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EY W6 social identity studies - Coggle Diagram
EY W6 social identity studies
group properties (Johnson and Johnson)
collection of individuals who: interacting with each other, are independent, join together to achieve a goal, trying to satisfy a need through their joint association, interactions structured by set of roles and norms, infleunce each other
social unit of 2+ individuals who perceive themselves as belonging to a group
Tajfel and Tuner 1986
theory of group membership and intergroup relations based on self categorisation, social comparisons and construction of the shared self-def in terms of intergroup defining properties
Sherifs summer camp study (1953-61)
3 stage study, 11-12 year olds boys, pre-existing forming friendships, few days forming a friendships
1st study- 22 boys were divided into 2 groups to go to camp on 2 separate buses= Rattlers and Eagles
week 1- unaware of other group existance, cooperating in various activities (camping out, fixing things, building a rope bridge etc)= group identity established
week 2- win/ lose competitions, series of contests, prize for winners, conflict, groups became independent, consistent ingroup favourtism, negative image of the outgroup and strong in group cohesiveness
week 3- groups were brought together for non-competitive activities (watching films, eating etc), groups became less aggressive towards outgroup, reduction in amount of ingroup favourtism, hostility was still high
important findings- latent ethnocentrism without intergroup competition, prejudice/discrimination/ethnocentrism arose as a result of real intergroup conflict, boys didnt have authoritarian or dogmatic personalities, less frustrated group expressed greater intergroup aggression
Sherif 1966- realistic conflict theory
nature of goal relations amoung individuals and groups determines the nature of individual and intergroup relations
mutual group- cooperation
mutually exclusive goals- competition
realistic conflict theory- hostility between groups explained by competition for resources
Zimbardo (1971)
24 psychological stable male volunteers, Stanford
randomly assigned to be guard or prisoner
2 week study- stopped after 6 days
some guards behaved in brutal manner
some prisoners became docile with severe emotional disturbance
complied with expected role
LeBon 1908- crowd behaviour
We behave differently in crowd, crowds produce primitive and homogeneous behaviour because: members are anonymous, ideas spread rapidly through process of contagion and unconcious antisocial motives are released through suggestion
prejudice- Allport 1954
prejudice has 3 main components
1- cognitive= beliefs about a group
2- affective= strong feelings (usually negative) about a group
3- cognitive= intention to act in a certain way towards a group
prejudice as a consequence of peoples understanding of ethnic minorities, tackling by working on individuals prejudice
Duncan 1976- detecting racism
students shown a live video of a conversation between a white man and a black man agrument devleops and ends with one pushing the other
white man pushes- 13% viewed it as violent
black man pushes- 73% viewed it as violent
US- African Americans male up 12% of pop but 37% of prison population
Heilaman et al 2004- Backlash
students given info about employees in a male stereotypical job
employees identified as male or female
record of clear or ambiguous success
previous success was clear. rated equally competent; previous success was ambiguous- males rated more competent; previous success was clear= males related as more likeable; previous success ambiguous= rated equally likeable
Brewer and Campbell 1976
surveyed 30 tribal groups in Africa and found greater derogation of tribal outgroups that loved close= likley to be direct competitors for scarce resources (water/land)
Johnson and Downing 1979
paired associate learning task, women ppts dressed in 2 uniforms beleive they gave shocks of various level to learner
those dressed as KKK memebers gave increased shock to learner than those dressed as nurses
deindividuated ppts (not wearing name badge) were least aggressive
Fajardo 1985
white teachers graded black students higher due to unintended reverse discrimination
Rosenthal and Jcobson 1968
pygmalion in classroom- children showed IQ gains over 1st-2nd year at school , gain greater in selected group labelled bloomers (teacher led to believe they had greater IQ)
Goffman 1961
institutionalised norms play a role in creating conflict between people from different groups= prejudice