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Rejecting Minorities summary all lectures / samenvatting alle hoorcolleges

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Rejecting Minorities

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Universiteit Utrecht (UU)

A summary of all lectures of the course Rejecting Minorities (RM). Een samenvatting van alle hoorcolleges van Rejecting Minorities (RM).

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Geupload op 30 oktober 2022
Aantal pagina's 33
Geschreven in 2021/2022
Type Samenvatting

social identity theory
evolutionary
cognitive
categorization
non social stimuli
social stimuli
ingroup favorism
minimal group experiment
social categorization
social identification
social identity
soc

Instelling
Universiteit Utrecht (UU)
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Interdisciplinaire Sociale Wetenschappen
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Rejecting Minorities

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Rejecting Minorities summary lectures

LECTURE 1 – Social Identity Theory (SIT)
SIT: Prejudices are a consequence of ingroup identification
E.g., identification with Dutch -> prejudiced towards Muslims

Research philosophy

- different disciplines have different research philosophies
- here: problem-driven research
1. problem: what do we want to know?
2. theory: how does a theory explain the problem? (e.g. SIT, RGCT, etc.)
3. research: test the predictions made by the theory
- Problem-based research questions:
o problem = societal issue and a related question
o related question = research question: judgment and value free, as specific as possible
o 4 kinds of research questions:
 descriptive: to what extent do we observe a problem?
 trend: how did the problem change over time?
 comparison: to what extent are there differences within a problem (e.g.
between areas/groups)?
 explanation (why-question): why does this problem exist? why did the
problem change? why do we observe differences?

Minimal group experiments

Group formation: why do we as humans categorize people?

- categorization process is a central component of SIT
o evolutionary perspective: necessary to distinguish friend and enemy (quick
categorization needed for survival)
o cognitive perspective: necessary to process large amounts of information (too much
to process, categorization makes it easier)
- categorization
o people search actively for information
o people simplify processing all that information by ignoring certain differences and
emphasizing (or even exaggerating) certain similarities of that information

SIT experiment 1 : non-social stimuli

- Tajfel: how do people deal with categories?
- People have to rate non-social stimuli: lines
o Line experiment (no and with categories)  estimating lengths  results:
- greater difference between lines in cat A and B (overestimate)
- less variance within each category (underestimate)
o we draw conclusions about stuff based on category!
- Non-social VS. social stimuli
o Categorization of non-social stimuli: similarities within groups and differences
between groups are overemphasized.

, o Can this be generalized to social stimuli?

SIT experiment 2 : minimal group experiment (with social stimuli)

- Goal: manipulate social categorization as an independent variable
• Step 1: Generate social categorization on basis of a trivial criterion
• Step 2: Let participants give rewards to members of their own and the other group
o part 1: dot estimation task (how many dots are in the picture?)  2 groups of dot-
over-estimator and under-estimator (randomly told!)
o part 2: rewarding people (favoring own group)
o results:
- Group formation leads to discriminatory behavior (ingroup favoritism)
- Even if groups are formed on basis of a trivial category!
- Tajfel: “Social categorization per se is a sufficient condition for the development of
intergroup bias” (discrimination in favor of the own group)
- ‘minimal group’ experiment: groepen nergens op gebaseerd, maken niet uit, leveren niks op,
zien elkaar niet

Social identity theory (SIT)

4 central concepts:

1. Social categorization: categorization of people into groups
 “process of bringing together social objects or events in groups which are equivalent
with regard to an individual’s actions, intentions and system of beliefs” (Tajfel, 1981,
p. 254).
 Similar to categorization of non-social stimuli:
– Use of any characteristic available
– Perceive more similarity within and more difference between categories
 Assumptions!  Dehumanization
 Not just the basis of how we perceive the world, but also who we perceive
ourselves…
2. Social identity
 = the realization that one belongs to a social category and the positive or negative
evaluation associated with this membership.
o divisive and exclusive: you either belong or you don’t, no in between or ‘sometimes’
o context dependent: you identify with different groups in different situation
o cultural component: with certain behaviors and normative expectation (this turns a
category into an identity)
E.g.: wearing brown shoes has no cultural component  NO social identity (but it
could be a social group)
o judgment of the nature of people in a certain category
E.g.: racist thought that black people would be ‘naturally’ inferior to white people.
  This is more than a minimal group. Social identities may thus have even more
powerful consequences in intergroup interaction!

3. Social comparison
 Through social comparison with other groups, people try to evaluate their group’s
relative status
 People strive for a positive social identity: people are motivated to belong to a
positively evaluated group

,  They value their own group more than other groups
 social identification (= tendency to ascribe positive characteristics to own group)
VS. contra-identification (= tendency to ascribe negative characteristics to other
groups))

 main reason for discrimination!

4. Psychological group distinctiveness
 On the one hand, people have a need for belonging to a positively evaluated group.
On the other hand, people also need to be distinct from others,
 people try to achieve a position of their group that is distinct and positive

Understanding behavior

* Social mobility: joining the higher status group: e.g. education (but: e.g. if you have a dark
complexion, it is harder to pass as the higher status group because you can’t that)
* Intra-group comparison: comparing yourself with people within your own group: who is worse off
than you?

* Absorption: e.g. US immigrants who give up their old culture
* Redefining characteristics: giving former negative characteristics of lower status group a different
connotation (e.g. ‘black is beautiful’ movement)
* Creativity: opening up a new dimension for comparison, that did not exist before: emphasizing
different characteristics
* Compare to other group: comparing your social group to another social group worse off than you.
* Challenge: protesting and demonstrating against the treatment of your group, changing social
position through opal competition (changing status quo effectively)  group doesn’t have to change,
but still gets higher status (if successful).

, Summary: SIT

- Helps understand positive and negative social relationships
- Explains behavior of dominant and subordinate group
- Allows clear hypothesis about group members’ behavior if they face negative social identity
- Is broadly applicable

LECTURE 2 – Realistic Group Conflict Theory (RGCT)
RGCT: Prejudices are a consequence of intergroup competition
E.g., perceived competition between Muslim and Dutch norms -> threat -> prejudiced towards
Muslims

Examples: prejudice against refugees and immigrants. Idea of competition: they (newcomers) will
take our (natives) jobs (politicians like Trump, Wilders).

Foundation of RGCT

1950s: Classical explanations of prejudice

- Early explanations of prejudice focused on personality characteristics:
(e.g. how can Nazis be so inherently evil?)
o Allport: the prejudiced personality is ego-alienated, longs for definitiveness, safety,
and authority (people who can’t live with themselves, they search for thing to blame,
they want things to be like they used to be)
o Authoritarian personality: wants to have someone who tells them what to do, they
don’t want to change the status quo
- But: “Prejudice is fundamentally a matter of relationship between (racial) groups.” (Blumer
1958).

Foundation of RCT: Robbers Cave Experiment (by Muzafer Sherif)

2 research questions:
- How do group conflicts develop?
- How can we solve group conflicts?
Study design:
- 22 boys (12 yrs)
- don’t know each other
- same social background
- random allocation to 2 groups
- 3 phases
(maximum group experiment!)

Phase 1: group formation (doing stuff together, unaware of other group)
Phase 2: group competition (they organized competitions and the winner could get prizes)
 group dynamic changed: groups became more cohesive; tension between groups grew, started
fighting
Phase 3: ……

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