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"Tropp, Linda R"
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Making Advantaged Racial Groups Care About Inequality: Intergroup Contact as a Route to Psychological Investment
Racial inequality remains an objective reality in the United States and around the world, yet members of advantaged racial groups often deny or minimize its existence. Although we have well-developed theories to explain why advantaged racial groups would be motivated to deny or minimize inequality, at present we know relatively little about why Whites and other advantaged racial groups might be willing to acknowledge or care about racial inequality. In this article, we propose that contact between racial groups offers one of the most promising pathways to advance these outcomes. We review established and emerging research literature suggesting that contact contributes to these outcomes by encouraging members of advantaged racial groups to become psychologically invested in the perspectives, experiences, and welfare of members of disadvantaged racial groups. We propose that psychological processes such as building empathy, enhancing personal relevance, and humanizing other people can facilitate the extent to which contact leads to greater psychological investment in other racial groups. We conclude by discussing several factors that may serve as obstacles to psychological investment across racial lines and the relevance of contact and establishing connections between racial groups in light of current social divisions and racial tensions.
Journal Article
When Groups Meet
Research and theory on intergroup contact have become one of the fastest advancing and most exciting fields in social psychology in recent years. The work is exciting because it combines basic social psychological concerns -- human interaction, situational influences on behavior -- with an effective means of improving intergroup relations at a time when the world is witnessing widespread intergroup hatred and strife.
This volume provides an overview of this rapidly progressing area of investigation - its origins and early work, its current status and recent developments, along with criticisms of this work and suggestions for future directions. It covers a range of research findings involving contact between groups drawn from the authors' extensive meta-analysis of 515 published studies on intergroup contact. This meta-analysis, together with the authors' renowned research on intergroup contact, provides a solid foundation and broad overview of the field, to which have been added discussions of research extensions and emerging directions.
When Groups Meet is a rich, comprehensive overview of classic and contemporary work on intergroup contact, and provides insights into where this work is headed in the future. For research specialists, this volume not only serves as a sourcebook for research and theory on intergroup contact, it also provides the entire 515-item bibliography from the meta-analysis. The clear structure and accessible writing style will also appeal to advanced undergraduate and graduate students in psychology and other social sciences.
eBook
Perceived Discrimination and Interracial Contact: Predicting Interracial Closeness among Black and White Americans
This research examines whether perceptions of discrimination moderate relationships between interracial contact and feelings of interracial closeness among black and white Americans, using survey responses gathered by the National Conference for Community and Justice (2000). Results indicate that the general association between contact and interracial closeness is significantly weaker among black respondents than among white respondents. Moreover, while contact relates consistently to greater interracial closeness among white respondents, perceived discrimination moderates this relationship among black respondents, such that significant contact effects are not observed for those who perceive considerable discrimination against their racial group. At the same time, other results suggest that contact in the form of interracial friendships may help to augment black Americans' reports of interracial closeness, and diminish the role of perceived discrimination. Implications of these findings for future studies of contact between members of racial minority and majority groups are discussed.
Journal Article
Virtual contact improves intergroup relations between non-Muslim American and Muslim students from the Middle East, North Africa and Southeast Asia in a field quasi-experiment
Given the current polarized climate in many parts of the world, finding effective interventions to address psychological factors that drive conflict is critical. Direct, face-to-face contact has the demonstrated potential to stem the tide of intergroup antipathy. However, modern socio-political conflicts often span great physical distances, making direct contact difficult, costly and rare. Programs for “virtual contact” have emerged in recent years, combining text-based computer-mediated communication with live video to extend intergroup contact’s benefits to broader audiences. While compelling, studies of such programs are typically conducted in laboratory settings, focusing only on change in outgroup attitudes. The current research tests how a semester-long virtual contact intervention that brings together non-Muslim US American students and Muslim students from the Middle East, North Africa and Southeast Asia shapes varied intergroup processes, across two large-scale field quasi-experiments (combined
N
= 2886). Compared to before the intervention and a control group, participants who engaged in virtual contact showed greater self-outgroup overlap, improved outgroup attitudes, and less outgroup dehumanization and meta-dehumanization. This research provides evidence that virtual contact can be an effective tool for promoting better intergroup relations.
Virtual contact between U.S. non-Muslim and Muslim students from MENA and SE Asia regions demonstrates that online interactions can effectively reduce prejudice and dehumanization, offering a scalable solution for improving intergroup relations.
Journal Article
Relationships between Intergroup Contact and Prejudice among Minority and Majority Status Groups
Considerable research has shown that greater intergroup contact corresponds with lower intergroup prejudice, yet little is known regarding how the relationships between contact and prejudice may vary for members of minority and majority status groups. The present research examined differences in contact-prejudice relationships among members of minority and majority status groups, using data from a larger meta-analytic study of the effects of intergroup contact. Results indicate that the relationships between contact and prejudice tend to be weaker among members of minority status groups than among members of majority status groups. Moreover, establishing Allport's (1954) proposed conditions for optimal intergroup contact significantly predicts stronger contact-prejudice relationships among members of majority status groups, but not among members of minority status groups. Implications of these findings for future research on contact between minority and majority status groups are discussed.
Journal Article
\Let Them Eat Harmony\: Prejudice-Reduction Strategies and Attitudes of Historically Disadvantaged Groups
Research on intergroup prejudice has generally adopted a model of social change that is based around the psychological rehabilitation of members of advantaged groups in order to foster intergroup harmony. Recent studies of prejudice-reduction interventions among members of disadvantaged groups, however, have complicated psychologists' understanding of the consequences of inducing harmonious relations in historically unequal societies. Interventions encouraging disadvantaged-group members to like advantaged-group members may also prompt the disadvantaged to underestimate the injustice suffered by their group and to become less motivated to support action to challenge social inequality. Thus, psychologists' tendency to equate intergroup harmony with \"good relations\" and conflict with \"bad relations\" is limited.
Journal Article
Immigrant Perceptions of U.S.-Born Receptivity and the Shaping of American Identity
Despite ideals grounding American identity in principles and ideas, most U.S. citizens continue to believe that they are rooted at least in part in ascriptive characteristics such as religion, race, or language. Research suggests that these views shape attitudes toward immigrants, and that nonwhite and non-Christian immigrants may therefore be less likely to feel American. Drawing on survey and interview data, this article examines the ways ascriptive characteristics shape immigrants' identification as American. Our results confirm the importance of particularly skin tone and language in shaping identification as well as the role of perceived welcome in tempering their negative impact. Such identification and perceptions have important consequences, increasing immigrants' likelihood of naturalization and decreasing their desire to return to their countries of origin.
Journal Article
How implicit racial bias and concern about appearing racist shape K-12 teachers’ race talk with students
Researchers and educators have increasingly recognized the importance of classroom discussions about race and racism—
race talk
—for student development, yet teachers often face significant psychological barriers to engaging students in race talk. This research draws on two large samples of U.S. K-12 teachers to examine how teachers’ implicit racial biases and concerns about appearing racist may correspond with their intentions to engage and confidence about engaging students in race talk. Across both studies, teachers’ greater implicit racial bias predicted lower intentions to engage students in race talk, yet it did not predict their confidence about engaging students in race talk. By contrast, concern about appearing racist predicted both lower intentions and confidence about engaging students in race talk, above and beyond the contributions of implicit racial bias and other teacher- and school-related factors. These findings highlight the need to address both implicit biases and concerns about appearing racist in teacher training and professional development, in order to support teachers and enhance their capacity to engage students in race-related discussions.
Journal Article