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Author(s): Guerra, R.
Waldzus, S.
Lopes, D.
Popa-Roch, M.
Lloret, B.
Gaertner, S. L.
Date: 2021
Title: Little “We’s”: how common identities improve behavior differently for ethnic majority and minority children
Volume: 24
Number: 3
Pages: 488 - 510
ISSN: 1368-4302
DOI (Digital Object Identifier): 10.1177/1368430220902533
Keywords: Commom ingroup identity
Intergroup emotions
Majority versus minotity status
Abstract: This field experiment tested whether inducing common inclusive representations (i.e., one group, dual identity) during contact influences intergroup relations differently for ethnic majority and minority children by changing their metaperceptions and intergroup emotions differently. White (N = 113) and Black (N = 111) 8- to 10-year-old children were exposed to interactive mixed-ethnicity sessions in schools emphasizing either categorization as one group (national group), dual identity (national group with ethnic subgroups), or two ethnic groups. Overall, as predicted, for White children, one-group, but not dual-identity perceptions, improved behavioral intentions by influencing metaperceptions. For Black children, dual-identity, but not one-group, perceptions improved behavioral intentions through metaperceptions. Contrary to the expected, both dual-identity and one-group perceptions were associated with White and Black children’s intergroup emotions.
Peerreviewed: yes
Access type: Open Access
Appears in Collections:CIS-RI - Artigos em revistas científicas internacionais com arbitragem científica

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