Sam Gaertner
-
Upload
britanni-farmer -
Category
Documents
-
view
25 -
download
1
description
Transcript of Sam Gaertner
![Page 1: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/1.jpg)
Sam Gaertner
University of Delaware
From Aversive Racism to the Common Ingroup Identity Model
![Page 2: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/2.jpg)
Prejudice
Can exist among well-intentioned people with liberal, egalitarian values and non-prejudiced
self-images.
Can involve unacknowledged negative feelings (anxiety, uneasiness) about outgroups as well as more acknowledged positive
feelings about ingroups (see Meertens and Pettigrew) and beliefs about ingroup superiority over people
in other groups.
Can function automatically, without intention such that people are not aware
that they are discriminating.
![Page 3: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/3.jpg)
Prejudice
Can also exist among ill-intentioned people who represent the open flame of intergroup
conflict and hatred.
But the focus today is on Prejudiceamong the more well-intentioned
who are AVERSE to racism and sexismespecially their own
BUT who have not completely escaped cultural, cognitive and motivational forces.
![Page 4: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/4.jpg)
Motivation in Intergroup situations
Don’t think bad thoughts Don’t have bad feelings Don’t behave improperly (Don’t Discriminate)
A costly strategy Interaction + Rebound
Avoid Acting Inappropriately i.e., in prejudicial ways
![Page 5: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/5.jpg)
People Can DISCRIMINATE
In subtle, unintentional, rationalizable ways that preclude them from recognizing that they discriminated.
![Page 6: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/6.jpg)
Predictions: No discrimination
In situations that have clear social norms to guide behavior.
Discrimination is more likely to occur: When social norms are weak or
ambiguous. When factors other race or sex
unintentionally can be used to rationalize unfavorable behavior.
![Page 7: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/7.jpg)
“Sorry, Wrong Number” Study
Calls to Liberal and Conservative Party Members 1970 “Hello, Ralph’s Garage. This is George (or Mrs.)
Williams and I’m stuck out here on the parkway.”
When norms are STRONG and When norms are WEAK
“Sorry, you got the wrong number…this isn’t a garage.”
Predictions:
![Page 8: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/8.jpg)
% Helping by Liberal and Conservative Party Members
0102030405060708090
100
Liberals Conservatives
Pe
rce
nt
He
lpin
g
Whites
Blacks
![Page 9: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/9.jpg)
% Premature Hang-ups by Liberal and Conservative Party Members
02468
101214161820
Liberals Conservatives
Pe
rce
nt
Pre
ma
ture
Ha
ng
-up
s
White Motorists
Black Motorists
![Page 10: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/10.jpg)
% Helping by Liberal and Conservative Party Members
0102030405060708090
100
Liberals Conservatives
Pe
rce
nt
He
lpin
g
Whites
Blacks
When Social Norms Are Strong
![Page 11: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/11.jpg)
% Premature Hang-ups by Liberal and Conservative Party Members
02468
101214161820
Liberals Conservatives
Pe
rce
nt
Pre
ma
ture
Ha
ng
-up
s
White Motorists
Black Motorists
When Social Norms Are Weak
![Page 12: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/12.jpg)
% Helping by Whites and Blacks
0
10
20
30
40
50
60
70
80
90
100
Whites Blacks
Pe
rce
nt
He
lpin
g
Tom Scott
Israel Goldstein
Subtle Anti-Semitism?
![Page 13: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/13.jpg)
% Premature Hang-ups by Whites and Blacks
0
2
4
6
8
10
12
14
16
18
Whites Blacks
Per
cen
t Pre
mat
ure
Han
g-u
ps
Tom Scott
Israel Goldstein
![Page 14: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/14.jpg)
A Test of the Normative Structure Hypothesis
When norms (to help) are weak -- DISCRIMINATION
When norms (to help) are Strong – NO DISCRIMINATION
That is, Whites would NOT discriminate when a failure to help would be inappropriate
What if someone needs help because:
A) She chose to play rather than work
B) She was working, but she had a very difficult task
In which instance are the norms to help stronger?
![Page 15: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/15.jpg)
Why is help needed – and who asks for help?
0102030405060708090
100
Partner Asks 3rd Party Asks
BlackWhite
Partner Playing Rather than Working
0102030405060708090
100
Partner Asks 3rd Party Asks
BlackWhite
Difficult Task
![Page 16: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/16.jpg)
Why is help needed – and who asks for help?
