Understanding and Addressing Contemporary Racism: From Aversive Racism to the Common Ingroup Identity Model

This article describes our collaborative research on aversive racism and a strategy we developed to combat it, the Common Ingroup Identity Model. In addition, we reveal some details about our personal and professional relationship in pursuit of our scientific agenda. We begin by discussing evidence...

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Bibliographic Details
Published inJournal of social issues Vol. 61; no. 3; pp. 615 - 639
Main Authors Gaertner, Samuel L., Dovidio, John F.
Format Journal Article
LanguageEnglish
Published 350 Main Street , Malden , MA 02148 , USA , and PO Box 1354, Garsington Rd , Oxford OX4 2DQ , UK Blackwell Publishing 01.09.2005
Blackwell Publishing Ltd
Subjects
Group Identity
Identity
In-group
Racial discrimination
Racism
Social Identity
Social psychology
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Summary:This article describes our collaborative research on aversive racism and a strategy we developed to combat it, the Common Ingroup Identity Model. In addition, we reveal some details about our personal and professional relationship in pursuit of our scientific agenda. We begin by discussing evidence for the existence of aversive racism, a subtle, unintentional form bias that can have pernicious effects. Then we review research concerning how a common ingroup identity can combat aversive racism by redirecting the forces of social categorization and social identity, such that “Us” and “Them” are regarded as “We.” We conclude with a brief discussion of where we may look next for clues toward helping to achieve a fairer, more just society.
Bibliography:ark:/67375/WNG-KPKL46MF-1
ArticleID:JOSI424
istex:317C366E838D58FBD22B7B16BD4643A34B2E18C7
We are grateful to the Society for the Psychological Study of Social Issues, the Office of Naval Research, the National Institutes of Mental Health, the University of Delaware Research Foundation, and the Colgate University Research Council, who over the years supported the research reported in this article and to our colleagues and students who have contributed significantly to the work described in this article.
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ISSN:0022-4537
1540-4560
DOI:10.1111/j.1540-4560.2005.00424.x