. Two longitudinal studies confirm the theoretical model assessing cross-sectional and longitudinal relationships between ingroup identification and interpersonal attraction, self-prototypicality, and ingroup favoritism at three measurement points during the first 4 months of group membership in two different social categories. Results demonstrate that in the initial phases of group membership, ingroup identification is mainly determined by intragroup affiliation (interpersonal attraction) and that ingroup favoritism starts playing a relevant role later on, when category membership has been established.

Social identification when an in-group identity is unclear: The role of self-anchoring and self-stereotyping: Identification with an unclear in-group

The present paper investigates how people identify with groups depending on the clarity of a groups identity content. According to self-categorization theory, self-stereotyping (i.e., projection of group prototypes onto self) should be the cognitive process underlying social identification. We argue, however, that this is only plausible in clearly defined groups. If a group is unclear in terms of its identity content, we argue that self-anchoring (i.e., projection of personal self onto group) accounts for social identification. In line with these hypotheses, two studies (with minimal and real groups) reveal that self-anchoring positively predicts the level of social identification and entitativity in unclearly, but not clearly defined groups. Conversely, self-stereotyping positively predicts the level of social identification in clearly, but not unclearly defined groups. Together, these findings are the first to demonstrate the differential impact of cognitive projection processes on social identification depending on group clarity.

Teaming Up or Down? A Multisource Study on the Role of Team Identification and Learning in the Team Diversity–Performance Link:

Prior literature paints an incoherent picture on the relationship between team diversity and performance. The current article investigates circumstances under which demographic diversity (gender and nationality) facilitates performance. Based on the categorization–elaboration model, we build a theoretical framework to demonstrate the crucial role of team learning and efficacy as mediators, and team identification as a moderator to understand how and when demographic diversity facilitates team performance. In a cross-sectional study among 72 project teams, data were collected from multiple sources (self-reports, database, and performance assessments) to obtain objective and subjective indices of team diversity and performance. Results from a multigroup structural equation model showed that team diversity facilitated performance for teams with a strong, but not a weak, collective team identity. Second, team diversity facilitated performance through increased team learning and team efficacy only for teams with a strong team identity. Finally, multisource data revealed a different pattern of results for objective and subjective measures. The objective diversity index seemed a more powerful predictor of performance compared with the subjective index, particularly for strongly identifying teams. These findings provide valuable insight for increasingly diversifying organizations, on the circumstances under which team diversity’s potential flourishes. Moreover, it underlines the importance of data triangulation as objective and subjective measures of diversity are conceptually different and show incoherent empirical findings in the diversity–performance link across extant literature.

Professional Learning Among School Leaders in Secondary Education: The Impact of Personal and Work Context Factors:

Purpose: School leadership is fundamental in efforts to successfully implement school reform and improve student and teacher learning. Although there is an abundant amount of research on school leaders’ formal training, assessment, and practice, little is known about their informal professional learning. In other words, how do school leaders learn at the workplace? To answer this question, we took an interactionist approach and argued that school leadership learning is based on the interplay between the school environment and the person. Specifically, we investigated the effect of school context (learning climate, social support), task (task variation), and the personal factor self-efficacy on both individual (reflection and career awareness) and social (asking for feedback and challenging groupthink) learning activities. Method: A questionnaire was administered among 1,150 school leaders in Dutch secondary education. Structural equation modeling was used to test the proposed relationships between our model variables. Findings: Self-efficacy positively predicted all four learning activities. Task variation positively predicted asking for feedback and reflection. Learning climate positively predicted asking for feedback, reflection, and career awareness. Interestingly, the effect of social support was twofold: It positively predicted social learning, but it negatively predicted individual learning. Finally, self-efficacy was an important mediator in the relationship between school context and professional learning. Conclusions: This study demonstrates how personal, task, and school context factors affect school leaders’ professional learning. These insights help develop tools and conditions for leaders to reflect and discuss on their practice, and to set an example for lifelong learning in schools.

Social identification when an in-group identity is unclear

The present paper investigates how people identify with groups depending on the clarity of a groups identity content. According to self-categorization theory, self-stereotyping (i.e., projection of group prototypes onto self) should be the cognitive process underlying social identification. We argue, however, that this is only plausible in clearly defined groups. If a group is unclear in terms of its identity content, we argue that self-anchoring (i.e., projection of personal self onto group) accounts for social identification. In line with these hypotheses, two studies (with minimal and real groups) reveal that self-anchoring positively predicts the level of social identification and entitativity in unclearly, but not clearly defined groups. Conversely, self-stereotyping positively predicts the level of social identification in clearly, but not unclearly defined groups. Together, these findings are the first to demonstrate the differential impact of cognitive projection processes on social identification depending on group clarity.