0
10
20
30
40
50
60
70
80
Partner Asks 3rd Party Asks
BlackWhite
Partner Playing Rather than Working
0102030405060708090
100
Partner Asks 3rd Party Asks
BlackWhite
Difficult Task
![Page 17: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/17.jpg)
0102030405060708090
100
Accept Help Ask for Help
BlackWhite
Accepting or Asking For Help
Reversal – Participant Needs HelpAnd He Has a Black or White Partner
![Page 18: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/18.jpg)
0
10
20
30
40
50
60
70
80
Accept Help Ask for Help
BlackWhite
Accepting or Asking For Help
Reversal – Participant Needs HelpAnd He Has a Black or White
Partner
![Page 19: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/19.jpg)
Presence of Other Bystanders:
A non-race related reason to remain inactive?
![Page 20: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/20.jpg)
Diffusion of Responsibility During an Emergency
0102030405060708090
100
Alone Together
Per
cent
Hel
ping
White Victim
Black Victim
![Page 21: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/21.jpg)
Changes In Heart-Rate: 1st Ten Seconds
-5
0
5
10
15
Alone Together
White Victim
Black Victim
![Page 22: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/22.jpg)
Discrimination In Employment Decisions
Subtle attitudes can affect how qualificationsare perceived and weighted in a manner that
disadvantages minority applicants
No Discrimination when Black or White candidates’qualifications are clearly strong or clearly weak
Predictions:
Discrimination when candidates’ qualifications are moderate or ambiguous
![Page 23: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/23.jpg)
Study 1: Aversive Racism and Selection Decisions
Percentage of students recommending a Black and
White candidate for a peer counseling position
Qualifications Strong
Moderate Weak
Self Descriptions
Leadership Experience
Advice to Pregnant Student
SensitiveIntelligentRelaxed
CaptainSwim Team
In High SchoolAnd
Member of Disciplinary Board
Explain options andAsk if she wants #Of Health Center
SensitiveIntelligentEmotional
Co-CaptainSwim Team
In High School
Ask if she wants #Of Health Center
IndependentForthright
Intense
Co-CaptainChess Team
In High School
It’s too personal andShe must talk with her
parents
Dovidio & Gaertner, 2000
![Page 24: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/24.jpg)
0102030405060708090
100
Strong Moderate Weak
BlackWhite
Study 1: Subtle Discrimination and Selection Decisions:
Percentage of students recommending a Black and
White candidate for a peer counseling position
Percentage of students recommending a Black and
White candidate for a peer counseling position
![Page 25: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/25.jpg)
0102030405060708090
100
Strong Moderate Weak
BlackWhite
1989
0102030405060708090
100
Strong Moderate Weak
BlackWhite
1999
Subtle Discrimination in Selection Decisions:
1989 and 1999
![Page 26: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/26.jpg)
Credentials: SAT Scores Grades
Study 2: Black and White Applicants to College
Strong Qualifications High High_____
Weak Qualifications Low Low
_____
Ambiguous QualificationsHigh
Low
Low High__________
_____Mixed or
orAmbiguous QualificationsHigh
Low
Low High__________
Hodson, Dovidio & Gaertner (2002)
![Page 27: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/27.jpg)
0102030405060708090
100
Strong Mixed Weak
BlackWhite
Subtle Prejudice amongCollege Students
College Admission Decisions
% who recommended admission
Higher Prejudice Scorers – who see themselves as non prejudiced
![Page 28: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/28.jpg)
Did people weigh the admission criteria in a manner that disadvantaged the Black Candidate?
When Credentials Were Ambiguous
![Page 29: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/29.jpg)
1
1.5
2
2.5
3
3.5
4Strong Mixed Mixed Weak
SATGRADES
Grades SAT
HighHighLowLow
How important areSAT scores and Grades for
College Admission Decisions?
Black Candidates
LowLowHig
h
High
Rank orderin
importance
![Page 30: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/30.jpg)
Is Resistance to Affirmative Action Subtle Racism?
Is this objection to affirmative action -- Myth or Reality?
“The problem with AFFIRMATIVE ACTION is that Blacks and other minorities (perhaps even an MBA
or Geologist :) with lower ability will be hired, or worse, become my supervisor.”
If this is Reality – then people should respond unfavorablyto Black supervisors who are lower in ability than themselves
--
But respond favorably to Black supervisors who are higher in ability than themselves
![Page 31: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/31.jpg)
So we designed an experiment to find out?
