Little “we’s”: How common identities improve behavior differently for ethnic majority and minority children

• Published in: Group processes & intergroup relations Vol. 24; no. 3; pp. 488 - 510
• Main Authors: Guerra, Rita, Waldzus, Sven, Lopes, Diniz, Popa-Roch, Maria, Lloret, Beatriz, Gaertner, Samuel L.
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.04.2021; Sage Publications Ltd
• Subjects: Academic achievement gaps; Behavior; Black people; Black white relations; Children; Emotions; Ethnic groups; Ethnic identity; Ethnic relations; Ethnicity; Group identity; Intergroup relations; Minority & ethnic groups; National identity; Perceptions; metaperceptions; majority versus minority status; common ingroup identity; intergroup emotions
• ISSN: 1368-4302; 1461-7188
• DOI: 10.1177/1368430220902533

This field experiment tested whether inducing common inclusive representations (i.e., one group, dual identity) during contact influences intergroup relations differently for ethnic majority and minority children by changing their metaperceptions and intergroup emotions differently. White (N = 113) and Black (N = 111) 8- to 10-year-old children were exposed to interactive mixed-ethnicity sessions in schools emphasizing either categorization as one group (national group), dual identity (national group with ethnic subgroups), or two ethnic groups. Overall, as predicted, for White children, one-group, but not dual-identity perceptions, improved behavioral intentions by influencing metaperceptions. For Black children, dual-identity, but not one-group, perceptions improved behavioral intentions through metaperceptions. Contrary to the expected, both dual-identity and one-group perceptions were associated with White and Black children’s intergroup emotions.