Intergroup Relations

Using a nationally representative dataset from Turkey, we examined the effects of national identity, religious identity, religious practice, and intergroup contact on social distance towards disliked groups along ethnic (Turks vs. Kurds), religious (Sunnis vs. Alevis) and ideological divides (supporters vs. opponents of the Adalet ve Kalkınma Partisi, AKP). We used structural equation modeling (SEM) to examine two mechanisms (via perceived threat and empathy) through which ingroup identification and intergroup contact influence social distance toward disliked groups. Perceived threat, but not empathy, mediated the effect of national identification on higher social distance towards Kurds, AKP supporters and AKP opponents. Both perceived threat and empathy mediated the effects of religious practice on distance towards Alevis. Intergroup contact had both direct and indirect effects (via threat and empathy) on social distance. Multigroup SEM showed that contact's effects did not vary across outgroup targets. By contrast, the effects of national and religious identity on social distance varied depending on the outgroup target. The findings highlight the importance of considering identity content and meaning attached to social categories in making predictions about the influence of identification with different social categories. The study of intergroup relations in social and political psychology has contributed to our understanding of societal conflict by shedding light on the drivers of intergroup conflict and tensions. A growing body of literature has examined the consequences of ingroup identification with groups at different levels of inclusiveness (e.g., Wohl & Branscombe, 2005) and of intergroup contact (e.g., Pettigrew & Tropp, 2006) in predicting attitudes toward outgroups in conflict. Typically, this research has examined one set of intergroup relations or conflict at a time, often in a context or a target group chosen by the researchers. Intergroup tensions, however, exist across multiple social groups simultaneously, such as ethnic, religious, or ideological divides. Such contexts raise questions about the implications of identification with different groups, and of intergroup contact, for societal polarization (e.g., social exclusion). When conflict exists along different fault lines, the same group (e.g., religious) can serve as a superordinate, a cross-cutting, or an exclusive identity. Importantly, the meaning attached to social groups also matters. Some groups are judged positively, while others are seen as threatening. Therefore, ingroup identification should have different implications depending on both the boundaries and the content of group identity. In the present research, we examined the influence of identification with two important groups-national and religious-as well as the level of intergroup contact social distance along three main societal divisions in Turkey: the ethnic divide (Turks vs. Kurds), the religious divide (Sunni vs. Alevis), and the ideological divide (supporters vs. opponents of the Adalet ve Kalkınma Partisi (AKP)-Justice

Two empirical studies investigated the relation between different types of social groups and four core types of ingroup identification. It was hypothesized that particular types of group would be associated with particular types of ingroup identification. With minor discrepancies across samples, participants showed stronger social identification with social category groups, stronger communal identification with intimacy groups, and stronger interdependent identification with task groups. The results confirmed predictions and provided sufficient evidence to conclude that the manifestation of different types of ingroup identity varies as a function of the type of group that is most salient at the moment of identification.

Given the prominence of Muslim veils—in particular the hijab and full-face veil—in public discourse concerning the place of Muslims in Western society, we examined their impact on non-Muslims’ responses at both explicit and implicit levels. Results revealed that responses were more negative toward any veil compared with no veil, and more negative toward the full-face veil relative to the hijab: for emotions felt toward veiled women (Study 1), for non-affective attitudinal responses (Study 2), and for implicit negative attitudes revealed through response latency measures (Studies 3a and 3b). Finally, we manipulated the perceived reasons for wearing a veil, finding that exposure to positive reasons for wearing a veil led to better predicted and imagined contact (Study 4). Practical and theoretical implications are discussed.

Recent court decisions and cultural shifts have led to a new focus for work on equity and equality of outcomes in educational settings. This article reviews the contributions of recent diversity studies and then focuses on a longitudinal study of 4,403 college students attending nine public universities. Results show that student interaction with diverse peers during college results in changes in student cognitive, social, and democratic outcomes by the second year of college. Campus efforts to provide opportunities for students to learn about diverse groups inside and outside the classroom have an appreciable impact on students.

