Effects of social identity and threat on self-esteem and group attributions.

Two studies were conducted to examine reactions and coping responses to a threatened group identity. In both studies, participants were asked to read a (fictitious) report that varied whether their group received a good or bad evaluation. In Study 2, the report also gave an internal or external reason for the rating. Study 1 showed that participants made more positive affirmations about an important group membership when their group had been threatened. They also made an equal number of internal and external attributions when they identified strongly with their group. Study 2 showed that participants who were given a group-serving attribution when their group had been threatened had higher self-esteem than those not given a group-serving attribution, especially if they identified strongly with their group. These results are discussed in the context of social identity theory and biased information processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interacting with sexist men triggers social identity threat among female engineers.

[Correction Notice: An erratum for this article was reported in Vol 97(4) of Journal of Personality and Social Psychology (see record 2009-16971-002). The affiliation for William von Hippel is incorrect. The affiliation should have been University of Queensland.] Social identity threat is the notion that one of a person’s many social identities may be at risk of being devalued in a particular context (C. M. Steele, S. J. Spencer, & J. Aronson, 2002). The authors suggest that in domains in which women are already negatively stereotyped, interacting with a sexist man can trigger social identity threat, undermining women’s performance. In Study 1, male engineering students who scored highly on a subtle measure of sexism behaved in a dominant and sexually interested way toward an ostensible female classmate. In Studies 2 and 3, female engineering students who interacted with such sexist men, or with confederates trained to behave in the same way, performed worse on an engineering test than did women who interacted with nonsexist men. Study 4 replicated this finding and showed that women’s underperformance did not extend to an English test, an area in which women are not negatively stereotyped. Study 5 showed that interacting with sexist men leads women to suppress concerns about gender stereotypes, an established mechanism of stereotype threat. Discussion addresses implications for social identity threat and for women’s performance in school and at work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethnocentrism between groups of unequal power in response to perceived threat to social identity and valued resources.

Hypothesized that perceived threat to social identity and perceived threat to valued resources would each increase ethnocentrism, and that high power groups would be more ethnocentric than low power groups. In Exp 1, a negative message was only a threat to the Ss' group identity; in Exp 2, it was also a threat to their payment for experimental participation. Results show that these threats increased ethnocentrism. However, neither expert power (Exp 1), nor expert power linked to reward power (Exp 2) moderated this reaction. As predicted, in-group–out-group differentiation along the female sex-role stereotype and attitude dimensions was correlated with strength of group identification in the high threat conditions of Exp 1. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

“Interacting with sexist men triggers social identity threat among female engineers”: Correction.

Reports an error in "Interacting with sexist men triggers social identity threat among female engineers" by Christine Logel, Gregory M. Walton, Steven J. Spencer, Emma C. Iserman, William von Hippel and Amy E. Bell (Journal of Personality and Social Psychology, 2009[Jun], Vol 96[6], 1089-1103). The affiliation for William von Hippel is incorrect. The affiliation should have been University of Queensland. (The following abstract of the original article appeared in record 2009-07435-001.) Social identity threat is the notion that one of a person’s many social identities may be at risk of being devalued in a particular context (C. M. Steele, S. J. Spencer, & J. Aronson, 2002). The authors suggest that in domains in which women are already negatively stereotyped, interacting with a sexist man can trigger social identity threat, undermining women’s performance. In Study 1, male engineering students who scored highly on a subtle measure of sexism behaved in a dominant and sexually interested way toward an ostensible female classmate. In Studies 2 and 3, female engineering students who interacted with such sexist men, or with confederates trained to behave in the same way, performed worse on an engineering test than did women who interacted with nonsexist men. Study 4 replicated this finding and showed that women’s underperformance did not extend to an English test, an area in which women are not negatively stereotyped. Study 5 showed that interacting with sexist men leads women to suppress concerns about gender stereotypes, an established mechanism of stereotype threat. Discussion addresses implications for social identity threat and for women’s performance in school and at work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategies to cope with negative social identity: Predictions by social identity theory and relative deprivation theory.

Predictions by social identity theory (SIT) and relative deprivation theory (RDT) concerning preferences for strategies to cope with a negative in-group status position were tested. The focus of the present research was a comparison of the theories regarding their differential patterns of prediction. For this purpose, a natural sample within a specific historical situation was investigated: East Germans after the German unification. First, the predictive power of SIT and RDT variables was tested separately. In a second step, a possible integration of the theories was addressed. Combining the SIT variables and RDT variables led to an integrated model indicating a differential pattern of prediction for intergroup strategies. The RDT components explained the collective responses, whereas SIT constructs were related to individual strategies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stereotype threat spillover: How coping with threats to social identity affects aggression, eating, decision making, and attention.

