Table 2 - uploaded by Dominic Abrams
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A longitudinal field study examined Pettigrew's (1998) intergroup contact theory and Gaertner et al.'s (2000) Common Ingroup Identity Model (CIIM). In Pettigrew's model, the contact-prejudice relation is mediated by changing behavior, ingroup reappraisal, generating affective ties, and learning about the outgroup. Pettigrew's integration of the thr...
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Context 1
... summarized in Table 2 the relative pre- dominance of each level remains similar at both time points but the differences are slightly more extreme at T2. Contact is characterized mostly by the interpersonal and dual identity levels, less by a superordinate level, and least by an inter- group level. ...
Citations
... these positive contact effects are universal across nations, genders and age groups; that is, they occur not only for ethnic groups but also for other groups, such as homosexuals, the disabled and the mentally ill (Pettigrew et al., 2011). however, recent advances in intergroup contact theory have argued that these encounters may have mixed effects (eller & abrams, 2003;Paolini et al., 2004;Pettigrew & tropp, 2006;van Dick et al., 2004) and negative contact may occur (Pettigrew et al., 2011). a meta-analysis of 515 studies found that intergroup contact had adverse effects on attitudes towards outgroup members, both in the case of non-voluntary and threatening contact (Pettigrew et al., 2011), and in contexts of extreme intergroup tension (Pettigrew et al., 2007;Pettigrew, 1998). in particular, when cooperation is not natural or where the predefined goal is not truly shared, frustration may arise during the meetings, which could reinforce mutual negative attitudes or promote a pessimistic view of relationship between the groups (Maoz, 2010). ...
... that is, a shared community with a common identity was created between participants from different and even opposing subgroups. consistent with the literature, the dialogue course created a shared goal for all groups to increase cooperation and improve the relationship between the subgroups (aronson & Patnoe, 1997;Sherif, 1966), even though the meetings were structured and not natural (eller & abrams, 2003;Paolini et al., 2004;van Dick et al., 2004). the findings indicate that addressing subjects related to religious affiliation, identity, values and faith varies across Jewish subgroups. ...
In educational settings, intergroup dialogues often tackle intricate social issues, fostering student identity development. Religious discourse, specifically, has the potential to positively influence intergroup relations. However, the extent to which individuals consider their group affiliation integral to their self-concept can shape their exploration of ethno-religious identity. This study investigates the experiences and attitudes of 638 Jewish students, of secular, traditional and Modern Orthodox backgrounds, engaged in a secular-religious dialogue course. Results reveal that discussion-based meetings promote positive intergroup attitudes among students from diverse religious subgroups. Participants identified unique values in subgroup activities but expressed varied motivations and outcomes based on their diverse religious perspectives. These findings underscore the significance of contact theory in inclusive intergroup conflict contexts and highlight the role of interreligious discourse in identity exploration within educational settings.
... However, we can be confident in the proposed causal sequence: it is unlikely that holding negative attitudes toward immigrant children would lead to worsened relations with their parents. In addition, there is evidence that contact has causal effects on prejudice reduction (Eller & Abrams, 2003Stephan & Rosenfield, 1978) and that the path fromcontacttoimprovedintergroupattitudesisstrong erthanthereverse path (Pettigrew, 1997). Second, all participants belonged to the Italian group; it would be important to test whether cooperative encounters with teachers improve attitudes also among immigrant parents. ...
A field study was conducted to test whether contact with immigrant parents would lead Italian teachers to display more positive attitudes toward immigrant children. The participants were 128 Italian pre-school and elementary school teachers of a Northern Italian region. Analyses conducted with structural equation modeling (SEM) revealed that quality of contact increased the perceived heterogeneity of the immigrant pupils category and led to a stronger support of social policies favoring immigrant children. In addition, quality of contact also affected the rejection of negative acculturation strategies (assimilation, segregation, exclusion) and the endorsement of positive acculturation strategies (individualism). Unexpectedly, cooperative contact reduced the preference for the integration strategy. The relationship between contact quality and outcome variables was mediated by empathic feelings toward immigrant children. The effects of quantity of contact were negligible. Theoretical and practical implications of findings are discussed.
... Given that realistic threat occurs by competition with another group for resources that are considered limited and indigenous Mexicans could be considered part of the ingroup in a higher category (i.e., Mexicans), we believe that indigenous Mexicans will elicit less realistic threat than US and Honduran immigrants (Hypothesis 2). On the other hand, we expect that Mexicans may feel more symbolically threatened by US people (Hypothesis 3), with whom they differ more in cultural aspects such as language and religion, which have exacerbated their historically complex relationships (Eller & Abrams, 2003). ...