We arranged for White male college students to interact with:
A Black or White male Partner who became their Supervisor or their Workerand who had either Higher or Lower job related ability than themselves.
Then we measured these students’ reactions to these situations
Pencils are not only for writing.
![Page 32: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/32.jpg)
WHITE PARTNER
0
10
20
30
40
50
60
70
80
90
Supervisor Worker
% H
EL
PIN
G
Higher Ability
Lower Ability
Is Resistance to AA based primarily on Race, Role, or Ability?
![Page 33: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/33.jpg)
BLACK PARTNER
0
10
20
30
40
50
60
70
80
90
Supervisor Worker
% H
ELP
ING
Higher Ability
Lower Ability
![Page 34: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/34.jpg)
WHITE PARTNER
0
10
20
30
40
50
60
70
80
90
Supervisor Worker
% H
EL
PIN
G
Higher Ability
Lower Ability
BLACK PARTNER
0
10
20
30
40
50
60
70
80
90
Supervisor Worker
% H
EL
PIN
G
Higher Ability
Lower Ability
Suggests: Resistance to AA based on Race and Role – Not Ability
![Page 35: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/35.jpg)
FEMALE PARTNER
0102030405060708090
100
Supervisor Worker
% H
ELP
ING
Higher Ability
Lower Ability
![Page 36: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/36.jpg)
How can we reduce this formof bias?
How can we create a connection to outgroup members
How can we bring people’s behavior intoalignment with their non-prejudiced
Self–images?
![Page 37: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/37.jpg)
neighborhood
INDIVIDUAL GROUP
family
city
nation
race
humanity
Tajfel’s Identity Continuum and
Allport’s Circles of Inclusion
![Page 38: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/38.jpg)
An Experiment:What if members of two groups
conceived of themselves as:
One Group
Two Groups
Separate Individuals
Predictions
or
“The attractiveness of an individual is not constant, but varies
with ingroup membership” (Turner, et al., 1987).
![Page 39: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/39.jpg)
Two Groups
Self
Posi
tive
Evalu
ati
on
+++
![Page 40: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/40.jpg)
One Group
Self
Posi
tive
Evalu
ati
on
+++
![Page 41: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/41.jpg)
One Group
Self
Posi
tive
Evalu
ati
on
+++
![Page 42: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/42.jpg)
One Group
Self
Posi
tive
Evalu
ati
on
+++
![Page 43: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/43.jpg)
One Group
Self
Posi
tive
Evalu
ati
on
+++
![Page 44: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/44.jpg)
One Group
Posi
tive
Evalu
ati
on
+++Self
![Page 45: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/45.jpg)
One Group
Posi
tive
Evalu
ati
on
+++Self
![Page 46: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/46.jpg)
Two Groups
Self
Posi
tive
Evalu
ati
on
+++
![Page 47: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/47.jpg)
Separate Individuals
Self
Posi
tive
Evalu
ati
on
+++
![Page 48: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/48.jpg)
Separate Individuals
Self
Posi
tive
Evalu
ati
on
+++
![Page 49: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/49.jpg)
Separate Individuals
Self
Posi
tive
Evalu
ati
on
+++
![Page 50: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/50.jpg)
Separate Individuals
Self
Posi
tive
Evalu
ati
on
+++
![Page 51: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/51.jpg)
Separate Individuals
Self
Posi
tive
Evalu
ati
on
+++
![Page 52: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/52.jpg)
Separate Individuals
Self
Posi
tive
Evalu
ati
on
+++
![Page 53: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/53.jpg)
Separate Individuals
Self
Posi
tive
Evalu
ati
on
+++
![Page 54: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/54.jpg)
Separate Individuals
Self
Posi
tive
Evalu
ati
on
+++
![Page 55: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/55.jpg)
videoA
AA
B
B
B
a
a
a
b
bb
One Group
Delaware
“The Ramboettes and the Lost-in-the-Woods
are merged together to Become the Stars.”