Stereotype threat spillover is a situational predicament in which coping with the stress of stereotype confirmation leaves one in a depleted volitional state and thus less likely to engage in effortful self-control in a variety of domains. We examined this phenomenon in 4 studies in which we had participants cope with stereotype and social identity threat and then measured their performance in domains in which stereotypes were not “in the air.” In Study 1 we examined whether taking a threatening math test could lead women to respond aggressively. In Study 2 we investigated whether coping with a threatening math test could lead women to indulge themselves with unhealthy food later on and examined the moderation of this effect by personal characteristics that contribute to identity-threat appraisals. In Study 3 we investigated whether vividly remembering an experience of social identity threat results in risky decision making. Finally, in Study 4 we asked whether coping with threat could directly influence attentional control and whether the effect was implemented by inefficient performance monitoring, as assessed by electroencephalography. Our results indicate that stereotype threat can spill over and impact self-control in a diverse array of nonstereotyped domains. These results reveal the potency of stereotype threat and that its negative consequences might extend further than was previously thought. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Repression-sensitization and social desirability responding.

3 groups of male and female Ss were given Byrne's R-S scale and the Marlowe-Crowne Social Desirability (SD) scale. The scores on these 2 scales were correlated and significant negative correlations were obtained for all 3 groups. The magnitude and consistency of these correlations appear to reflect sufficient independence between these dimensions to justify considering them as separate variables. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The space between us: Stereotype threat and distance in interracial contexts.

Four studies investigate the role that stereotype threat plays in producing racial distancing behavior in an anticipated conversation paradigm. It was hypothesized that the threat of appearing racist may have the ironic effect of causing Whites to distance themselves from Black conversation partners. In Study 1, participants distanced themselves more from Black partners under conditions of threat, and this distance correlated with the activation of a "White racist" stereotype. In Study 2, it was demonstrated that Whites' interracial distancing behavior was not predicted by explicit or implicit prejudice. Study 3 provides evidence that conceiving of interracial interactions as opportunities to learn may attenuate the negative consequences of threat for Whites. Study 4 found that Whites have conscious access to their experience of stereotype threat and that this awareness may mediate the relationship between threat and distance. These results are discussed within a broader discourse of racial distancing and the possibility that certain identity threats may be as important as prejudice in determining the outcomes of interracial interactions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's concepts of authority and social contexts.

Examined children's concepts of authority with regard to type of authority directive and social context. 10 boys and 10 girls in kindergarten–2st, 2nd–4th, and 5th–6th grades were presented with hypothetical situations in which a school principal issues directives to children in 3 contexts outside of their school: (1) a different school, (2) a public park, and (3) a child's home. Directives were aimed at stopping or allowing fighting or ball playing and making a rule against fighting or ball playing. Children's evaluations of the legitimacy of the principal's actions were assessed. In general, Ss rejected the principal's authority outside the jurisdiction of the school, although kindergarten–2st grade Ss were more likely to accept the principal's rule making or stopping children from playing ball in the park. Results show that children conceptualize authority with respect to social position and within the bounds of specific social contexts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Directed forgetting and posthypnotic amnesia: Information processing and social contexts.

In three experiments we compared posthypnotic amnesia (PHA) with directed forgetting (DF), evaluating subjects' hypnotic susceptibility, hypnotized or not. Experiment 1 suggested that the memory processes in PHA and DF were not the same. Low and high susceptibility subjects responded differently in the two contexts. Experiment 2 demonstrated a context effect for highly susceptible subjects: They showed the usual DF response outside hypnosis but not during hypnosis. Experiment 3 showed that high and low susceptibility subjects responded similarly to DF instructions outside hypnosis, eliminating the susceptibility as an important variable in the DF response. We concluded: (a) The interaction of context and susceptibility was the important determinant of unusual DF responses for high susceptibles, and (b) information processing concepts are too limited to explain PHA and perhaps DF. Theories that include interactions appear necessary for an accurate understanding of hypnotic phenomena and perhaps some phenomena usually focused on by cognitive psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's sensitivity to social contexts at 18 months of age.

Investigated whether, in an unfamiliar, semipublic place, children as young as 18 mo of age would be sensitive to variations in the nature of social encounters between their mothers and an unfamiliar adult (E). Measures of the child's distance from the mother at the beginning of each 10-sec interval of the encounter, the percentage of 10-sec intervals spent by the child on the stranger's side of the room, frequency of child vocalizations to the mother, times child made physical contact with the mother, and frequency of smiling show that 18-mo-old children are already sensitive to background contexts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A threat in the air: How stereotypes shape intellectual identity and performance.

A general theory of domain identification is used to describe achievement barriers still faced by women in advanced quantitative areas and by African Americans in school. The theory assumes that sustained school success requires identification with school and its subdomains; that societal pressures on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others' judgments or their own actions will negatively stereotype them in the domain. Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups (offering a new interpretation of group differences in standardized test performance), that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral preferences in response to social injustice: The effects of group permeability and social identity salience.

