Prospects for Group Processes and Intergroup
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Social Norms and Social Influence Mcdonald and Crandall 149
Available online at www.sciencedirect.com ScienceDirect Social norms and social influence Rachel I McDonald and Christian S Crandall Psychology has a long history of demonstrating the power and and their imitation is not enough to implicate social reach of social norms; they can hardly be overestimated. To norms. Imitation is common enough in many forms of demonstrate their enduring influence on a broad range of social life — what creates the foundation for culture and society phenomena, we describe two fields where research continues is not the imitation, but the expectation of others for when to highlight the power of social norms: prejudice and energy imitation is appropriate, and when it is not. use. The prejudices that people report map almost perfectly onto what is socially appropriate, likewise, people adjust their A social norm is an expectation about appropriate behav- energy use to be more in line with their neighbors. We review ior that occurs in a group context. Sherif and Sherif [8] say new approaches examining the effects of norms stemming that social norms are ‘formed in group situations and from multiple groups, and utilizing normative referents to shift subsequently serve as standards for the individual’s per- behaviors in social networks. Though the focus of less research ception and judgment when he [sic] is not in the group in recent years, our review highlights the fundamental influence situation. The individual’s major social attitudes are of social norms on social behavior. formed in relation to group norms (pp. 202–203).’ Social norms, or group norms, are ‘regularities in attitudes and Address behavior that characterize a social group and differentiate Department of Psychology, University of Kansas, Lawrence, KS 66045, it from other social groups’ [9 ] (p. -
GROUP DYNAMICS 7. Group Behavior 7.1. Introduction Group
GROUP DYNAMICS 7. Group Behavior 7.1. Introduction Group behavior in sociology refers to the situations where people interact in large or small groups. The field of group dynamics deals with small groups that may reach consensus and act in a coordinated way. Groups of a large number of people in a given area may act simultaneously to achieve a goal that differs from what individuals would do acting alone, called herd behavior. A large group, crowd or mob, is likely to show examples of group behavior when people gathered in a given place and time act in a similar way for example, joining a protest or march, participating in a fight or acting patriotically. Special forms of large group behavior are: Crowd "hysteria" Spectators - When a group of people gather together on purpose to participate in an event like theatre play, cinema movie, football match, a concert, etc. Public - Exception to the rule that the group must occupy the same physical place. People watching same channel on television may react in the same way, as they are occupying the same type of place, in front of television, although they may physically be doing this all over the world. Group behavior differs from mass actions, which refers to people who behave similarly on a more global scale (for example, shoppers in different shops), while group behavior refers usually to people in one place. If the group behavior is coordinated, then it is called group action. Swarm intelligence is a special case of group behavior where group members interact to fulfill a specific task. -
Group Dynamics Chapter
12 Group Dynamics Chapter Groups and Social Exchanges The Group Development Process Roles and Norm: Social Building Blocks for Group & Organizational Behavior Group Structure and Composition Threats to Group Effectiveness 12-3 Figure 12-1 Sociological Criteria of a Group Common identity 4 Collective norms 2 1 3 Two or more Collective goals Freely interacting individuals McGraw-Hill © 2004 The McGraw-Hill Companies, Inc. All rights reserved. 1 12-4 Table 12-2 Formal Groups Fulfill Organizational Functions 1) Accomplish complex, independent tasks beyond the capabilities of individuals 2) Generate new or creative ideas or solutions 3) Coordinate interdependent efforts 4) Provide a problem-solving mechanism for complex problems 5) Implement complex decisions 6) Socialize and train newcomers McGraw-Hill © 2004 The McGraw-Hill Companies, Inc. All rights reserved. 12-5 Table 12-2 cont. Formal Groups Fulfill Individual Functions 1) Satisfy the individual’s need for affiliation 2) Develop, enhance and confirm individual’s self- esteem and sense of identity 3) Give individuals an opportunity to test and share their perceptions of social reality 4) Reduce the individual’s anxieties and feelings of insecurity and powerlessness 5) Provide a problem-solving mechanism for social and interpersonal problems McGraw-Hill © 2004 The McGraw-Hill Companies, Inc. All rights reserved. 2 12-7 Tuckman’s Five-Stage Theory Figure 12-3 of Group Development Performing Adjourning Norming Storming Return to Independence Forming Dependence/ interdependence Independence McGraw-Hill © 2004 The McGraw-Hill Companies, Inc. All rights reserved. 12-8 Tuckman’s Five-Stage Theory Figure 12-3 cont. of Group Development Forming Storming Norming Performing “How can I “What do the Individual “How do I fit “What’s my best others expect Issues in?” role here?” perform my me to do?” role?” “Why are we fighting over “Can we agree “Can we do Group “Why are we who’s in on roles and the Issues here?” charge and work as a job properly?” who team?” does what?” McGraw-Hill © 2004 The McGraw-Hill Companies, Inc. -