![Page 56: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/56.jpg)
video
video AAA
BB
B
a
a
a
b
bb
Two Groups
“The Ramboettes and the Lost-in-the-Wodds”
![Page 57: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/57.jpg)
video
A
AA
B
B
B
a
a
a
b
bb
Separate Individuals
![Page 58: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/58.jpg)
Changing Perceptions of Group Boundaries
55.15.25.35.45.55.65.75.85.9
OneGroup
TwoGroups
SeparatePeople
Eva
luat
ion Ingroup members
Outgroupmembers
Toward Reducing Bias
![Page 59: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/59.jpg)
Changing Perceptions of Group BoundariesWith 9 and 10-year-old Portuguese Black and White Children
2.5
3
3.5
One Grp Two Grps Individs
Sim
ilar
ity
to S
elf
In Group
Out Group
Rebelo, Guerra and Monteiro (2004)Rebelo, Guerra and Monteiro (2004)
ISCTE: Lisbon, Portugal
![Page 60: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/60.jpg)
What factors increase theinclusiveness of group
boundaries?
![Page 61: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/61.jpg)
Contact Conditions
Cooperation
Equal Status
Self-Revealing Interactions
Egalitarian Norms
More Positive
Beliefs
Feelings
Behaviors
Toward
Outgroup members
Favorable Contact Conditions lead to more positive attitudes toward outgroup
members – but how psychologically does this happen?
The Contact Hypothesis
?
![Page 62: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/62.jpg)
One Group
Re-categorization
One Group Composed ofTwo SubgroupsRe-categorization(us & them) = WE
WE
Two Groups
Categorization
Us & Them
Individuals
Contact Conditions
Cooperation
Equal Status
Self-Revealing Interactions
Egalitarian Norms
More Positive Beliefs Feelings Behaviors TowardOutgroup Members
The Common Ingroup Identity Model and the Contact Hypothesis
Causes Mediators Consequences
Me & You
Dual Identity
![Page 63: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/63.jpg)
One Group
Re-categorization
One Group Composed ofTwo SubgroupsRe-categorization(us & them) = WE
WE
Two Groups
Categorization
Us & Them
Individuals
Contact Conditions
Cooperation*
Equal Status
Self-Revealing Interactions
Egalitarian Norms
More Positive Beliefs Feelings Behaviors TowardOutgroup Members
The Common Ingroup Identity Model and the Contact Hypothesis
Causes Mediators Consequences
Me & You
Dual Identity
![Page 64: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/64.jpg)
No Cooperation Cooperation One Two One Two Group Groups Group Groups
How does cooperation reduce bias?
![Page 65: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/65.jpg)
No Cooperation One Two Group Groups
![Page 66: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/66.jpg)
No Cooperation One Two Group Groups
How much does it feel like one group (1 – 7)two groups, separate individuals?
How much do you like (1 – 7) each person. How trustworthy, similar to self, valuable?
![Page 67: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/67.jpg)
video
video AAA
BB
B
a
a
a
b
bb
Two Groups:
“The Ramboettes and the Lost-in-the-Woods”
No Cooperation
![Page 68: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/68.jpg)
videoA
AA
B
B
B
a
a
a
b
bb
One Group:
Delaware
“The Ramboettes and the Lost-in-the-Woods
are merged together to Become the Stars.”
No Cooperation
![Page 69: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/69.jpg)
No Cooperation Cooperation Two Two Groups Groups
If it would otherwise be TWO GROUPS --- what does Cooperative Interaction DO?
![Page 70: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/70.jpg)
One Group
Re-categorizationWE
Cooperation
NO YES
More Positive Evaluation of
Outgroup Members
.69
The Common Ingroup Identity Model and the Contact Hypothesis
Causes Mediators Consequences
.47
.62
.09
![Page 71: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/71.jpg)
One Group
Re-categorization
One Group Composed ofTwo SubgroupsRe-categorization(us & them) = WE
WE
Two Groups
Categorization
Us & Them
Individuals
Contact Conditions
Cooperation
Equal Status
Self-Revealing Interactions
Egalitarian Norms
More Positive Beliefs Feelings Behaviors TowardOutgroup Members
The Common Ingroup Identity Model and the Contact Hypothesis
Causes Mediators Consequences
Me & You
Dual Identity
Survey Studies
![Page 72: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/72.jpg)
A Laboratory Experiment
Can a common ingroup identity change inter-racial evaluations and behavior?