La ricerca indaga il ruolo del profitto personale e
delle norme di gruppo sulla scelta di una strategia
individuale vs. collettiva per gestire l’identità
sociale nei membri di un gruppo di basso status.
I risultati confermano che sia le norme di gruppo
sia il profitto personale rappresentano incentivi
importanti per il comportamento dei membri di
un gruppo. Inoltre, quando il profitto individuale
confligge con le norme di gruppo, si genera un
dilemma che si riflette nel tempo impiegato per
scegliere la strategia da seguire. I risultati sono
discussi in termini di processi di influenza sociale
e strategie di gestione dell’identità.

... Correspondence should be addressed to: Serena Does, Leiden University, Institute for Psychological Research, Department of Social and Organizational Psychology, PO ... This inhibition tendency has been termed racial paralysis (Norton, Mason, Vandello, Biga, & Dyer, 2010). ...

I am almost confident that most of you would not open the door to a Syrian refugee if you have the slightest doubt that this person could harm you in any way. I am also confident that this doubt and fear could be explained and dissolved and that inclusion could triumph.
In this paper, I posit that the similarity-attraction hypothesis, the integrated threat theory(ITT), the contact hypothesis, the common in-group identity model, and the mutual identity differentiation model could clarify some of the factors that are at stake when it comes to the inclusion and the integration of the Syrian refugees in host societies.

Islamophobic sentiments in the Western world have gained scientific attention, particularly after the terrorist attacks of September 11, 2001. However, the effects of religious stigma on Muslim minorities’ identity formation have rarely been studied. Using structural equation modeling, this cross-sectional study examined direct and indirect effects of different forms of religious stigma on the national affiliation of 210 Norwegian-Pakistani and 216 German-Turkish Muslims. Furthermore, the study examined the mediator role of religious identity. Our results suggest that being a Muslim in Norway is more reconcilable with affiliating with the nation than being a Muslim in Germany. However, across the samples, the results indicated that various forms of religious stigma affected Muslims’ national identity and engagement in the public and private sphere in distinct ways. These effects were both positive and negative, differed between the two samples, and in Germany, were mediated by the participants’ religious identity. The findings indicated that the ways in which religious stigma influences Muslims’ national affiliation is context and culture bound.

In order to understand when and why social change occurs, we must first
understand the psychological processes that lead people to act in ways that sustain
or challenge the status quo. This chapter discusses two psychological models of
social change: a prejudice reduction model, focused on getting people to like one
another more, and a collective action model, focused on political mobilization.
Recent research on these models has highlighted some fundamental – and some
would say irreconcilable - points of tension between them. Our chapter not only
explores this emerging debate, but also proposes a resolution that seeks to
transcend a simple ‘prejudice reduction versus collective action’ formulation. We
argue that the efficacy of any psychological model of change is contextually
contingent. This means that generic frameworks for understanding change must be
complemented by historical and sociological analysis of local patterns of
discrimination. In certain contexts, prejudice reduction may improve intergroup
relations, notably by encouraging the historically advantaged to treat others better.
In other contexts, the project of getting us to like one another more may distract
from, or even impede, the more important project of mobilizing the disadvantaged
to challenge the status quo.

In this essay I examine the racial achievement gap in American education in terms of an impaired psychosocial developmental process. I argue that the well-documented academic underperformance of certain minority groups may stem from the unfavorable resolution of a key developmental crisis in constituent members’ early scholastic experience. I go on to suggest that individual educators can play an important role in eliminating the achievement gap by changing the way they teach in their own classrooms. In part, they may do so by adopting a "transcultural" pedagogy or teaching style, according to which both teachers and their minority students develop (at minimum) transcultural proficiencies and (at maximum) transcultural identities, as a promising way to achieve two important ends. First, the fostering of an academically-industrious self-concept in members of historically underachieving minority groups and hence, second, the closing of the achievement gap "from the bottom up"—one classroom at a time.

This research examined how individuals’ gendered avatar might alter their use of gender-based language (i.e., references to emotion, apologies, and tentative language) in text-based computer-mediated communication. Specifically, the experiment tested if men and women would linguistically assimilate a virtual gender identity intimated by randomly assigned gendered avatars (either matched or mismatched to their true gender). Results supported the notion that gender-matched avatars increase the likelihood of gender-typical language use, whereas gender-mismatched avatars promoted countertypical language, especially among women. The gender of a partner’s avatar, however, did not influence participants’ language. Results generally comport with self-categorization theory’s gender salience explanation of gender-based language use.

