Ingroup/Outgroup Attitudes and Group Evaluations: The Role of Competition in British Classroom Settings

Article


Lam, V. and Seaton, Jodi-Ann 2016. Ingroup/Outgroup Attitudes and Group Evaluations: The Role of Competition in British Classroom Settings. Child Development Research. 2016, p. Article ID 8649132. https://doi.org/10.1155/2016/8649132
AuthorsLam, V. and Seaton, Jodi-Ann
Abstract

Children’s intergroup bias is one of the consequences of their readiness to categorise people into ingroups and outgroups, even when groups are assigned arbitrarily. The present study examined the influence of intergroup competition on children’s ingroup and outgroup attitudes developed within the minimal-group setting in British classrooms. One hundred and twelve children in two age groups (6-7- and 9-10-year-olds) were assessed on classification skills and self-esteem before being allocated to one of two colour “teams.” In the experimental condition, children were told that the teams would have a competition after two weeks and teachers made regular use of these teams to organise activities. In the control condition, where no competition ensued, teachers did not refer to “teams.” Then children completed trait attributions to their own-team (ingroup) and other-team (outgroup) members and group evaluations. It was found that children developed positive ingroup bias across conditions, but outgroup negative bias was shown only by 6-7-year-olds in the experimental condition, particularly if they lost the competition, where they evaluated their team more critically. Better classification skills were associated with less negativity towards the outgroup in the experimental condition. Findings are discussed in relation to relevant theoretical premises and particulars of the intergroup context.

JournalChild Development Research
Journal citation2016, p. Article ID 8649132
ISSN2090-3987
Year2016
PublisherHindawi Publishing Corporation
Publisher's version
License
CC BY
Digital Object Identifier (DOI)https://doi.org/10.1155/2016/8649132
Web address (URL)https://doi.org/10.1155/2016/8649132
Publication dates
Print28 Aug 2016
Online26 Sep 2016
Publication process dates
Deposited09 Nov 2017
Copyright information© 2016 The authors
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