The Psychology of Cultural Contact
1 THE PSYCHOLOGY OF CULTURAL CONTACT Deborah A. Prentice and Dale T. Miller thnic diversity currently preoccupies a sizable segment of U.S. society, from employers and school administrators, who must E manage diversity within institutional settings, to politicians and social scientists, who must formulate policies for addressing the com- peting claims of different ethnic groups. The issue of diversity is fraught with anxiety. Ethnic conflicts in many countries around the world attest to the potential for relations across cultural boundaries to go seriously and destructively awry. Moreover, Americans' own struggles with race have left many pessimistic about the prospects for achieving positive, stable relations between ethnic groups. With new waves of immigrants coming from Asia and Latin America and higher birth rates among mi- nority than majority groups, the U.S. population is becoming, and will continue to become, ethnically and culturally more diverse. Thus, how to promote positive relations across group boundaries is a question of paramount importance. Thirty or forty years ago, psychologists thought they had an answer to this question. The contact hypothesis posited that if members of dif- ferent ethnic groups interact with each other on an equal-status basis in pursuit of common goals, positive intergroup relations will result (Allport 1954). This hypothesis was so appealing that it spawned hun- dreds of studies designed to test and refine its claims. The results have been less than encouraging. Yes, equal-status contact can have positive results, but only if many conditions obtain: the contact should be mean- ingful and have the potential to extend beyond the immediate situation; the individuals should be as similar as possible on all dimensions be- sides group membership; the contact should be voluntary, extended in duration, and varied across contexts; and so on (for a more complete list, see Stephan 1985). -
Syllabus Theories Intergroup Relations
Theories of Intergroup Relations 1 Psychology 9234 Fall, 2015 Theories of Intergroup Relations Fatih Uenal, Room A-12 Time: Tue 16:00-18:00 Room: 271 Dragos Kampüsü Office hours: by appointment Email: [email protected] Substance: This course includes an introduction to and comparison of most extant theories of intergroup relations: those theories that explain how human groups form and relate to one another. It may be of relevance to students in psychology, sociology, political science, communications, history, anthropology, economics, or to anyone interested in group conflict, diplomacy, oppression, discrimination, society, or culture. One of the major questions we will consider is whether different kinds of theories are required to explain intergroup relations based on different kinds of group definitions, including nationality (the nation-state), gender, race, ethnicity, sexual orientation, and class. We will also consider the type of phenomena and level of analysis each theory addresses, that is, whether theories concern mainly the psychological state of an individual, the social-cultural context, the social-structural context, the economics of social arrangements, collective behavior, institutionalized patterns, and so forth. Because of the theoretical abstractness of some of the works, I have also provided a “concrete” reading dealing with each topic for each subject (e.g., works of autobiography, fiction, commentary, history, etc.). Such readings are indented on the reading list below. Original readings and important writers are emphasized in the readings selected, but research concerning elaborating on each theory will also be read. Objectives: Students will learn to recognize the level of analysis theories use, the kind of process or mechanisms they prescribe, the family of theories to which the theory belongs, as well as the basic tenets and assumptions of each theory. -
Influence of Intragroup Dynamics and Intergroup
Psychological Thought psyct.psychopen.eu | 2193-7281 Theoretical Analyses Influence of Intragroup Dynamics and Intergroup Relations on Authenticity in Organizational and Social Contexts: A Review of Conceptual Framework and Research Evidence Nadya Lyubomirova Mateeva*a, Plamen Loukov Dimitrovb [a] Department of Psychology, Institute of Population and Human Studies - Bulgarian Academy of Science, Sofia, Bulgaria. [b] Bulgarian Psychological Society, Sofia, Bulgaria. Abstract Despite their shared focus on influence of groups on individual, research bridging intragroup dynamics and intergroup relations as predictors of authentic and inauthentic (self-alienated) experience, behavior and interaction of individuals in organizational and social contexts is surprisingly rare. The goal of the present article is to highlight how understanding the reciprocal dynamic relationship between intragroup processes and intergroup relations offers valuable new insights into both topics and suggests new, productive avenues for psychological theory, research and practice development – particularly for understanding and improving the intragroup and intergroup relations in groups, organizations and society affecting authentic psychosocial functioning. The article discusses the complementary role of intergroup and intragroup dynamics, reviewing how intergroup relations can affect intragroup dynamics which, in turn, affects the authenticity of individual experiences, behaviors and relations with others. The paper considers the implications, theoretical and practical, of the proposed reciprocal relationships between intragroup and intergroup processes as factors influencing authentic psychosocial functioning of individuals in organizational and social settings. Keywords: group dynamics, intergroup relations, authenticity Psychological Thought, 2013, Vol. 6(2), 204±240, doi:10.5964/psyct.v6i2.78 Received: 2013-05-28. Accepted: 2013-07-01. Published (VoR): 2013-10-25. *Corresponding author at: Institute for Human Studies, Bl. -