Do social cohesion activities change the attitudes of the participants? This paper uses intergroup contact theory to explore attitude change resulting from contact with out-group(s) in social cohesion activities. Results from a pre-test/post-test design with fifty-five participants in two bicommunal camps in Cyprus show how attitudes change at the immediate end of these activities; an analysis of fourteen participants’ comments after one, thirteen, and twenty-five months provides a medium- to long-term assessment of attitude change. Not all participants were completely positive towards the other community before they took part, as assumed by some. There is clearly space for impact in terms of attitude change. Social cohesion activities represent indispensable tools for reducing prejudice and improving relationships between former enemies in post-conflict countries.

The political and spatial reorganization brought about by the progressive consolidation of the Spanish Estado de las Autonomías (State of Autonomies) is in line with a model of 'multiple ethnoterritorial concurrence'. This model relates sociopolitical sub-state ethnic mobilization to the competitive interplay among Spanish regions and nationalities pursuing political and economic power, as well as the achievement of the legitimation for their institutional development. Ten 'axioms' 'premises', 'principles', and 'rules' are identified as being mainly responsible for setting the conceptual boundaries of the type of plural competition and solidarity put into play in decentralized Spain.

The conflict in families disputing child custody cases across international borders continues to grow worldwide resulting in an epidemic of parental abduction. Governments and international bodies continue to work toward creating effective solutions through cross border family mediation programs. Ensuring a voluntary process that does not culturally alienate or marginalize participants is a challenge that often creates ethical dilemmas that may go unnoticed, minimized or ignored. When an individual is marginalized or disenfranchised during any alternative dispute resolution process as a result of cultural dilemmas, inequitability is created. Cultural bias and ignorance limits or prevents creative exploration of problem solving strategies, forcing parties into predesigned agreements. In 2012, the Hague Bureau on Private International Law released the first publication on mediation standards and guide for cross border family mediation as an extension of international family law. Building on these efforts, this paper provides a look at how culture shapes identity and influences problem solving in a multicultural context through a review of the literature and actual case examples.

We examined the impact of intergroup similarity on two aspects of intergroup relations. Drawing on social identity and belief congruence theory, we hypothesized thatat high levels of intergroup similarityincreasing similarity has dual, seemingly opposed effects: It increases ingroup favouritism in evaluations but also increases readiness for social contact with the outgroup. We further hypothesized that both effects are moderated by the strength of individuals' identiJication with their ingroup. Finally, we hypothesized that there is ingroup favouritism on dimensions relevant for defining the group, but outgroup favouritism on dimensions irrelevant for this purpose. One hundred and forty-nine students from two prestigious high schools, who were assigned to one of three levels of manipulated similarity between their schools, evaluated both schools on dimensions relevant and irrelevant to the school context and expressed their readiness for social contact with the other school. Ingroup favouritism appeared on relevant dimensions and outgroup favouritism on irrelevant dimensions. As predicted, for those highly identified with their ingroup, intergroup similarity led to greater ingroup favouritism in evaluations on relevant dimensions but to increased readiness for outgroup social contact. Implications for interpreting inconsistent results of past research and for specgying conditions for intergroup bias are discussed.

Prejudice is one of the major threats to the cohesion of multicultural societies and adolescent years play a key role in its development. How social contexts contribute to adolescent prejudice is, however, not yet well-known. This 3-wave study of Swedish majority adolescents (N = 659; MageT1 = 13.41; MageT3 = 17.33) examined the effects of parents' and peers' attitudes on changes in youth attitudes toward immigrants as well as an interplay between parent, peer, and school context. The results of multilevel analyses revealed that within-person fluctuations in youth attitudes were positively related to fluctuations in peers' but not parents' attitudes. Both parents' and peers' attitudes, however, significantly predicted the differences in level and rate of change in attitudes between adolescents. In addition to these direct effects, mediation analysis showed that parents' attitudes predicted youth attitudes indirectly, via the attitudes of the peers youth associate with, suggesting an overall greater importance of parental bias. Peers' attitudes did not moderate the effects of parents but youth from ethnically diverse classrooms were less affected by their parents' prejudice than youth from less diverse classrooms. The findings contribute to a better understanding of the role of social context in the development of prejudice. They suggest that while parents set the stage, peers explain the day-to-day variation in prejudice, and that classroom diversity offsets some of the negative effects of parental bias.