... On the other hand, Mexicans perceived US immigrants as the most symbolically threatening (Hypothesis 3). Considering that this type of threat contemplates cultural factors and values, Mexicans may feel more threatened by US people, with whom they differ more in aspects such as language and religion, which have exacerbated their historically complex relationships (Eller & Abrams, 2003). ...
Mexico is one of the most diverse countries with numerous social minorities such as indigenous Mexicans, but also immigrants coming from countries so different like Honduras or the United States (US). The relationship between stereotypes about minorities and perceived threat has been extensively studied; however, it has not been tested whether such a relationship varies according to the target evaluated. We compared the stereotypes of Mexicans toward indigenous Mexicans, US immigrants, and Honduran immigrants, and analyzed their relationship with perceived threat, perceived discrimination, and quantity of contact. Six hundred and thirty-five Mexican participants (62.5% female, Mage = 29.07) answered an online questionnaire reporting their stereotypes of (im)morality, sociability, and competence of the outgroup (i.e., indigenous Mexicans, US immigrants, or Honduran immigrants), and of the ingroup (Mexican majority), perceived threat and discrimination of the three minorities, and their quantity of contact with them. Results showed that indigenous Mexicans were the best-evaluated group in all stereotype dimensions, and were considered the least threatening and the most discriminated group. Perceived (im)morality of US and especially of Honduran immigrants was associated with perceptions of realistic threat, but this association was not sustained when evaluating indigenous Mexicans. Our findings may contribute to understanding the complexity when evaluating different minorities in Mexico and some of the psychosocial processes involved.
... (Crisp & Beck, 2005, p. 175) captured highly resemble how bias is also captured (Johnson, Terry, & Louis, 2005;Pahlke, Patterson, & Hughes, 2020). For example, Eller and Abrams (2003), who study intergroup biases via a questionnaire, ask questions, such as "Do you personally, in your daily life, find the presence of Mexicans in the US disturbing?" (p. 61). ...
... Another research theme concerns bias in more broadly defined binaries, which is sometimes framed as in-group-out-group phenomena (Rubini, Moscatelli, & Palmonari, 2007;Sumpter, 2019). Some studies are more specific, for example, by referring to the biases between national residents and immigrants (Eller & Abrams, 2003;Ji, Tybur, & van Vugt, 2021), old and young people (Tam et al., 2006), hetero-and homosexual people (Dickter, Forestell, Gupta, & Blass, 2019), Koreans and Southeast Asians (Dickter et al., 2019), people from northern or southern UK (Crisp & Beck, 2005), able-bodied and disabled people (Stone & Sawatzki, 1980), or non-Muslims and Muslims (Steele, Rovenpor, Lickel, & Denson, 2019). March and Graham (2015) highlight that there can also be in-group bias among minoritized groups. ...
... It demonstrates how the situational activation of a broad social identification (e.g., with "humans") positively affects attitudes toward former outgroup members, who now become fellow members of a common ingroup. Eller and Abrams (2003) found that more intergroup contact in social settings predicted weaker separate group representations, which in turn predicted lower levels of prejudice. Stronger superordinate, one-group representations predicted lower levels of intergroup anxiety and more favorable outgroup evaluations. ...
Identification with all humanity (IWAH), defined as a bond with and concern for people all over the world, predicts concern for global problems, commitment to human rights, and prosocial activities. However, it is still unknown how such a broad social identification develops and if early experiences play any role. Two studies explored the role of diverse childhood and adolescence intergroup experiences in predicting IWAH in adulthood. We focused on experiences such as being raised in diversity and having intergroup friends, helping or being helped by various others, and having experiences leading to re-or de-categorization, and introduced a new Childhood/Adolescent Intergroup Experiences (CAIE) scale. Study 1 (N = 313 U.S. students, M age = 21) and Study 2 (N = 1,000, a representative Polish sample, M age = 47) found that this kind of intergroup experiences during childhood and adolescence predicted IWAH beyond the effects of its other known predictors, such as empathy, openness to experience, universalism, right-wing authoritarianism, social dominance orientation or ethnocentrism. These results, obtained on various samples and in countries with different ethno-cultural contexts, point to potential ways of enlarging IWAH during childhood and adolescence.
