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Peacemaking youth programmes in Northern Ireland
The purpose of this paper is to review psychology-based programmes, which were developed to bring together children and young people from Protestant and Catholic backgrounds following the outbreak of the conflict in Northern Ireland. The authors focused on reporting findings from early research papers and reviews as well as more recent studies. They examined the role of holiday schemes and then the development and evaluation of inter-school contact schemes. The findings highlight the strengths and weaknesses associated with peace programmes for youth in Northern Ireland. The paper argues the importance of these programmes for conflicted societies, provided that they are based on current research. The authors believe the work from Northern Ireland reviewed here has important implications for activities aimed at improving intergroup relations in other societies. These findings will be of interest to researchers, policy makers and practitioners alike. © 2012, Emerald Group Publishing Limited.
Identity, segregation and peace-building in Northern Ireland: A social psychological perspective
When conflict, competing identities, and segregation collide; Identity, Segregation and Peace-building in Northern Ireland explores the implications for peace-building in Northern Ireland, and across the globe.
Promoting positive community relations: what can RE learn from social psychology and the shared space project?
In this article we considered the relevance of specific claims that ‘multi-faith’ approaches to Religious Education (RE) play a role in promoting good community relations. In doing so, we adopted a social-psychological perspective where engaging in positive and meaningful interactions with diverse others reduces prejudice. Survey responses from 92 RE teachers across the UK were examined to determine the extent to which strategies for promoting positive community relations were embedded within classroom practice. We next examined whether teachers intuitively used social psychological theory–namely the contact hypothesis–to promote positive communities in their classrooms. Results demonstrated that the majority of surveyed RE practitioners perceived community relations to be a core aim of RE and that contact theory was applicable to their practice. Teachers reported examples of how they embed both contact theory and RE in their classrooms but not all of these aligned with social psychological theory. Findings suggest that successful practice in RE may be further developed by integrating theoretical principles of the contact hypothesis. Implications and future directions will be discussed.
The effects of empathy, perceived injustice and group identity on altruistic preferences: Towards compensation or punishment
Previous research supports that both empathic concern and perspective-taking are predictors of altruistic behaviours in dictator games. Less is known, however, about how the identity of the victim and the perpetrator and the strength of ingroup identity of the observer in such games impacts upon preferences for altruistic compensation and punishment. Focusing on gender identity, the present research aimed to examine the effects of empathy, perceived injustice and ingroup identity strength on preferences for altruistic compensation and punishment. Female adult participants (n = 116) were recruited through an online survey conducted in the United Kingdom. Using a dictator-style game, participants were randomly assigned to observe either a male or female distributing resources to a female victim, after which they were asked to rate their feelings of injustice and then completed a series of measures including empathic concern, perspective-taking and strength of gender identity. Results demonstrate that empathic concern and perspective-taking predicted third-party altruistic preferences but there was no effect of experimental condition (perpetrator identity). Results have implications for promoting perspective-taking-focused empathy intervention in occasions where distributive inequality or intergroup bias frequently occurs. These are also the insight to female’s awareness of gender equality and a novel enforce of norm violations.
Beyond the irony of intergroup contact: The effects of contact and threat on political participation and support for political violence in Northern Ireland
Research has suggested that intergroup contact can ironically lead to a reduction in commitment to social change and that threat can play an important role in this process. In post-agreement societies, however, characterized more so by symbolic rather than material conflict, the role that intergroup contact and threat play in social action may be particularly complex. This article examines intergroup contact, intergroup threat, support for political violence, and political participation among a student sample (n = 152) of Protestants and Catholics in Northern Ireland. Results show that contact is associated with lower symbolic and realistic threat for both groups and to lower levels of support for political violence but not to political participation. Symbolic threat mediated the association between contact and support for political violence and between contact and political participation for the Protestant majority group only. This suggests that contact may have a positive effect upon group relations but that this is dependent upon status and the social-political context.
Adolescent outgroup helping, collective action, and political activism in a setting of protracted conflict
This article examines the role of empathy for outgroup helping, collective action and political activism among youth in Northern Ireland, a setting of protracted conflict. Integrating the Empathy-Attitudes-Action model with the Developmental Peacebuilding Model, a two-wave study was conducted to assess youth's behavioural intentions and actual behaviours toward refugees. Across two waves (N = 383, 52 % male, 48 % female; 14−16 years old), empathy at Time 1 predicted more positive attitudes toward ethnic minorities at Time 2, which in turn was positively related to four outcomes aiming to foster prosocial change for refugees: helping behaviour and realistic helping at the interpersonal level, collective action intentions at the structural level, and signing a petition aiming for cultural change. That is, outgroup attitudes mediated the link from empathy to three types of prosocial action toward refugees. The findings suggest that youth not only volunteer to help an individual outgroup member, but also support broader structural and cultural change that will benefit those they may never meet. Implications for recognising and supporting the constructive agency of youth toward disadvantaged groups in conflict settings are discussed.