We present evidence that although inequality is increasing in some circumstances, the entire human power hierarchy has shifted upwards, such that even many subordinated groups are sufficiently empowered, in absolute terms, to advocate for a converging ideal of empowering participatory governance in ways they previously could not. We then assess how well governments meet this heightened popular standard. We conclude that the combination of the empowerment of the lower rungs of many states’ social hierarchies and the normalization of the ideals of empowerment by government, and overall failure of governments to meet this demand, produces a measure of distrust in authority, particularly among the disadvantaged. Disadvantaged people and groups, given their current and past experiences, may have very good reasons to distrust authority. It would be a mistake to pathologize distrust without taking such considerations into account. What the effects of this distrust are on democracy and social progress overall is a more difficult question than one might expect.

With new knowledge and tools at their disposal, educators at all levels are exploring alternatives to ability grouping in order to improve schooling for all students. Bringing about positive results requires the development and utilization of knowledge about how ability grouping affects schools, exploration of beliefs that support grouping, and identification of the educational tools and techniques that make alternative practices possible. Implementation of alternatives to ability grouping include more than the regrouping of students from homogeneous to heterogeneous groups. Rather, what is needed is whole-school reform, requiring educators to investigate and adapt a variety of new approaches to curriculum and instruction in the classroom. Curriculum and instruction resources developed expressly for heterogeneous groups emphasize thinking skills, cultural perspectives, and high expectations for all students. Successful school reform depends on demonstrating to different interest groups that children will not be harmed and will indeed benefit from alternatives to ability grouping without diluting the curriculum. Professional development for teachers and leadership pulling together the necessary knowledge and tools make implementing alternatives to ability grouping possible. (Contains 9 references.) (LL)

מגפת נגיף הקורונה הכתה בירושלים בצורה חמורה ופגעה במיוחד במגזרים החרדי והפלסטיני בעיר, העצימה והחלישה סטראוטיפים קבוצתיים והביאה לשינוי זמני בדפוס היחסים בין המגזרים לבין מוסדות השלטון הישראלי. מסמך זה בוחן את השפעת המגפה על מרקם היחסים הבין-קבוצתיים בירושלים, בדגש על סיפורן של שתי קהילות ה"מיעוט" (אשר בעצם יחד הן כבר רוב) הירושלמיות – הקהילה הפלסטינית במזרח ירושלים והקהילה היהודית החרדית. המסמך מספר את סיפור התמודדותן של שתי הקהילות עם המגפה (בדגש על תקופת הגל הראשון, מרץ-מאי 2020), ובפרט על המפגש בינם ובין הרשויות המנהלות את המשבר, השיח התקשורתי של החברה הישראלית הכללית כלפיהן, ושגרת חיי היום-יום הייחודית להן בתקופת הקורונה. לאור זאת, מטרת המחקר היא לנתח ולאפיין את מגמות השינוי בדפוס היחסים בין האוכלוסיות הנחקרות ובינם לבין הממסד השלטוני המקומי והארצי בתקופת המשבר ולאחריו. המחקר מתבסס על 29 ראיונות עם קובעי דעה ופעילים מרחבי העיר: מנהיגים קהילתיים, פעילי חברה אזרחית, מקבלי החלטות בדרג המוניציפלי והשכונתי וחוקרים העוסקים בקהילות בירושלים. בנוסף לכך נערך ניתוח טקסט ושיח של ידיעות בתקשורת המקומית והארצית, כמו גם ברשתות החברתיות.

