Poster #70 - The Effect of Perceived Intergroup Similarity and Dissimilarity on Children’s Attitudes towards the Outgroup

• In Event: Poster Session 02

Abstract

Children notice similarities and dissimilarities between people very early in life and capable of categorizing people into ingroups and outgroups based on these perceptions. Previous research presented contradictory evidence concerning the effects of intergroup similarity/dissimilarity perceptions on intergroup attitudes – whether similarity-attraction or similarity-differentiation hypotheses. However, scant research has examined how this plays out in children. The present study aimed to identify intergroup similarity/dissimilarity perceptions of children and assess how inducing similarities/dissimilarities between in- and out-group members affects children’s intergroup attitudes and concepts.
To these ends, using mixed qualitative and quantitative methods, we investigated 100 5- and 8-year-old Jewish-Israeli children (48% girls) regarding their in-group and a “conflict” outgroup (Arabs). In the qualitative part, children were asked in an open and unmediated way about their similarity/dissimilarity perceptions regarding hypothetical in- and out-group members. The main findings were that (a) majority of children perceived more dissimilarities than similarities between in- and out-group members; (b) children considered three types of properties as fundamental for intergroup similarity and dissimilarity: Appearance, psychological characteristics, and social identity (see Table 1), with developmental differences; and (c) children’s perceptions regarding intergroup differences were in part biased and stereotyped.
In the quantitative part we induced full similarity, partial similarity, and no similarity between the participant and a member of the out-group in three conditions. A pre- and post-test battery assessed the intervention’s effects on children’s intergroup attitudes and perceptions (liking, resource distribution, distance, perceived similarity/dissimilarity, and essentialism). The main findings were that (a) perceived intergroup dissimilarity associated with negative intergroup attitudes and perceptions among 8-year-olds but not among kindergarteners; and (b) inducing both full similarity and partial similarity improved attitudes and perceptions towards the out-group, especially among 8-year-olds, and no similarity worsened attitudes and perceptions towards the out-group, especially among 5-year-olds.
These findings have implications for understanding the development of intergroup biases, and for developing interventions to reduce them.

Author

• Meytal Nasie, Tel Aviv University
  Presenting Author