Intergroup contact and the mediating role of intergroup trust on outgroup evaluation and future contact intentions in Cyprus and northern Ireland
It is well supported that intergroup contact reduces prejudice and that positive contact can increase trust and improve attitudes between groups in conflict. In segregated societies, however, contact is often difficult or undesirable when political parties or institutions obstruct interactions contact. Therefore, when contact does occur it is vital that it is of positive quality that could potentially lead to increased intentions for further contact, as a way of facilitating sustained contact, desegregation and promoting peace. With this in mind, the present article examines intergroup contact, intergroup trust, and future contact intentions in 2 conflict settings; Cyprus and Northern Ireland. Participants took part in an online survey that asked them to report on their contact experiences, intergroup trust, outgroup evaluation, and future contact intentions. Separate models are tested for Protestants and Catholics in Northern Ireland (n = 268) and for Greek Cypriots and Turkish Cypriots in Cyprus (n = 408). As expected, participants from Northern Ireland experienced more and better quality contact compared with participants from Cyprus. For Protestants, Catholics, and Greek Cypriots, results show that quality of contact, above quantity of contact, predicts future contact intentions, and improved attitudes through the mediation of intergroup trust. For Turkish Cypriots, contact quality additionally directly predicted outgroup evaluation without necessarily increasing trust. We argue that positive contact is an important route for promoting desegregation in societies with high residential segregation but that it is vital to understand contextual and group status when understanding these relationships.
Believe it or not: Exploring the relationship between dogmatism and openness within non-religious samples
Personality and dogmatic thinking within religious individuals have been examined by previous research, but neglected for non-religious individuals. In this experiment, we distinguish between two types of non-religious groups; those who ascribe themselves to an identity (atheists) and those who do not (no beliefs in particular). A total of 103 non-religious individuals (36% atheists and 64% with no particular beliefs) completed an online questionnaire measuring dogmatism and openness traits, with an additional Christian group ( n= 91) serving as a control. After confirming a relationship between identity salience and dogmatism, and validating a measure of dogmatism (DOG) in both non-religious groups, we note key personality differences between the two. Those with no beliefs in particular demonstrated a traditional negative correlation between openness and dogmatism (along with Christians) while these variables correlated positively for atheists (in particular, on 'unconventionality'). This study is the first to establish differences between the relationship of dogmatism and openness within non-religious populations and explain these differences through group identity. Thus, identity strength and group belief systems are suggested to be key contributors to observed group differences between non-religious individuals. © 2013 Elsevier Ltd.
Examining the Association between Family Environment and Adolescent Delinquent Behaviours in China
We examined the association between perceived family environment and delinquent behaviours among Chinese adolescents. A sample of 176 middle school students (M = 13.7, SD = 0.86) completed the Chinese version of the Youth Self-Report and the Chinese version of the Family Environment Scale during their school time. Multiple regression was performed to assess the association between family environment and adolescent delinquency. Results demonstrated that a stronger family relationship was conducive to positive adolescent development. Exploratory analysis revealed that the expressiveness, conflict, independence, and control subscales were positively, and the cohesion and organization subscales were negatively associated with adolescent delinquency. Results underscore the significance of positive relationships in adolescents’ delinquent trajectory. Findings have important implications for addressing adolescent delinquency, supporting the need for a family-centred approach that includes parents, schools, and social workers.
Does violence beget violence? The role of family ethnic socialization and intergroup bias among youth in a setting of protracted intergroup conflict
Does violence beget violence among youth in a setting of protracted conflict? Framed by a developmental intergroup approach, this paper examines the mediating roles of family ethnic socialization and intergroup bias. Two time points from 466 (50% female/50% male, 51% Catholic/49% Protestant) 14- to 16-year-olds in Northern Ireland were analyzed. Bootstrapped chain mediation found that previous experience with sectarianism, or intergroup violence, was positively related to family ethnic socialization, which predicted later intergroup bias, which was related to higher levels of adolescent participation in sectarian antisocial behavior. Findings identify the importance of family processes in the link from experiencing to committing sectarian acts. Implications for preventing youth participation in sectarianism are discussed.
Empathy to action: Child and adolescent out-group attitudes and prosocial behaviors in a setting of intergroup conflict
The paper explored how to promote constructive intergroup relations among children and young people in a context of protracted conflict. Across two studies, the Empathy–Attitudes–Action model was examined in middle childhood and adolescence. More specifically, we tested the relations among dispositional empathy, out-group attitudes, and prosocial behaviors for youth born after the peace agreement in Northern Ireland. In one correlational (Study 1: N = 132; 6–11 years old: M = 8.42 years, SD = 1.23) and one longitudinal design (Study 2: N = 466; 14–15 years old), bootstrapped mediation analyses revealed that empathy was associated with more positive attitudes toward the conflict-related out-group, which in turn, was related to higher out-group prosocial behaviors, both self-report and concrete actions. Given that out-group prosocial acts in a setting of intergroup conflict may serve as the antecedents for peacebuilding among children and adolescents, this study has intervention implications.