... It demonstrates how the situational activation of a broad social identification (e.g., with "humans") positively affects attitudes toward former outgroup members, who now become fellow members of a common ingroup. Eller and Abrams (2003) found that more intergroup contact in social settings predicted weaker separate group representations, which in turn predicted lower levels of prejudice. Stronger superordinate, one-group representations predicted lower levels of intergroup anxiety and more favorable outgroup evaluations. ...
... The more the groups interact, the more they will move away from stereotypes, prejudices, and generalizations (as cited in Işık, 2015). Experimental studies on migration also show that contact between groups reduces prejudice and positively affects attitudes (Dovidio et al., 2011;Eller & Abrams, 2003;Levin et al., 2003). For instance, Levin et al. (2003) conducted a longitudinal study to determine the effect of contact on the intergroup attitudes of 2000 white, Latino, African-American, and Asian university students by measuring them five times at different times between 1996 and 2000. ...
This study aims to investigate the impact of migration-themed children's
books on the attitudes of fourth-grade primary school students towards migrant
students. Employing a mixed design, the study adopts a quasi-experimental
approach with a pre-test-post-test control group and an explanatory case study.
Recruiting 56 students living in a neighborhood with a dense migrant population in
Istanbul, the first author administered the attitude towards refugee students scale
(ATRSS) and conducted semi-structured interviews during the 2021-2022 academic
year. As an experimental practice, the first author held reading sessions for 8 weeks
with activities using migration-themed children's books. Control group students
continued their regular classes. The experimental and control groups were
interviewed and asked to fill in the ATRSS both before and after the reading
sessions. The quantitative data was analyzed with SPSS 22.0 and qualitative data
using descriptive analysis. The analysis revealed that migration-themed children's
books do not effect attitudes towards migrants. Other social/educational variables
such as gender, socioeconomic status, and parental education level also has no effect
on attitudes towards refugee students. The qualitative data revealed that migrationthemed children's books promote sensitivity to migrants' problems, empathic
thinking, and a positive attitude about diversity. As a result, this study significantly
contributes to further studies for researchers and teachers
... In addition to personal identity-related decategorization, another form of categorization process exists, namely, recategorization. This kind of categorization is part of a categorization phase at superordinate level in the Pettigrew contact model (Eller & Abrams, 2003). On the basis of this model, Dividio and colleagues (2003) mentioned that intergroup bias and conflict can be reduced by morphing individual representations as members of two groups into one, more inclusive group. ...
... This groups' integration and their fused identities may seem ideal, yet its operationalization is highly complex (Faturochman, 2008). Another form of categorization, which is not included in Pettigrew's model, is the dual identity level of categorization (Eller & Abrams, 2003). This approach is represented by common ingroup identity model (CIIM). ...
... Each participant identified themselves as member of their own ethnic group and acknowledged their membership in a more inclusive, ethnically diverse group, which is Indonesia. Pettigrew's contact model shows that situations and individual experience are the antecedents in the process (Eller & Abrams, 2003). Consequences of dual identity are a category crossover (Faturochman, 2008). ...
This study aims to describe the formation process of the closeness in interethnic friendship among adolescents living in Surakarta, Central Java, Indonesia. A qualitative study using grounded theory method is employed. Study participants comprised five adolescent girls, aged 16–17 years, with the following interethnic friendships: Javanese–Arabic–Tionghoa, Javanese–Arabic, and Javanese–Tionghoa. Data on the formation process of closeness in interethnic friendship were collected using semi-structured interview referring to the Closeness Interethnic Friendship Guideline for Adolescents. Data were analyzed using initial coding, focused coding, axial coding, and theoretical coding. Results reveal seven composites of closeness in interethnic friendship: disclosure, comfort, compatibility, reappraisal of the characters and other ethnic groups, support, similarity, and togetherness. Closeness led to the continuity of friendship, along with positive emotions, such as excited, comfortable, fun, happy, joyful, content, safe, and proud. This process occurred when the situation supported togetherness as well as, personal quality, experience, and appraisal toward the different ethnic groups, and the shared values understood by all the ethnic groups.
... Longitudinal research can be realistically implemented in the field, thus maintaining a good level of external validity. Although cross-sectional studies still prevail, evidence from rare early longitudinal studies (Stephan & Rosenfield, 1978) has now been supplemented by burgeoning research providing evidence that contact at earlier waves has significant effects on improved outgroup attitudes measured at later waves (Al Ramiah & Hewstone, 2012;Eller & Abrams, 2003;Kenworthy et al., 2016;Swart et al., 2011;Tausch et al., 2010, Study 4;Zagefka et al., 2009). ...