השפעתם החברתית-פוליטית של משברים כדוגמת הקורונה יכולה להתגלם בשינוי דרך או בהאצת תהליכים קיימים. העדויות שהבאנו במסמך זה מלמדות שהשפעת המשבר על מרקם היחסים בין הקבוצות בירושלים מסמנת האצה של מגמות שהחלו בעשור האחרון מחד גיסא, אך גם נסיגה והתגבשות תהליכים חדשים מאידך גיסא. הנתונים הגאוגרפיים והפוליטיים לא השתנו, פלסטינים וחרדים חיים בירושלים בצפיפות וללא מענה מספק לצורכיהם הגואים בתחומי הדיור והתעסוקה. חומת ההפרדה מגבילה את הפלסטינים גאוגרפית משלושה כיווני הרוח פרט למערב. גם מעמדה הפוליטי הנחלש של הרשות הפלסטינית אינו צפוי להשתנות בעתיד הנראה לעין. בקרב הקהילות החרדיות כניסת הטכנולוגיה לבתים הפרטיים, החשיפה הגוברת לעולם החילוני, הוואקום שנותר לאחר הליכתם של גדולי הדור הקודם – כל אלו אינם צפויים אף הם להשתנות בעתיד הקרוב. תהליכים אלו הביאו בעשור האחרון לעירוב מרחבי גובר של המרחב הציבורי בירושלים, בדגש על מערב ירושלים הלא-חרדית, שהפכה מגוונת יותר מבחינת הנוף האנושי בהרכב דיירי השכונות, המועסקים, הצרכנים ומשתמשי הפארקים ואתרי הפנאי והנופש השונים.

מן המחקר עולה כי בעוד משבר הקורונה האיץ את תהליכי השילוב של תושבי מזרח ירושלים ו"נירמל" את הנוכחות האזרחית של השלטון הישראלי במזרח העיר, אותו המשבר הביא להידרדרות זמנית במרקם היחסים בין החברה החרדית לאוכלוסייה הכללית בישראל בכלל, ובירושלים בפרט. השוני בדפוס יחסי הגומלין של שתי הקהילות עם הממסד הישראלי בתקופת הקורונה עשוי להעיד על אופי היחסים הבין-קבוצתיים בעידן שלאחר המגפה – שילוב וישראליזציה במזרח ירושלים לצד חיכוך שלילי גובר בין הקהילות החרדיות לשאר הקבוצות בעיר. עם זאת, אנו צופים כי בטווח הארוך ייתכן ששינויי העומק, אשר משבר הקורונה האיצו בחברה החרדית (נגישות טכנולוגית וצמיחתה של הנהגה מקומית חדשה), יאפשרו את המשך בנייתם של מרחבי שיתוף פעולה חיוביים בין חלק מן הקהילות החרדיות לבין יתר תושבי העיר.

מחקר זה מצטרף לסדרת מחקרים וסדנאות שמקיים מכון ירושלים למחקרי מדיניות בשיתוף קרן קונרד אדנאואר בישראל בתחום פיתוח מרחבים משותפים בעיר. פעילות המכון בתחום זה נעשית מתוך התפיסה כי צמיחתה ופריחתה של עיר כמו ירושלים, השרויה בסכסוכים לאומיים, דתיים ותרבותיים, תלויות בבניית חוסן חברתי בין-קבוצתי, זהות עירונית משותפת ויחסי תלות וגומלין שוויוניים בין הקבוצות.

The psychological impact of intercultural communication barriers on intergroup attitudes was examined by testing a model of global attitudes toward the culturally different. The prejudice literature has largely overlooked the role of intercultural communication and intercultural communication in determining people's evaluative orientation toward ethnolinguistic outgroups. Intercultural communication emotions (negative affect associated with perceived linguistic and cultural barriers) were investigated as determinants of prejudice, in conjunction with causal factors that are widely recognized as central to intergroup judgments (consensual stereotypes, intergroup anxiety, and realistic and symbolic/cultural threats [Stephan & Stephan Int. J. Intercultural Relations 20 (1996) 409]). Regression analyses indicated that intercultural communication emotions were strongly and uniquely related to prejudice toward a culturally diverse outgroup: foreign students. Consistent with the contact hypothesis The nature of prejudice, Addison-Wesley], moderated regression analyses indicated that the structure of intergroup attitudes was modified by social contact with the international community. Implications for intergroup relations and international educational exchange are discussed. r : S 0 1 4 7 -1 7 6 7 ( 0 2 ) 0 0 0 3 8 -X