From injustice to action: The role of empathy and perceived fairness to address inequality via victim compensation
Acting prosocially towards others may sometimes involve tangible costs to self, which can be associated with lower motivation to help those who have been the victims of injustice. In contrast to previous work which suggests that empathy does not shape the perceptions of injustice, the present research proposes that while perceptions of fairness in the context of injustice are dynamic, they may well be shaped by empathy. Using a dictator-style paradigm, the present research explored the extent to which empathy is related to perceptions of injustice and in turn, compensating forms of inequality. A non-registered Study 1 (N = 466) found that higher empathy predisposition is related to perceiving more injustice in contexts of inequality. Preregistered Study 2 (N = 406) extended this finding by experimentally manipulating empathy, showing that emphasising with the victim of inequality is indirectly related to perceiving injustice. The hypothesised mechanism, empathy allowing identification and experiencing the feelings of anger associated with the injustice, is supported in Study 2. As such, perceptions of fairness are not static; empathy is argued to be an important mechanism in forming justice perceptions. Data and supplementary materials: [DOI: https://doi.org/10.17605/OSF.IO/83V4U].
Micro-ecological behavior and intergroup contact
Research evaluating intergroup contact has tended to rely on self-report measures. Drawing on recent micro-ecological research, the two studies reported here used a multi-method approach to examine contact in a more holistic fashion. This involved the measurement of observable behavior at the micro-level, intergroup attitudes via infrahumanization and focus groups. Participants were taking part in a community intervention program in Northern Ireland. We conclude that micro-ecological behavior is not necessarily indicative of outgroup attitudes. Although behavior and attitudes changed in line with one another in Study 1 (less aggregation and significantly less infrahumanization), there were no infrahumanization differences between those who sat beside an outgroup member and those who did not. Importantly, the work presented here illustrates a unique method that allows micro-ecological behavioral observations to be made for the first time in non-racial settings. © 2012 Copyright Taylor and Francis Group, LLC.
Solidarity across group lines: Secondary transfer effect of intergroup contact, perceived moral distance, and collective action
We tested, in three studies, whether the generalization of contact effects from primary to secondary outgroups—the secondary transfer effect (STE)—occurs for collective action. The results supported a serial mediation model: contact with immigrants by advantaged group members (Italians: Study 1, N = 146, 121 females, Mage = 28.31 years; Study 3, N = 406, 239 females, Mage = 36.35; British people, Study 2, N = 160, 113 females, Mage = 32.31) was associated with lower perceived moral distance toward primary outgroups, which in turn was associated with more positive attitudes and greater collective action intentions toward primary outgroups, and lower perceived moral distance toward secondary outgroups. Lower perceived moral distance toward secondary outgroups and stronger collective action intentions toward the primary outgroup were associated with higher collective action intentions toward secondary outgroups (results were inconsistent for attitudes). We discuss the findings with a focus on how a consideration of perceived moral distance extends current theorizing, and the relevance of generalized prejudice for the STE.
PERCEIVED TEACHER SUPPORT, COLLECTIVE EFFICACY IN SCHOOL, AND CONSTRUCTIVE ENGAGEMENT AMONG YOUTH IN A CONFLICT-AFFECTED SOCIETY
In conflict-affected societies, teachers are critical to supporting positive youth development and encouraging constructive societal contributions. The present research examined the role of perceived teacher support on youth collective efficacy in school and implications for constructive engagement. Recruited through their schools as part of a larger study, 395 youth (aged 15-16, evenly split by religion and gender) completed survey measures of perceived teacher support, collective efficacy in school, and two constructs assessing constructive engagement: nonviolent strategies to manage conflict and collective action for refugees. To test the effects of teacher support on constructive engagement through collective efficacy, bootstrapped mediation analysis was conducted. Collective efficacy in school mediated the link between perceived teacher support and youth’s nonviolent strategies and collective action. Findings highlight the importance of teacher support and collective efficacy in promoting constructive engagement. Implications for teacher training and interventions that aim to engage youth in society are discussed.