... First, longitudinal evidence for mediation of contact effects is surprisingly scarce compared with evidence provided by correlational research (Pettigrew & Tropp, 2006). Among these constructs, evidence of mediation with longitudinal data was found for intergroup empathy (Swart et al., 2011;Vezzali et al., 2010), outgroup trust (Grütter et al., 2018;Hässler et al., 2019), common in-group identity or identification (Eller & Abrams, 2003;Rompke et al., 2019), social norms (Christ et al., 2014), outgroup attitudes (Reimer et al., 2017;Tausch et al., 2010). Most evidence has been provided for the main mediator identified by contact research, that is intergroup anxiety (Pettigrew & Tropp, 2008). ...
... This is especially true when considering longitudinal studies investigating mediation of contact effects. Reflecting the larger literature, longitudinal studies investigating mediating processes focused mostly on the majority group (Christ et al., 2014;Eller & Abrams, 2003;Grütter et al., 2018;Hässler et al., 2019), with some studies also considering the minority group (Swart et al., 2011). There are, however, some exceptions. ...
A longitudinal field study tested the long‐term effects (three years) of intergroup contact on both explicit and implicit outgroup attitudes. Participants were majority (Italian) and minority (immigrant) high‐school students, who were tested at four waves from the beginning of their first year in high‐school to the end of the third school year. Results revealed, first, a longitudinal association of quantity (but not quality) of contact with lower intergroup anxiety and more positive explicit attitudes, as well as bidirectional effects over time between explicit attitudes and intergroup anxiety, on the one hand, and quantity and quality of contact, on the other. Second, reduced intergroup anxiety mediated the association between quantity of contact and improved explicit attitudes over time. Third, the product of quantity and quality of contact longitudinally predicted more positive implicit outgroup attitudes over school years. We discuss the theoretical and practical implications of findings.
... Eller, Abrams, and colleagues (Eller & Abrams, 2003, 2004Eller et al., 2017) tested Pettigrew's (1998) integrative model with correlational and longitudinal designs. In their first study (Eller & Abrams, 2003), conducted with U.S. students studying Spanish in Mexico and considering relations between U.S. Americans and Mexicans, the authors found that contact at Time 1 (1 week after their arrival in Mexico) was characterized more strongly as interpersonal and in terms of dual identity than in terms of categorization and recategorization. ...
... Eller, Abrams, and colleagues (Eller & Abrams, 2003, 2004Eller et al., 2017) tested Pettigrew's (1998) integrative model with correlational and longitudinal designs. In their first study (Eller & Abrams, 2003), conducted with U.S. students studying Spanish in Mexico and considering relations between U.S. Americans and Mexicans, the authors found that contact at Time 1 (1 week after their arrival in Mexico) was characterized more strongly as interpersonal and in terms of dual identity than in terms of categorization and recategorization. At Time 2 (1 week later), the interpersonal level was the highest, whereas the difference among the other three levels was nonsignificant. ...
... The results of these three studies are not consistent with Pettigrew's integrative model since, according to that model, the interpersonal level should decrease and the intergroup level should increase over time, whereas the recategorization level should be higher in the final stage. However, in the first study (Eller & Abrams, 2003), it was difficult to define when the first contact phase ended and the second phase started, and Pettigrew (1998) highlighted that contact phases may overlap. Moreover, the latter two studies (Eller & Abrams, 2004, Studies 1 and 2) did not specifically assess the initial stage of contact, and therefore do not qualify as stringent tests of the theory. ...
Research has proposed different models of how contact situations should be structured to maximize contact effects, focusing in particular on the role of categorization during contact. We conducted two experimental field interventions ( Ns = 247 and 247) to test models that integrate different levels of categorization. Each of the tested models was contrasted against a no-intervention control condition. In both studies, we assessed effects shortly after the intervention (1 week later; i.e., posttest) and then after approximately 6 months (i.e., follow-up). In the first study, results generally supported the model where categorization precedes decategorization, showing effects on major dependent measures highlighted in research on intergroup contact: quantity and quality of contact, cross-group friendships, intergroup anxiety (marginal effect at follow-up), outgroup attitudes (only at follow-up). Evidence for follow-up effects for this model was, however, weaker in Study 2, where the delayed effects of the intervention emerged only indirectly, via changes in contact quality, outgroup attitudes, and approach behavioral intentions at posttest. Comparisons of the other two models (decategorization then categorization; and simultaneous categorization and decategorization) with the control condition (only in Study 1) provided weaker and inconsistent results.