Intergroup Dialogue in Higher Education: Definition, Origins, and Practices
Published online in Wiley InterScience (www.interscience.wiley.com) • DOI: 10.1002/aehe.3204 Intergroup Dialogue in Higher Education: Definition, Origins, and Practices NTERGROUP DIALOGUE IS AN INNOVATIVE PRACTICE IN Ihigher education that promotes student engagement across cultural and social divides, fostering learning about social diversity and inequali- ties and cultivating an ethos of social responsibility. This approach to diver- sity education on college and university campuses responds to a growing need for educational practices that prepares students to live, work, and lead in a complex, diverse, and stratified society (Banks, 2002; Chesler, Lewis, and Crowfoot, 2005; Guarasci and Cornwell, 1997; Gurin, 1999; hooks, 1994; Hurtado, Milem, Clayton-Pedersen, and Allen, 1999; Sleeter and McLaren, 1995; Stephan and Stephan, 2001; Schoem, Frankel, Zúñiga, and Lewis, 1993; Tatum, 1997). Intergroup dialogue (IGD), the focus of this monograph, is one of several dialogue and deliberation practices currently being used on college and uni- versity campuses in the United States. Many of these practices seek to foster conversation about contentious issues in collaborative ways (Schoem and others, 2001; Zúñiga and Nagda, 2001). One model, Study Circles (Flavin-McDonald and Barrett, 1999; McCoy and Sherman, 1994; McCoy and McCormick, 2001), emphasizes community building and social action. Study Circles bring community members together in small groups to build rela- tionships, deliberate about community issues, and explore actions to effect change in their communities (also see http://www.studycircles.org). Another model, Sustained Dialogue (Parker, 2006; Saunders, 1999, 2003), draws from work in international conflict resolution and peace building. In Sustained Dialogue, stu- dents of diverse backgrounds come together to build mutual respect, identify Intergroup Dialogue in Higher Education 1 issues of conflict, and generate action plans, including workable agreements to conflicts or disputes (also see http://www.sustaineddialogue.org). -
Religion, Conflict, and Peacebuilding
SEPTEMBER 2009 Conflict is an inherent and legitimate part of social and political life, but in many places conflict turns violent, inflicting grave costs in terms of lost lives, degraded governance, and destroyed livelihoods. The costs and consequences of conflict, crisis, and state failure have become unacceptably high. Violent conflict dramatically disrupts traditional development and it can spill over FROM THE DIRECTOR borders and reduce growth and prosperity across entire regions. Religion is often viewed as a motive for conflict and has emerged as a key compo- nent in many current and past conflicts. However, religion does not always drive violence; it is also an integral factor in the peacebuilding and reconciliation process. Development assistance and programming does not always consider this link- age, nor does it fully address the complexity of the relationship between religion and conflict. As a main mobilizing force in many societies, proper engagement of religion and its leaders is crucial. This Toolkit is intended to help USAID staff and their implementing partners un- derstand the opportunities and challenges inherent to development programming in conflicts where religion is a key component. Like other guides in this series, this Toolkit discusses key issues that need to be considered when development as- sistance is provided in religious contexts and identifies lessons that been emerged from USAID’s experience implementing such programs. However compared to other types of programming, USAID experience engaging religion and religious actors to prevent conflict or build peace is modest. Thus, recognizing that there is still significantly more to be learned on this critical topic, this toolkit contains summaries of four actual USAID programs that have successfully engaged religious actors. -
The Evolution of Intergroup Bias: Perceptions and Attitudes in Rhesus Macaques
ATTITUDES AND SOCIAL COGNITION The Evolution of Intergroup Bias: Perceptions and Attitudes in Rhesus Macaques Neha Mahajan, Margaret A. Martinez, and Gil Diesendruck Natashya L. Gutierrez Bar-Ilan University Yale University Mahzarin R. Banaji Laurie R. Santos Harvard University Yale University Social psychologists have learned a great deal about the nature of intergroup conflict and the attitudinal and cognitive processes that enable it. Less is known about where these processes come from in the first place. In particular, do our strategies for dealing with other groups emerge in the absence of human-specific experi- ences? One profitable way to answer this question has involved administering tests that are conceptual equivalents of those used with adult humans in other species, thereby exploring the continuity or discontinuity of psychological processes. We examined intergroup preferences in a nonhuman species, the rhesus macaque (Macaca mulatta). We found the first evidence that a nonhuman species automatically distinguishes the faces of members of its own social group from those in other groups and displays greater vigilance toward outgroup members (Experiments 1–3). In addition, we observed that macaques spontaneously associate novel objects with specific social groups and display greater vigilance to objects associated with outgroup members (Experiments 4–5). Finally, we developed a looking time procedure—the Looking Time Implicit Association Test, which resembles the Implicit Association Test (Greenwald & Banaji, 1995)—and we discovered that macaques, like humans, automatically evaluate ingroup members positively and outgroup members negatively (Experiments 6–7). These field studies represent the first controlled experiments to examine the presence of intergroup attitudes in a nonhuman species. -
