Prejudice can be an affective feeling towards a person based on their perceived group membership. The word is often used to refer to a preconceived evaluation or classification of another person based on that person's perceived political affiliation, sex, gender, gender identity, beliefs, values, social class, age, disability, religion, sexuality, race, ethnicity, language, nationality, culture, complexion, beauty, height, body weight, occupation, wealth, education, criminality, sport-team affiliation, music tastes or other personal characteristics.
Group dynamics is a system of behaviors and psychological processes occurring within a social group, or between social groups. The study of group dynamics can be useful in understanding decision-making behaviour, tracking the spread of diseases in society, creating effective therapy techniques, and following the emergence and popularity of new ideas and technologies. These applications of the field are studied in psychology, sociology, anthropology, political science, epidemiology, education, social work, leadership studies, business and managerial studies, as well as communication studies.
Transformative learning, as a theory, says that the process of "perspective transformation" has three dimensions: psychological, convictional, and behavioral.
Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; transformative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying premises.
In-group favoritism, sometimes known as in-group–out-group bias, in-group bias, intergroup bias, or in-group preference, is a pattern of favoring members of one's in-group over out-group members. This can be expressed in evaluation of others, in allocation of resources, and in many other ways.
Intercultural communication is a discipline that studies communication across different cultures and social groups, or how culture affects communication. It describes the wide range of communication processes and problems that naturally appear within an organization or social context made up of individuals from different religious, social, ethnic, and educational backgrounds. In this sense, it seeks to understand how people from different countries and cultures act, communicate, and perceive the world around them. Intercultural communication focuses on the recognition and respect of those with cultural differences. The goal is mutual adaptation between two or more distinct cultures which leads to biculturalism/multiculturalism rather than complete assimilation. It promotes the development of cultural sensitivity and allows for empathic understanding across different cultures.
National identity is a person's identity or sense of belonging to one or more states or to one or more nations. It is the sense of "a nation as a cohesive whole, as represented by distinctive traditions, culture, and language". National identity may refer to the subjective feeling one shares with a group of people about a nation, regardless of one's legal citizenship status. National identity is viewed in psychological terms as "an awareness of difference", a "feeling and recognition of 'we' and 'they'". National identity also includes the general population and diaspora of multi-ethnic states and societies that have a shared sense of common identity identical to that of a nation while being made up of several component ethnic groups. Hyphenated ethnicities are an example of the confluence of multiple ethnic and national identities within a single person or entity.
In psychology and other social sciences, the contact hypothesis suggests that intergroup contact under appropriate conditions can effectively reduce prejudice between majority and minority group members. Following WWII and the desegregation of the military and other public institutions, policymakers and social scientists had turned an eye towards the policy implications of interracial contact. Of them, social psychologist Gordon Allport united early research in this vein under intergroup contact theory.
In social psychology, superordinate goals are goals that are worth completing but require two or more social groups to cooperatively achieve. The idea was proposed by social psychologist Muzafer Sherif in his experiments on intergroup relations, run in the 1940s and 1950s, as a way of reducing conflict between competing groups. Sherif's idea was to downplay the two separate group identities and encourage the two groups to think of themselves as one larger, superordinate group. This approach has been applied in many contexts to reduce intergroup conflict, including in classrooms and business organizations. However, it has also been critiqued by other social psychologists who have proposed competing theories of intergroup conflict, such as contact theory and social categorization theory.
The minimal group paradigm is a method employed in social psychology. Although it may be used for a variety of purposes, it is best known as a method for investigating the minimal conditions required for discrimination to occur between groups. Experiments using this approach have revealed that even arbitrary distinctions between groups, such as preferences for certain paintings, or the color of their shirts, can trigger a tendency to favor one's own group at the expense of others, even when it means sacrificing in-group gain.
Social identity is the portion of an individual's self-concept derived from perceived membership in a relevant social group.
An ethnolinguistic group is a group that is unified by both a common ethnicity and language. Most ethnic groups share a first language. However, "ethnolinguistic" is often used to emphasise that language is a major basis for the ethnic group, especially with regards to its neighbours.