Negative contact, collective action, and social change: Critical reflections, technological advances, and new directions
Intergroup contact research has expanded exponentially in the last few decades, with researchers employing a widening range of methods to offer new insights into the effects of both positive and negative contact experiences. In this commentary, we discuss the contributions of three papers to this special issue of the Journal of Social Issues on advances in intergroup contact research, namely Schäfer et al.’s (2021) review of research on negative intergroup contact experiences, Hässler et al.’s (2020) review of research on intergroup contact and social change, and O'Donnell et al.’s (2021) review of technological and analytic advances in contact research. Having outlined the key arguments of each paper, we then offer some theoretical and methodological reflections, also discussing potential gaps, connections, opportunities, and future directions along the way. We end by reflecting on a common theme that permeates our commentary: the need to contextualize adequately the dynamics of intergroup contact across a range of everyday settings. Here we argue that to fully understand how to promote beneficial forms of intergroup contact, we need to consider more carefully how contact is experienced, enacted, and evaluated “on the ground” by participants themselves. This requires work of both theoretical and methodological innovation.
Intimate intergroup contact across the lifespan
Intergroup contact can be as casual as members of different groups walking past one another on the street or as intimate as developing cross-group friendships or romantic relationships. To date, however, the majority of intergroup contact research has focused on examining the effects of contact through self-report measures of interactions and friendships. While this research has made a substantial contribution to scientific understanding, less is known about how different forms of contact (casual vs. intimate) influence each other and are associated with outcomes across the lifespan. The present article focuses on intimate contact; a close and meaningful relationship or interaction with either an ingroup or outgroup member. We critically review the nature and consequences (good and bad) of intimate contact for children, youth and adults and for both majority and minority group members, focusing primarily on intimate intergroup contact. We also consider how intimate contact might be best measured in future research. Implications for research design, policy, and practice are considered.
May the odds be ever in your favor: The Hunger Games and the fight for a more equal society. (Negative) Media vicarious contact and collective action
Various studies have found that reading books about positive interactions between ingroup and outgroup characters, known as media vicarious contact, can reduce prejudice. Focusing on the fantasy saga of The Hunger Games, we examined the effects of negative vicarious contact on collective action across two studies. Specifically, we tested whether reading about fantasy characters living in a postapocalyptic conflictual society with large social disparities between advantaged and disadvantaged groups leads advantaged group members to display greater willingness to engage in collective action on behalf of the disadvantaged group. Results from Study 1 (correlational survey in the United Kingdom and United States) and Study 2 (experimental intervention in Italy) revealed that reading The Hunger Games is indirectly associated with greater collective action intentions via increased anger toward injustice. In both studies social dominance orientation (SDO) acted as a moderator, but in opposite directions: mediation was significant for low-SDOs in Study 1, and for high-SDOs in Study 2. Results are discussed in relation to the importance of media vicarious contact via book reading for social change, and to the need to identify the contextual conditions allowing to anticipate the specific moderation pattern that is more likely to emerge.
Classroom segregation: Where do students sit and how is this related to group relations?
With increasing ethnic and racial diversity in the classroom, understanding classroom dynamics and the use of space has become increasingly important. In particular, when theoretical perspectives, such as that offered by intergroup contact research, promotes the importance of contact between competing groups to improve relations. Adopting a behavioural approach, the research presented here observed intergroup behaviour between Protestants and Catholics, through seating choice, in three integrated secondary schools in Northern Ireland. In addition, it considered the use of classroom seating plans by teachers. The sample involved students from Year 8 (aged 11-12) and Year 10 (aged 13-14), and their teachers. For observations of seating behaviour, data collection took place at three time points in the school year (September, January and June). Teachers were asked to complete a questionnaire regarding their use of seating plans during the January data collection phase. Seating choice was analysed using a statistical index of segregation. Results found persistent religious segregation over time, despite intergroup contact potential. In addition, the use of teacher enforced seating plans was examined and evaluated, suggesting that they may be restricting natural opportunities for intergroup friendship formation. Findings are discussed in relation to implications for theoretical understandings of contact theory, research methods and policy.
Knowledge exchange, intergroup relations and ‘sharing space’: a community of enquiry for the professional development of teachers of religion and worldviews
We present a distinctive approach to knowledge exchange used in the ‘Shared Space’ project; an inter-disciplinary researcher–teacher partnership using Allport’s contact theory contact theory as a lens to interpret teachers’ self-reported practice in the subject Religion and Worldviews (RWE). By so doing, we created new professional knowledge and understanding of how RWE could be used as a vehicle for promoting community relations. At the project’s heart was a team of six whose collaboration across the theory-practice divide has proved unusually close and successful. Here we reflect as a team on our relationships, with each other and the project, through a ‘Collective Writing’ approach, identifying positive experiences, tensions and disagreements, and strategies used to (partially) resolve these. Issues we faced included potentially irreconcilable differences within and across disciplines related to ontology and epistemology. We identify three particular strategies we have used to address them: reciprocal hospitality and embodying Allport’s contact principles within a ‘community of enquiry’. We conclude that, despite the challenges, we have remained a strong and productive team, literally ‘sharing space’, by affording each team member equal status; collaborating towards common goals and in ways that have been supported by our respective institutions. 193/200.