Individuals Same Team
![Page 73: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/73.jpg)
Common Team Membership and Evaluation
WhitePartner
BlackPartner
Individuals
Eva
luat
ion
5.5
5.0
4.5
4.0
3.5
3.0
Same Team
![Page 74: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/74.jpg)
A (Football) Field Experiment
Fans (primarily White)FromWestchester State University University of Delaware
Surveyor’sRace Black White
UniversityAffiliation
WSUHat
U of DHat
WSUHat
U of DHat
![Page 75: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/75.jpg)
A (Football) Field Experiment
WhiteInterviewer
BlackInterviewer
DifferentUniversity
Ag
ree
to B
eS
urv
eye
d
65%
60%
55%
50%
45%
40%
35%
30%
SameUniversity
![Page 76: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/76.jpg)
Can Common Ingroup Identity change the Motivational Orientation toward
Racial Outgroup members?
From: Don’t Do Wrong (Aversive Racism) Stereotype Suppression After Suppression: Stereotype Rebound,
i.e., greater accessibility of negative relative to positive thoughts.
To: DO Right No Suppression No Rebound
![Page 77: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/77.jpg)
Stroop Color-Naming Task
Premise: The more available the meaning of the word
the more interference it creates, and thus the longer it takes to recognize the color
the word is printed in.
![Page 78: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/78.jpg)
IS THE WORD PRINTED IN RED OR YELLOW?
Stroop Test isAdministered – BEFORE and AFTER
the experiment
![Page 79: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/79.jpg)
LAZY
![Page 80: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/80.jpg)
SMART
![Page 81: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/81.jpg)
GOOD
![Page 82: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/82.jpg)
HOSTILE
![Page 83: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/83.jpg)
Do The Right Thing: Benefits of a Common Ingroup Identity
Motivational Instructions
Avoid Do Same No
Doing Wrong Right Team Instructions
![Page 84: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/84.jpg)
White Partner
-100
-50
0
50
100
White Partner
Avoid Do Same NoWrong Right Team Instructions
(-) WordsMore Available
(+) WordsMore Available
![Page 85: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/85.jpg)
Black Partner
-100
-50
0
50
100
Black Partner
Avoid Do Same No Wrong Right Team Instructions
(-) WordsMore Available
(+) WordsMore Available
![Page 86: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/86.jpg)
Can the principle of a more inclusive common identity have utility in the REAL
WORLD?
Cooperative Learning
Green Circle
![Page 87: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/87.jpg)
GREEN CIRCLE: ELEMENTARY SCHOOL INTERVENTION
A GREEN CIRCLE facilitator usually pays four visits to each class for 40 minutes per visit over a four week period.
Guiding Assumption: Helping children bring people from different groups conceptually into their own circle of caring and sharing fosters appreciation of their common humanity as well as appreciation of group differences.
This program seems theoretically complementary to the Common Ingroup Identity Model. An Evaluation + Test of the Theory
Goals: Inclusion, self-esteem, similarities & differences, conflict resolution, decision making, feelings of empathy.
Delaware Region, National Conference for Community and Justice
![Page 88: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/88.jpg)
School Intervention:
“Green Circle is a program that’s about you, people, the feelings we all have, and ways we are alike and ways we are different.”
“Whenever you see the Green Circle, I want you to think about your world
of people. The people you care about and the people who care about you.”
“This figure stands for the important person in your world of caring and sharing. This figure is YOU.”
“You each have the big job of deciding who’s going to be in your circle,how you treat people, and how big your circle will grow.”
![Page 89: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/89.jpg)
“Now let’s talk about some of the people you may have included in your circle……”
“These figures represent your family..those who live with you and those who live in other places”
“How many of you have brothers? Sisters? How many of you live with your Grandmother? Grandfather?”
“How many of you have a Step-mother? Step-father? Step-sister?”
“Look! What has happened to your circle? It’s too small.”
![Page 90: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/90.jpg)
“It needs to grow. Yes, your circle grows when you care about people. Here you are with your family.”
![Page 91: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/91.jpg)
“Since you know how it feels to be outside the circle, perhaps you can understand how other people feel when they are outside the
circle.”
“Think about a time when you felt outside the circle ….. how did you feel?”
![Page 92: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/92.jpg)
“One way people are different is their size and shape. Have you ever felt outside the circle because of your size or
shape? Have you ever been called a name because of your size or shape (e.g., fatso)?”
“Each of us has a skin color that is different and unique. Have you ever been treated differently because your skin color is
different?”
“Some of us are girls and some of us are boys. Have you ever been told you can’t do something because you’re a girl…or a boy?”
![Page 93: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/93.jpg)
“All of us belong to one family – the human family.”
