Stephen C. Wright

The Extended Contact Effect: Knowledge of Cross-Group Friendships and Prejudice

The extended contact hypothesis proposes that knowledge that an in-group member has a close relationship with an out-group member can lead to more positive intergroup attitudes. Proposed mechanisms are the in-group or out-group member serving as positive exemplars and the inclusion of the out-group members group membership in the self. In Studies I and 2, respondents knowing an in-group member with an out-group friend had less negative attitudes toward that out-group, even controlling for disposition.il variables and direct out-group friendships. Study 3, with constructed intergroup-conflict situations (on the robbers cave model). found reduced negative out-group attitudes after participants learned of cross-group friendships. Study 4, a minimal group experiment, showed less negative out-group attitudes for participants observing an apparent in-group-out-group friendship. The intergroup contact hypothesis (Allport, 1954; Williams, 1947) proposes that under a given set of circumstances contact between members of different groups reduces existing negative intergroup attitudes. Some recent research (reviewed below) suggests that the effect may be most clearly associated with the specific contact of a friendship relationship. The extended contact hypothesis, which we introduce here, proposes that knowledge that an in-group member has a close relationship with an out-group member can lead to more positive intergroup attitudes. This article presents the rationale for the extended contact effect, including three mechanisms by which it may operate, and four methodologically diverse studies to demonstrate the phenomenon.

Ingroup Identification as the Inclusion of Ingroup in the Self

This article presents a basic conceptualization of ingroup identification as the degree to which the ingroup is included in the self and introduces the Inclusion of Ingroup in the Self (IIS) measure to reflect this conceptualization. Using responses from samples of women and ethnic minority groups, four studies demonstrate the utility of this conceptualization of ingroup identification and provide support for the IIS. Results from these studies establish construct validity, concurrent and discriminant validity, and high degrees of test-retest reliability for the IIS. Reaction time evidence also is provided, supporting the use of the IIS as a measure of ingroup identification. Particular strengths of this conceptualization of ingroup identification and potential uses for the IIS are discussed.

The Personal/Group Discrimination Discrepancy: Perceiving My Group, but not Myself, to be a Target for Discrimination

An unexpected finding that has surfaced in research on discrimination is that respondents perceive a higher level of discrimination directed at their group as a whole than at themselves as individual members of that group. The present study directly tested this personal/group discrepancy by focusing on two groups of Canadian immigrants who have been the targets of much discrimination, Haitian and South Asian women. Respondents were questioned about their personal and group discrimination on four separate dimensions: race, culture, status as newcomers to Canada, and gender Strong support was found for the generality of the personal/group discrimination discrepancy. Three possible explanations for the discrepancy point to possible avenues for future research: the denial of personal discrimination, the exaggeration of group discrimination, and information-processing biases.

Cross-Group Friendships and Intergroup Attitudes A Meta-Analytic Review

This work identifies how cross-group friendships are conceptualized and measured in intergroup research, investigates which operationalizations yield the strongest effects on intergroup attitudes, explores potential moderators, and discusses the theoretical importance of the findings. Prior meta-analyses have provided initial evidence that cross-group friendships are especially powerful forms of intergroup contact. Although studies of cross-group friendship have grown considerably in recent years, varied assessments leave us without a clear understanding of how different operationalizations affect relationships between friendship and attitudes. With a greatly expanded database of relevant studies, the authors compared friendship–attitude associations across a wide range of specific conceptualizations. Time spent and self-disclosure with outgroup friends yielded significantly greater associations with attitudes than other friendship measures, suggesting that attitudes are most likely to improve when cross-group friendships involve behavioral engagement. Processes underlying cross-group friendships are discussed, as are implications for future research and application.

Including others in the self

We propose that to some extent, people treat the resources, perspectives, and identities of close others as their own. This proposal is supported by allocation, attribution, response time, and memory experiments. Recently, we have applied this idea to deepening understanding of feeling “too close” (including too much of the other in the self leading to feeling controlled or a loss of identity), the effects of relationship loss (it is distressing to the extent that the former partner was included in the self, liberating to the extent that the former partner was preventing self-expansion), ingroup identification (including ingroup in the self), and the effect of outgroup friendships on outgroup attitudes (including outgroup member in the self entails including outgroup members identity in the self).