A Study Among Turkish-Dutch Muslims Maykel Verkuyten
Religious Group Identification and Inter-Religious Relations: A Study Among Turkish-Dutch Muslims Maykel Verkuyten To cite this version: Maykel Verkuyten. Religious Group Identification and Inter-Religious Relations: A Study Among Turkish-Dutch Muslims. Group Processes and Intergroup Relations, SAGE Publications, 2007, 10 (3), pp.341-357. 10.1177/1368430207078695. hal-00571655 HAL Id: hal-00571655 https://hal.archives-ouvertes.fr/hal-00571655 Submitted on 1 Mar 2011 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Group Processes & Intergroup Relations 2007 Vol 10(3) 341–357 Religious Group Identifi cation and Inter-Religious Relations: A Study Among Turkish-Dutch Muslims Maykel Verkuyten Utrecht University Following social identity theory, this research examines the relationship between group identifi cation and intergroup relations by focusing on religion. Religious as well as Dutch national group identifi cation was examined among Turkish-Dutch Muslims. Identifi cation was studied in relation to general affective ratings of multiple religious groups (Muslims, Christians, Hindustanis, Jews and non-believers) and the endorsement of Islamic group rights. The results show that Muslim identifi cation was more like a nominal (high or ‘total’ identifi cation) than a continuous variable, and that many participants showed low identifi cation with the national group. -
The Effect of Group-Dynamics, Collaboration and Tutor Style on The
Hammar Chiriac et al. BMC Medical Education (2021) 21:379 https://doi.org/10.1186/s12909-021-02814-5 RESEARCH ARTICLE Open Access The effect of group-dynamics, collaboration and tutor style on the perception of profession-based stereotypes: a quasi- experimental pre- post-design on interdisciplinary tutorial groups Eva Hammar Chiriac1* , Endre Sjøvold2 and Alexandra Björnstjerna Hjelm1 Abstract Background: Group processes in inter-professional Problem-Based Learning (iPBL) groups have not yet been studied in the health-care educational context. In this paper we present findings on how group-dynamics, collaboration, and tutor style influence the perception of profession-based stereotypes of students collaborating in iPBL groups. Health-care students are trained in iPBL groups to increase their ability to collaborate with other healthcare professionals. Previous research focusing iPBL in healthcare implies that more systematic studies are desired, especially concerning the interaction between group processes and internalized professional stereotypes. The aim of this study is to investigate whether changes in group processes, collaboration, and tutor style, influence the perception of profession-based stereotypes of physician- and nursing-students. Methods: The study is a quasi-experimental pre- post-design. The participants included 30 students from five different healthcare professions, mainly medicine and nursing. Other professions were physiotherapy, occupational therapy and speech therapy. The students were divided into four iPBL groups, each consisting of six to nine students and a tutor. Data were collected through systematic observation using four video-recorded tutorials. SPGR (Systematizing the Person Group Relation), a computer-supported method for direct and structured observation of behavior, was used to collect and analyze the data. -
Social Identification Processes, Group Dynamics and Behaviour Of
Volume 90 Number 870 June 2008 Social identification processes, group dynamics and the behaviour of combatants Emanuele Castano, Bernhard Leidner and Patrycja Slawuta* Emanuele Castano is Professor at the New School for Social Research, New York; Bernhard Leidner and Patrycja Slawuta are graduate students at the same institution. Abstract In this contribution, respect for international humanitarian law among combatants is considered from a social psychological perspective. According to this perspective, the social identities derived by individuals from their membership of social groups provide norms and values used by the individual to interpret events, form opinions and decide upon a course of action. We argue that group identities are particularly salient in combat situations, and that they have a profound influence on combatants’ decisions to respect or violate international humanitarian law. Violations of international humanitarian law (IHL) are carried out by individuals, but in order to understand such violations and hopefully prevent them from happening, we have to look at the determinants of such behaviour. We thus need to consider the group dimension, and more specifically the role played by social identities in framing the situation and guiding behaviour. By social identities we mean ‘‘that part of an individual’s self-concept which derives from his knowledge of his membership of a group together with the * The writing of this article was facilitated by an NSF grant to the first author and by a Fellowship for Young Scientists granted by the Gottlieb Daimler- and Karl Benz Foundation to the second author. We wish to thank Mary Hoeveler for her editing suggestions with regard to an earlier draft.