Warm or competent? Improving intergroup relations by addressing threatened identities of advantaged and disadvantaged groups

Reflections on the K-12 years in public schools: Relations with hearing teachers and peers from the perspective of deaf and hard-of-hearing adults

Disability Studies Quarterly ◽

10.18061/dsq.v29i3.931 ◽

2009 ◽

Vol 29 (3) ◽

Cited By ~ 3

Author(s):

Joan M. Ostrove ◽

Gina A. Oliva ◽

Abigail Katowitz

Keyword(s):

Public Schools ◽

Hard Of Hearing ◽

Intergroup Relations ◽

Disadvantaged Groups ◽

Positive Experiences ◽

K 12

This study explores how members of systematically disadvantaged groups describe their interactions with members of dominant groups. In an effort to examine both positive and negative intergroup relations, this paper reports on a study of deaf and hard-of-hearing adults’ retrospective accounts of their best and worst experiences with hearing teachers and peers when they attended their local public schools during their K-12 years (Oliva, 2004). Written accounts from 60 deaf and hard-of-hearing adults were content analyzed. Their most positive experiences occurred when hearing teachers and peers were accommodating, encouraging, supportive, and interested in deafness. Negative reflections described hearing teachers and peers who were discriminatory, non-accommodating, and insensitive.

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The AMIGAS Model: Reconciling Prejudice Reduction and Collective Action Approaches Through a Multicultural Commitment in Intergroup Relations

Review of General Psychology ◽

10.1177/10892680211056321 ◽

2021 ◽

pp. 108926802110563

Author(s):

Ana Urbiola ◽

Craig McGarty ◽

Rui Costa-Lopes

Keyword(s):

Collective Action ◽

Intergroup Relations ◽

Social Protest ◽

Prejudice Reduction ◽

Intercultural Dialogue ◽

Negative Attitudes ◽

Disadvantaged Groups ◽

Intergroup Inequality ◽

Reduction Approach ◽

Policies And Practices

Social psychology’s search for ways to address intergroup inequality has grappled with two approaches that have been considered incompatible: (a) the prejudice reduction approach, that argues that changing individual negative attitudes will undermine the basis for discrimination and lead to intergroup harmony; and (b) the collective action approach, that argues that social protest and activism can improve the position of disadvantaged groups. The problem is that efforts toward prejudice reduction may serve to suppress genuine efforts to change. We propose the Achieving Multicultural Integration of Groups Across Society (AMIGAS) model, in which a multicultural commitment is proposed as a driver of both improved intergroup evaluations and promotion of collective action for reduced inequality, especially in contexts where there are conditions for a respectful intercultural dialogue. The AMIGAS model is a theoretical advance in the field of intergroup relations and a basis for implementing effective egalitarian policies and practices.

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Reducing Prejudice Through Narratives

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000249 ◽

2019 ◽

Vol 31 (4) ◽

pp. 185-195 ◽

Cited By ~ 2

Author(s):

Emily Moyer-Gusé ◽

Katherine R. Dale ◽

Michelle Ortiz

Keyword(s):

Intergroup Relations ◽

Self Efficacy ◽

Intergroup Contact ◽

Contact Hypothesis ◽

Muslim Americans ◽

Intergroup Anxiety ◽

Intergroup Interactions

Abstract. Recent extensions to the contact hypothesis reveal that different forms of contact, such as mediated intergroup contact, can reduce intergroup anxiety and improve attitudes toward the outgroup. This study draws on existing research to further consider the role of identification with an ingroup character within a narrative depicting intergroup contact between Muslim and non-Muslim Americans. Results reveal that identification with the non-Muslim (ingroup) model facilitated liking the Muslim (outgroup) model, which reduced prejudice toward Muslims more generally. Identification with the ingroup model also increased conversational self-efficacy and reduced anxiety about future intergroup interactions – both important aspects of improving intergroup relations.

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Mutuality in Acculturation

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000150 ◽

2013 ◽

Vol 221 (4) ◽

pp. 205-213 ◽

Cited By ~ 27

Author(s):

Gabriel Horenczyk ◽

Inga Jasinskaja-Lahti ◽

David L. Sam ◽

Paul Vedder

Keyword(s):

Intergroup Relations ◽

Extended Model ◽

Psychological Study ◽

Intergroup Interactions ◽

Mutual Contact ◽

Acculturation Model ◽

Plural Societies ◽

Perceptions And Expectations

This paper focuses on processes and consequences of intergroup interactions in plural societies, focusing primarily on majority-minority mutuality in acculturation orientations. We examine commonalities and differences among conceptualizations and models addressing issues of mutuality. Our review includes the mutual acculturation model ( Berry, 1997 ), the Interactive Acculturation Model (IAM – Bourhis et al., 1997 ), the Concordance Model of Acculturation (CMA – Piontkowski et al., 2002 ); the Relative Acculturation Extended Model (RAEM – Navas et al., 2005 ), and the work on acculturation discrepancies conducted by Horenczyk (1996 , 2000 ). We also describe a trend toward convergence of acculturation research and the socio-psychological study of intergroup relations addressing issues of mutuality in attitudes, perceptions, and expectations. Our review has the potential to enrich the conceptual and methodological toolbox needed for understanding and investigating acculturation in complex modern societies, where majorities and minorities, immigrants and nationals, are engaged in continuous mutual contact and interaction, affecting each other’s acculturative choices and acculturative expectations.

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