Yet another dark side of chivalry: Benevolent sexism undermines and hostile sexism motivates collective action for social change.

The current research tests a model for understanding how benevolent sexism undermines, whereas hostile sexism promotes, social change. Study 1 (N = 99) and Study 2 (N = 92) demonstrate that exposing women to benevolent sexism decreases their engagement in collective action, whereas exposure to hostile sexism increases it. Both effects were mediated by gender-specific system justification and perceived advantages of being a woman. In Study 2, positive and negative affect also mediated these relationships. Results from Studies 3 and 4 (N = 68 and N = 37) support the causal chain described in the mediational models tested in Studies 1 and 2. Manipulations that increased gender-specific system justification (Study 3) and perceived advantages of being a woman (Study 4) reduced intentions to participate in collective action.

Social psychology in cross-cultural perspective

Introduction Research Methods in Cultural Context Cognitive Social Psychology Social Influence Social Relations Cultural Contact and Social Psychology

Ingroup identification and relative deprivation: an examination across multiple social comparisons

Most research on social identity and relative deprivation has focused on the salience of social identity in social comparisons. In contrast, little research has studied relative deprivation in relation to ones identification with the ingroup, and across a variety of comparison targets. Using samples of Latino and African–American respondents, the present study investigated ingroup identification and relative deprivation in comparisons with Ingroup Members, Other Minorities, and Whites. High-Identification respondents felt more group deprivation than Low-Identification respondents in comparisons with both Other Minorities and Whites. High-Identification respondents also reported more personal deprivation than Low-Identification respondents when comparing themselves with Whites and less personal satisfaction when comparing themselves with Other Minorities, yet they generally expressed satisfaction in comparisons with Ingroup Members. Results suggest that ingroup identification and comparison targets are important considerations for deprivation research, as ones relationships with targets may be associated with outcomes of social comparisons. Copyright

Identity and the language of the classroom: Investigating the impact of heritage versus second language instruction on personal and collective self-esteem.

The connection between heritage language instruction and self-esteem was investigated. Participants were Inuit, White, and mixed-heritage (Inuit-White) children living in a subarctic community. Testing occurred before and after their 1st year in a heritage language or a 2nd language program. Children from all 3 groups who were educated in their heritage language showed a substantial increase in their personal self-esteem, whereas Inuit and mixed-heritage children educated in a 2nd language did not. Among the Inuit, Inuttitut instruction was associated with positive regard for the ingroup, whereas English or French instruction was associated with preference for the White outgroup. The present findings support claims that early heritage language education can have a positive effect on the personal and collective self-esteem of minority language students—a benefit not provided by 2nd language instruction. In the present study, we investigated the differential effects of early education in the heritage language versus early immersion in a second language on the childs personal and collective self-esteem. The question of language of instruction has been the center of considerable public and academic debate. Traditional thinking held that early entry into English language education would speed the minority language students transition into the majority culture and improve his or her chances of competing in the mainstream society. In many cases, zealous supporters of this assimilationist perspective set out to replace the students heritage languages with the dominant language. Some of the clearest and most dramatic examples of this can be found in North Americas history of educating Native American and Cana

Vicarious intergroup contact effects: Applying social-cognitive theory to intergroup contact research

This contribution examines the role of vicarious contact (observing in-group members having successful cross-group contact) as a tool to improve intergroup relations. Expanding previous research on indirect intergroup contact, vicarious contact (1) integrates and applies concepts of social-cognitive theory (Bandura, 1986) to the field of intergroup contact research; (2) broadens the study of indirect contact effects to the observation of successful cross-group interactions; and (3) proposes to increase people’s intention for direct cross-group contact. Two video-based experiments indicate that vicarious contact improves attitudes towards the out-group and increases participants’ willingness to engage in direct cross-group contact. These studies provide evidence that the relation between vicarious contact and intergroup attitudes (and willingness to engage in direct contact) is sequentially mediated by self-efficacy expectancy and perceived intergroup uncertainty. Implications of these findings for further research on the (indirect) contact hypothesis and their application will be discussed.