Accusations of unjust harm doing by the ingroup threaten the group's moral identity. One strategy for restoring ingroup moral identity after such a threat is competitive victimhood: claiming the ingroup has suffered compared with the harmed outgroup. Men accused of harming women were more likely to claim that men are discriminated against compared with women (Study 1), and women showed the same effect when accused of discriminating against men (Study 3). Undergraduates engaged in competitive victimhood with university staff after their group was accused of harming staff (Study 2). Study 4 showed that the effect of accusations on competitive victimhood among high-status group members is mediated by perceived stigma reversal: the expectation that one should feel guilty for being in a high-status group. Exposure to a competitive victimhood claim on behalf of one's ingroup reduced stigma reversal and collective guilt after an accusation of ingroup harm doing (Study 5).

A 15-month national research study of the effectiveness of cross-cultural training (CCT) in the Australian public and community sectors has produced statistically significant evidence that CCT is of
direct benefit to employees, their organisations and their clients.

The study, which involved a review of the literature, consultations with 195 stakeholders and five surveys involving 718 managers, trainers and participants, has also identified policy, planning and performance issues regarding the future provision of CCT.

The contact hypothesis states that, under the right conditions, contact between members of different groups will lead to more positive intergroup relations. We track recent trends in contact theory to the emergence of extended, or indirect, forms of contact. These advances lead us to an intriguing proposition: that simply imagining intergroup interactions can produce more positive perceptions of outgroups. We discuss empirical research supporting the imagined contact proposition and find it to be an approach that is at once deceptively simple yet remarkably effective. Encouraging people to mentally simulate a positive intergroup encounter leads to improved outgroup attitudes, reduced stereotyping, it curtails intergroup anxiety and it extends the attribution of perceivers' positive traits to others. We describe the advantages and disadvantages of imagined contact compared to conventional strategies, outline an agenda for future research, and discuss applications for policy makers and educators in their efforts to encourage more positive intergroup relations.

El presente manual responde a la intención de fundamentar teóricamente y aportar recursos didácticos las acciones de formación encaminadas a capacitar para dirigir y gestionar el factor humano multicultural en las organizaciones. El Proyecto Capital Humano Multicultural ha intentado fundamentar teóricamente el fenómeno de la interculturalidad en la empresa. Concretamente el presente manual pretende ayudar a los directivos de organizaciones, responsables de personal y técnicos de recursos humanos para que gestionar de manera equitativa e integrada sus plantillas culturalmente diversas. Así mismo, consideramos que el presente manual puede ser una útil guía para los agentes de intermediación laboral en cuanto a que al incrementar el conocimiento sobre las necesidades y estrategias para una mejora en las competencias interculturales, podrán diseñar y ejecutar acciones de orientación para la inserción de sus usuarios que respondan a estos determinantes. Este manual no es un curso a distancia, no es una obra teórica, pretende ser un recurso para que las personas responsables de actividades y programas formativos puedan programar e impartir acciones de formación. Ello implica la aportación de ¿ Una base conceptual ¿ Actividades formativas

Drawing on social identity theory, two studies examined the consequences of framing gender inequality in terms of comparisons with the past versus in terms of contemporary intergroup relations. Participants perceived less gender inequality after comparisons with the past relative to contemporary intergroup comparisons. Relative to intergroup comparisons, comparisons with the past led women to feel less agitated, but also less identified with their gender group. Men showed an opposite pattern in response to comparisons with the past. Theoretical and practical implications of focusing on a disadvantaged group’s progress are discussed.

This paper examines whether ajirmative action is still needed, investigates why it may be needed in terms of contemporary racial attitudes, and considers ways of reducing intergroup conflict and tension surrounding this issue. Although the nature of contemporary bias is more subtle than traditional forms, this unintentional bias can produce barriers to the employment and advancement of wellqualified members of historically disadvantaged groups, as well as resistance to ajirmative action. Nevertheless, ajirmative action policies may address contemporary biases more effectively than passive equal employment opportunity policies because they emphasize outcomes rather than intentions, provide unambiguous standards of behavior, and establish monitoring systems that insure accountability. Strategies for improving intergroup relations and reducing intergroup conflict associated with this issue are considered.