Self-categorization theory is a theory in social psychology that describes the circumstances under which a person will perceive collections of people as a group, as well as the consequences of perceiving people in group terms. Although the theory is often introduced as an explanation of psychological group formation, it is more accurately thought of as general analysis of the functioning of categorization processes in social perception and interaction that speaks to issues of individual identity as much as group phenomena. It was developed by John Turner and colleagues, and along with social identity theory it is a constituent part of the social identity approach. It was in part developed to address questions that arose in response to social identity theory about the mechanistic underpinnings of social identification.
Moral Development focuses on the emergence, change and understanding of morality from infancy through adulthood. Morality develops across a lifetime and is influenced by an individual's experiences and behavior when faced with moral issues through different periods of physical and cognitive development. Morality concerns an individual's reforming sense of what is right and wrong; it is for this reason that young children have different moral judgment and character than that of a grown adult. Morality in itself is often a synonym for "rightness" or "goodness." It also refers to a specific code of conduct that is derived from one's culture, religion or personal philosophy that guides one's actions, behaviors and thoughts.
Intergroup anxiety is the social phenomenon identified by Walter and Cookie Stephan in 1985 that describes the ambiguous feelings of discomfort or anxiety when interacting with members of other groups. Such emotions also constitute intergroup anxiety when one is merely anticipating interaction with members of an outgroup. Expectations that interactions with foreign members of outgroups will result in an aversive experience is believed to be the cause of intergroup anxiety, with an affected individual being anxious or unsure about a number of issues. Methods of reducing intergroup anxiety and stress including facilitating positive intergroup contact.
Feminist pedagogy is a pedagogical framework grounded in feminist theory. It embraces a set of epistemological theories, teaching strategies, approaches to content, classroom practices, and teacher-student relationships. Feminist pedagogy, along with other kinds of progressive and critical pedagogy, considers knowledge to be socially constructed.
Global citizenship education (GCED) is a form of civic learning that involves students' active participation in projects that address global issues of a social, political, economic, or environmental nature. The two main elements of GCE are 'global consciousness'; the moral or ethical aspect of global issues, and 'global competencies', or skills meant to enable learners to participate in changing and developing the world. The promotion of GCE was a response by governments and NGOs to the emergence of supranational institution, regional economic blocs, and the development of information and communications technologies. These have all resulted in the emergence of a more globally oriented and collaborative approach to education. GCE addresses themes such as peace and human rights, intercultural understanding, citizenship education, respect for diversity and tolerance, and inclusiveness.
Intergroup relations refers to interactions between individuals in different social groups, and to interactions taking place between the groups themselves collectively. It has long been a subject of research in social psychology, political psychology, and organizational behavior.
Diversity ideology refers to individual beliefs regarding the nature of intergroup relations and how to improve them in culturally diverse societies. A large amount of scientific literature in social psychology studies diversity ideologies as prejudice reduction strategies, most commonly in the context of racial groups and interracial interactions. In research studies on the effects of diversity ideology, social psychologists have either examined endorsement of a diversity ideology as individual difference or used situational priming designs to activate the mindset of a particular diversity ideology. It is consistently shown that diversity ideologies influence how individuals perceive, judge and treat cultural outgroup members. Different diversity ideologies are associated with distinct effects on intergroup relations, such as stereotyping and prejudice, intergroup equality, and intergroup interactions from the perspectives of both majority and minority group members. Beyond intergroup consequences, diversity ideology also has implications on individual outcomes, such as whether people are open to cultural fusion and foreign ideas, which in turn predict creativity.
Intercultural dialogue (ICD) "occurs when members of different cultural groups, who hold conflicting opinions and assumptions, speak to one another in acknowledgment of those differences". It builds upon the concept of dialogue, which refers to at least two people holding a conversation. And it builds upon the term intercultural, which is typically used to refer to people communicating across differences in nationality, race and ethnicity, or religion. Dialogue has several meanings: it sometimes refers to dialogue in a script, which simply means people talking, but more often it refers to "a quality of communication characterized by the participants' willingness and ability simultaneously to be radically open to the other(s) and to articulate their own views. ... Dialogue's primary goal is understanding rather than agreement."
Patricia Gurin is a social psychologist known for her work documenting the benefits of student and faculty diversity in higher education. She is the Nancy Cantor Distinguished University Professor Emerita of Psychology and Women's Studies at The University of Michigan.