![Page 94: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/94.jpg)
Pre Test Intervention Post Test
Evaluation Design899 1st and 2rd Grade children in
61 classes in 10 Elementary Schools in 3 school districts
X X X
X X
764 Children in 52 Classes
35 Reg. 17 Enhanced
135 Children in 9 classes
Control Condition
Regular & Enhanced
Control
![Page 95: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/95.jpg)
Sample Characteristics
60% White
30% Black
6.0% Hispanic
2.5% Asian
1.0% American Indian
.5% Other
![Page 96: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/96.jpg)
Group Enhanced Condition
Visual Similarity: Each child wore a vest with a green circle (front and back).
Interdependence: “At the end of our visits if most of the vests are neat, everyone can keep his or hers as a gift.”
Green Tape placed around the perimeter of the room encircling the class.
Poster with children’s names included within a Green Circle.
![Page 97: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/97.jpg)
1
Very Little
2
A Little
3
A LittleBit More
4
A Lot
5
A Whole Lot
How much does your class feel like a team?
Manipulation Check
Regular = 4.37 Enhanced = 4.50 p = .16
![Page 98: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/98.jpg)
EVALUATION SESSION
Each child was given a test booklet specially prepared for him or her which identified the child’s ethnicity, gender and body size.
Children were tested together in class and the session was conducted by a person who was experienced working with groups of young children.
This person was unaware that some classes received the Regular and others the Group Enhanced version of the Green Circle Program.
85% of eligible children’s parents provided informed consent for their children to participate.
![Page 99: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/99.jpg)
![Page 100: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/100.jpg)
very sad
a little sad
not sad or happy
a little happy
very happy
How would you feel about playing with this child who is the same age as yourself?
8 drawings are shown that vary: Race, Gender, and Body Size
![Page 101: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/101.jpg)
Which child would you most like to play with?
1 2 3 4 5 6 7 8
![Page 102: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/102.jpg)
![Page 103: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/103.jpg)
![Page 104: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/104.jpg)
![Page 105: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/105.jpg)
![Page 106: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/106.jpg)
![Page 107: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/107.jpg)
![Page 108: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/108.jpg)
![Page 109: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/109.jpg)
![Page 110: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/110.jpg)
very sad
a little sad
not sad or happy
a little happy
very happy
How would you feel about playing with this child who is the same age as yourself?
8 drawings are shown that vary: Race, Gender, and Body Size
![Page 111: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/111.jpg)
NONE
22. If you have 6 pieces of bubble gum, how many pieces of your gum would you give this child?
Sharing
![Page 112: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/112.jpg)
Which child would you most like to play with?
1 2 3 4 5 6 7 8
![Page 113: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/113.jpg)
Assume that I am a seven year old, white, average weight boy, how many characteristics in terms of Race, Gender and Body Size
do I have in common with this Child?
ZERO – In this regard we are very different
![Page 114: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/114.jpg)
How many of these characteristics do I have in common with this child?
THREE. In this regard, we are very similar.
Scores can range from 0 – 3 characteristics in common
![Page 115: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/115.jpg)
Number of Characteristics in Common with First Play Choice at Time 1 and Time 2
0
1
2
3
Regular Enhanced Control
Green Circle Condition
Nu
mb
er
of
Ch
ara
cte
ris
tic
s i
n
Co
mm
on
Pre
Post
nsp < .025 ns
![Page 116: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/116.jpg)
Benefits of a Common Ingroup Identity
Increased positive thoughts, feelings and behaviors toward outgroup members (including racial
outgroup members).Appears to change the motivational orientation toward racial outgroup members from “Avoid Wrong-doing” to “Do Right.”
After Green Circle, children were more willing to consider a child different than themselves in ethnicity and gender as the child they would most want to play with (effect size r = .37).
The effects of Common Ingroup Identity are robust across
laboratory and natural groups, across people of different
ages, in different countries.And -- the effects seem to generalize to the
outgroup as a whole and across time
![Page 117: Sam Gaertner](https://reader035.fdocuments.us/reader035/viewer/2022062314/56813504550346895d9c52a1/html5/thumbnails/117.jpg)
Future Plans
1. Understand the conflicting evidence regarding the dual identityrepresentation.
2. Understand the relation between the one group and dual identity representations and attitudes among racial majority
and minority students.
3. Extend the Common Ingroup Identity work into applied settings including the doctor-patient relationship – as well
as continue our work with the school intervention programs.