Chapter 13

Question 1

Sumner (1906) Before Contact Hypothesis

Answer 1

intergroup contact leads to more conflict and negative intergroup attitudes

Question 2

Williams (1947) initial ideas for contact hypothesis

Answer 2

benefits of contact on racial attitudes

Question 3

Allport (1953) Positive Features:
Equal Status Between Group Members

Answer 3

doesn’t mean group members are equal in status, but in intergroup conversations

Question 4

Allport (1953) Positive Features:
Common Goals

Answer 4

active effort by group members toward shared goal

Question 5

Allport (1953) Positive Features:
Intergroup Cooperation

Answer 5

attainment of common goals achieved through interdependent effort based on cooperative interdependence not competition

Question 6

Jigsaw Classroom

Answer 6

classrooms situated so that students need to work together to reach common goals, shown to reduce prejudice

Question 7

Allport (1953) Positive Features:
Support of Authorities, Laws or Customs

Answer 7

intergroup contact has positive benefits when backed by explicit support from institutions and authorities; laws can forbid and encourage interactions

Question 8

Later work suggests Allport’s 4 positive features can be reduced to two

Answer 8

Opportunity for development of intergroup friendships, and presence of one or more of Allport’s positive features

Question 9

Intergroup Contact and Intergroup Friendships

Answer 9

when friendship used as a measure of prejudice reduction, cross-group friendships are associated with less prejudice than when other outcome measures used

Question 10

Davies & Aron (2016) Interpersonal Processes in Cross-Group Friendships

Answer 10

Self Disclosure: exchange of personal info encourages reciprocal trust and creates emotional bonds

Question 11

New Directions in Intergroup Contact

Answer 11

Negative situational factors that restrict effects of contact need to be considered; contact is more effective with some groups than others; emotional reactions to outgroups and history between groups affects contact hypothesis

Question 12

Paollini et al (2016) argue one motivation for outgroup contact is ‘self-expansion’

Answer 12

Self-expansion is positive orientation toward others stemming from human motivation to expand self to increase one’s general self-efficacy; create relationships to acquire new resources, perspectives, and identities

Question 13

Cooperative Learning Groups
Essential Features

Answer 13

Cooperative interdependence, divide work or rewards, considerable interaction between students, stress importance of each person’s contribution to goal

Question 14

Cooperative Learning Groups
General Outcomes

Answer 14

improves academic achievement, intergroup relations, and opportunities to learn from others, base judgements on stereotypes, and positive interactions

Question 15

Cognitive Dissonance Theory

Answer 15

argues tension is experienced when discrepancies in one’s prejudicial attitudes are revealed

Question 16

Changing Curriculum- Anti-Racism Education

Answer 16

Teach about various groups and provide info that counters stereotypes
Results are low, not grounded in theory

Question 17

Intergroup Process

Answer 17

Focus on categorization process, attempt to re-categorize people into ingroup

Question 18

Decategorization: In Differentiation

Answer 18

personal relationships are created between ingroup and outgroup members by focusing on unique qualities of individual member; however generalization to other outgroup members is low

Question 19

Recategorization: Common Ingroup Identity Model

Answer 19

Alter categories people use: replace subordinate “us vs them” with superordinate “we”
Experimental support: reduces ingroup bias, improves attitudes toward outgroup members, generalization occurs to limited degree

Question 20

Concerns about Recategorization Model

Answer 20

may be seen as threat by minority group members who fear assimilation into superordinate group dominated by majority

Question 21

Maintaining Salience of Category Distinctions

Answer 21

to protect against loss of group identity, groups should be distinct in expertise and experience, that are brought to the contact solution

Question 22

Crossed-Categorization

Answer 22

Shared or overlapping categories; multiple dimensions/characteristics other than race one can fit into; everyone as individuals