When group members forgive: antecedents and consequences

Whether forgiveness is essential for intergroup reconciliation may be disputable, but its potential ability to repair human relationships following offenses committed based on group membership remains of considerable importance. The primary focus of this Special Issue is on the social-contextual factors that encourage forgiveness of past wrongs and the extent to which forgiveness results in meaningful improvement in intergroup relations. The concept of Intergroup Forgiveness has only appeared on the research agenda of social psychologists over the last decade, so there is still much room for conceptual clarification, empirical validation and applications to understanding intergroup reconciliation. Significant progress has been made by investigating predictors and correlates of intergroup forgiveness, and the research presented in this Special Issue further illuminates the processes involved in Intergroup Forgiveness, as well as important consequences. This collection of empirical articles, based on diverse theoretical perspectives and empirical approaches to studying the phenomenon of intergroup forgiveness inside and outside of the laboratory, advance our understanding of when and how improvement emerges across a wide range of real and enduring conflicts.Key words: intergroup forgiveness, intergroup relations, conflict, victim, perpetrato

What makes a young assertive bystander? The effect of intergroup contact, empathy, cultural openness, and in-Group bias on assertive bystander intervention intentions.

The present research tests the indirect effects of intergroup contact on adolescents’ bystander intervention intentions via four potential mediators: “empathy,” “cultural openness,” “in-group bias,” and “intergroup anxiety.” British adolescents (N = 855), aged 11–13 years, completed measures of intergroup (interethnic) contact and the identified indirect variables. Intended bystander behavior was measured by presenting participants with an intergroup (immigrant) name-calling scenario. Participants rated the extent to which they would behave assertively. The findings extend previous intergroup contact research by showing a significant indirect effect of intergroup contact on assertive bystander intentions via empathy, cultural openness and in-group bias (but not via intergroup anxiety). Theoretical implications and practical suggestions for future prejudice-reduction interventions are discussed

Examining the role of positive and negative intergroup contact and anti-immigrant prejudice in Brexit

This study examined the interplay of anti-immigrant prejudice and intergroup contact experience on voting intentions within Britain’s 2016 referendum on its membership within the European Union. In the days before the referendum we asked more than 400 British people how they planned to vote. We measured a number of demographic factors expected to predict voting intentions as well as individuals’ prejudice toward, and intergroup contact experience (positive and negative) with EU immigrants. Anti-immigrant prejudice was a strong correlate of support for Brexit. Negative intergroup contact experience was associated with higher anti-immigrant prejudice and, in turn, increased support for ‘Leave’. Positive intergroup contact, on the other hand, seemed to play a reparative role, predicting lower prejudice and increasing support for ‘Remain’

Using intercultural videos of direct contact to implement vicarious contact: A school-based intervention that improves intergroup attitudes

We aimed to create an engaging and dynamic intervention for schools that uses videos of direct school peer contact to implement a vicarious contact intervention. Participants were ethnic majority (Italian) and minority (immigrant) high-school students (N = 485, age ranging from 14 to 22 years old, mean age = 17.24 years), who were asked to watch and evaluate videos created by peers from their school for a competition for the best video on intercultural friendships. Results revealed that vicarious contact, relative to a control condition where participants were not shown any videos, improved outgroup attitudes, reduced negative outgroup stereotypes, and increased willingness to engage in contact with the outgroup. These effects only emerged when intercultural friendships in the videos were salient. Inclusion of the other in the self, but neither intergroup anxiety nor fear of rejection by the outgroup, significantly mediated the effect of the videos on outcomes. We discuss theoretical and practical implications of the findings

Ethnic categorization among children in multi‐ethnic schools in the Netherlands

In this study the use and importance of ethnic categories is investigated among children in multi‐ethnic schools. It is argued that concentrating on ethnic categories ignores the many alternative forms of social categorization that can be used. It also ignores the possibility that social categories are not used at all. In the present study children were not confronted with material that explicitly stressed ethnicity, nor were they forced to respond to ethnic categories, but the social categories spontaneously used in written essays were analysed. The results show that ethnic categories should not be taken for granted. First, categorical constructs were not the only ones used, as many particular descriptions were given. Second, although most children did use ethnicity in describing differences between schoolmates, many other social categories were used and there were hardly any references to ethnicity when the children described patterns of playing. Copyrigh

Dealing with deviants: The effectiveness of rejection, denial and apologies on protecting the public image of a group

Public transgressions by group members threaten the public image of a group when outside observers perceive them as representative of the group in general. In three studies, we tested the effectiveness of rejection of a deviant group member who made a racist comment in public, and compared this to several other strategies the group could employ to protect their image. In Study 1 (N=75) and Study 2 (N=51), the group was judged less racist after rejecting the deviant than after claiming a non-racist position or not responding to the transgression. Perceived typicality of the deviant partially mediated this effect in Study 2. In Study 3 (N=81), the group was judged least racist after forcing the deviant to apologize and as most racist after denying the severity of the transgression. Results also showed a negative side-effect of rejection. Perceived exclusion of the deviant contributed to a perception of the group as disloyal to its members, which resulted in a less favorable overall group evaluation. Potential benefits and risks of rejection, denial, and apologies are further discussed in the General Discussion. © 2009 John Wiley & Sons, Ltd