12 13 If one of the major aspirations of postcolonial theory is to re-establish a balance in the 14 relationship between the (former) colonizer and the colonized by engaging the voices of 15 the "subaltern", and on the other hand to illuminate how power relations of the present 16 are embedded in history (Mills, 1997), we argue that important theoretical insights might 17 framework. While there is a growing corpus of sociopsychological research articles 18 focusing on how major geopolitical events and historical processes bear on people's lives, 19 we aim to investigate the theoretical potential of postcolonial theory within the 20 disciplines aiming at a sociopsychological approach. 21 By focusing on the social dynamics of power imbalances, post-colonial theory finds its 22 operational meaning: the feelings stemming from actions committed in the past are 23 indeed crucial in determining reparatory attitudes and policies towards members of 24 former colonized groups. Firstly, drawing from the sociopsychological scientific 25 production related to consequences of colonial past, seen in recent years as a growing 26 research interest in the field, we will explore patterns and trends through a thematic 27 analysis of literature. Social Psychology as well as adjacent disciplines can greatly 28 benefit from this theoretical fertilization, especially in the way post-colonial 29 ideologies relate to the symbolic promotion versus exclusion of indigenous culture 30 (Sengupta, N., K., Barlow, F., K., Sibley, C., G. 2012). Furthermore, by comparing 31 and contrasting the ideological cosmologies relating to this particular topic, this study 32 aims to establish the state of knowledge in the field, to identify how research methods 33 and thematic fields are paired, to find "gaps" and create spaces for research that become 34 integrative of postcolonial theory. While focusing on academic production, we also 35 hope to contribute to develop the idea of cosmopolitism within academia but also 36 beyond academic doors.

The psychological impact of intercultural communication barriers on intergroup attitudes was examined by testing a model of global attitudes toward the culturally different. The prejudice literature has largely overlooked the role of intercultural communication and intercultural communication in determining people's evaluative orientation toward ethnolinguistic outgroups. Intercultural communication emotions (negative affect associated with perceived linguistic and cultural barriers) were investigated as determinants of prejudice, in conjunction with causal factors that are widely recognized as central to intergroup judgments (consensual stereotypes, intergroup anxiety, and realistic and symbolic/cultural threats [Stephan & Stephan Int. J. Intercultural Relations 20 (1996) 409]). Regression analyses indicated that intercultural communication emotions were strongly and uniquely related to prejudice toward a culturally diverse outgroup: foreign students. Consistent with the contact hypothesis The nature of prejudice, Addison-Wesley], moderated regression analyses indicated that the structure of intergroup attitudes was modified by social contact with the international community. Implications for intergroup relations and international educational exchange are discussed. r : S 0 1 4 7 -1 7 6 7 ( 0 2 ) 0 0 0 3 8 -X

Infrahumanization is a specific attribution error due to the difference in the perception of the ingroup and the outgroup on a dimension of humanity. The subject of the paper includes two quazi-experimental studies concerning cultural conditions of infrahumanization. Ocurrence of the effect of infrahumanization among all the respondents was expected and it was speculated if cultural differences in the intensity of the phenomenon occur. The first study involved 150 people, seventy five of Polish origin and seventy five of Bulgarian origin. The second study involved 120 people, sixty of Polish origin and sixty of Indonesian origin. The hypothesis was partially confirmed. The classic effect of infrahumanization occurred among Polish and Bulgarian respondents, but the effect was stronger among Poles. The classic infrahumanization effect did not occur among Indonesian participants.

Majority-group members expect to dislike those who confront them for prejudiced behavior. Yet if majoritygroup members are susceptible to the same social constraints as minority-group members, then their public responses to confrontation should be similarly inhibited. A tempered response to confrontation could smooth a potentially problematic social interaction, thereby producing an outcome that is better than expected. Female confederates confronted men during an interpersonal interaction and then had a second conversation. When interpersonally confronted, men reported equally positive evaluations of a sexist and gender-neutral confronter and confrontational interaction. Additionally, after the sexist confrontation, men's compensatory efforts increased mutual liking and this mutual liking then reduced men's use of sexist language. Thus, social forces also constrain those who are confronted as prejudiced, thereby positively influencing intergroup relations.