Examined features of an intergroup context that can affect people's preferred responses to a situation of social injustice. 90 undergraduates were randomly assigned to 1 of 3 conditions of group permeability (open, token, or closed) and 1 of 2 conditions of social identity salience (not salient or salient). It was predicted on the basis of social identity theory that individualistic responses would be preferred to a collective response when group boundaries were more open but not when they were closed. It was also expected that under conditions of group impermeability, collective behavior would be preferred to a greater extent by individuals for whom social identity was salient than by individuals for whom it was not salient. The results, which generally supported these hypotheses, are discussed in terms of social psychological theories of intergroup relations and also with regard to their potential practical implications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Politicized collective identity: A social psychological analysis.

This article develops a social psychological model of politicized collective identity that revolves around 3 conceptual triads. The 1st triad consists of collective identity, the struggle between groups for power, and the wider societal context. It is proposed that people evince politicized collective identity to the extent that they engage as self-conscious group members in a power struggle on behalf of their group knowing that it is the more inclusive societal context in which this struggle has to be fought out. Next, 3 antecedent stages leading to politicized collective identity are distinguished: awareness of shared grievances, adversarial attributions, and involvement of society at large. This sequence culminates in the final triad because the intergroup power struggle is eventually triangulated by involving society at large or representatives thereof. Consequences of politicized collective identity are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adapting to and coping with the threat and impacts of climate change.

This article addresses the nature and challenge of adaptation in the context of global climate change. The complexity of “climate change” as threat, environmental stressor, risk domain, and impacting process with dramatic environmental and human consequences requires a synthesis of perspectives and models from diverse areas of psychology to adequately communicate and explain how a more psychological framing of the human dimensions of global environmental change can greatly inform and enhance effective and collaborative climate change adaptation and mitigation policies and research. An integrative framework is provided that identifies and considers important mediating and moderating parameters and processes relating to climate change adaptation, with particular emphasis given to environmental stress and stress and coping perspectives. This psychological perspective on climate change adaptation highlights crucial aspects of adaptation that have been neglected in the arena of climate change science. Of particular importance are intra-individual and social “psychological adaptation” processes that powerfully mediate public risk perceptions and understandings, effective coping responses and resilience, overt behavioral adjustment and change, and psychological and social impacts. This psychological window on climate change adaptation is arguably indispensable to genuinely multidisciplinary and interdisciplinary research and policy initiatives addressing the impacts of climate change. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Acoustic interaction in animal groups: Signaling in noisy and social contexts.

It has long been known that individuals of many species vocally communicate with one another in noisy environments and in rich contexts of social interaction. It has recently become clear that researchers interested in understanding acoustic communication in animal groups must study vocal signaling in these noisy and socially complex settings. Furthermore, recent methodological advances have made it increasingly clear that the authors can tackle these more complex questions effectively. The articles in this Special Issue stem from a Symposium held at the June 2006 meeting of the Acoustical Society of America, and illustrate some of the taxonomic and methodological diversity in studies aimed at understanding how acoustic communication functions in social grouping. This introduction to the Special Issue provides a brief overview of the articles and key ideas in this field of inquiry, and suggests some future directions to take the field to help us understand how social pressures in animal groups may influence, and be influenced by, acoustic signals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The self and social behavior in differing cultural contexts.

Three aspects of the self (private, public, collective) with different probabilities in different kinds of social environments were sampled. Three dimensions of cultural variation (individualism–collectivism, tightness–looseness, cultural complexity) are discussed in relation to the sampling of these 3 aspects of self. The more complex the culture, the more frequent the sampling of the public and private self and the less frequent the sampling of the collective self. The more individualistic the culture, the more frequent the sampling of the private self and the less frequent the sampling of the collective self. Collectivism, external threat, competition with outgroups, and common fate increase the sampling of the collective self. Cultural homogeneity results in tightness and in the sampling of the collective self. The article outlines theoretical links among aspects of the environment, child-rearing patterns, and cultural patterns, which are linked to differential sampling of aspects of the self. Such sampling has implications for social behavior. Empirical investigations of some of these links are reviewed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Locational feminisms and feminist social identity analysis.

Locational feminisms encompass the many manifestations that feminisms assume as they emerge, travel, and are transplanted in a wide range of temporal, spatial, and cultural settings. Locational feminisms explore the interlocking oppressions and privileges associated with multidimensional and complex social identities associated with race, ethnicity, gender, sexual orientation, age, culture, disability, and other social statuses. They also critique feminisms based on generalizations about middle class women's lives, and move the experiences and perspectives of diverse groups of individuals from the margin to the center of exploration. The locational feminisms addressed in this article include postmodern feminism, women of color feminisms, lesbian feminisms and queer theory, transnational and postcolonial feminisms, and third wave feminisms. Social identity analysis refers to the assessment of the social categories a person occupies and how these memberships are relevant to personal identity; perceived sources of strength and challenge; and experiences of empowerment, privilege, and discrimination. The locational feminisms hold substantial potential for informing social identity analysis, which supports comprehensive assessment relevant to social justice approaches. The article begins with a summary of the theoretical literature that informs locational feminisms, and is followed by a discussion of implications and applications relevant to feminist and other social justice practices in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)