Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Washington State University, August 2006. / Includes bibliographical references (p. 101-114).

published_or_final_version / abstract / Literary and Cultural Studies / Master / Master of Arts

No description available.

Thesis (D. Th.)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

Thesis (M.A.)--University of Wyoming, 2007. / Adviser: Garth Massy. Includes bibliographical references.

Thesis (Ph. D.)--York University, 1999. Graduate Programme in Social and Political Thought. / Typescript. Includes bibliographical references (leaves 247-255). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ43420.

Increasing numbers of individuals are simultaneously members of two or more social categories. To investigate the effects of single- versus dual-identity status on children's group views and intergroup attitudes, elementary-school-age children (N = 91) attending a summer school program were assigned to novel color groups that included single-identity ("blue" and "red") and dual-identity ("bicolored," or half red and half blue) members. The degree to which dual-identity status was verified by the authority members was also manipulated: teachers in some classrooms were instructed to label and make use of three social groups ("blues," "reds," "bicolors") to organize their classrooms, whereas teachers in other classrooms were instructed to label and make use of only the two "mono-colored" groups ("blues" and "reds"). After several weeks in their classrooms, children's (a) views of group membership (i.e., importance, satisfaction, perceived similarity, group preference), (b) intergroup attitudes (i.e., traits ratings, group evaluations, peer preferences), and (c) categorization complexity (i.e., tendency to sort individuals along multiple dimensions simultaneously) were assessed. Results varied across measures but, in general, indicated that dual-identity status affected children's views of their ingroup. Specifically, dual-identity children in classrooms in which their status was not verified were more likely to (a) perceive themselves as similar to other ingroup members (i.e., bicolored children), (b) want to keep their shirt color, and (c) assume that a new student would want their shirt color more than their single-identity peers. They also showed higher levels of ingroup bias in their competency ratings of groups than their single-identity peers, and demonstrated greater cognitive flexibility when thinking about social categories than their single-identity peers. Overall, these results suggest that dual-identity children experience identity issues differently than their single-identity peers and that additional theories are needed to address the complexities of social membership and bias among children with dual memberships. / text

Recent research has unveiled a robust and pervasive phenomenon: individual members of a group consistently perceive higher levels of discrimination directed at their group as a whole as compared to themselves personally as members of that group. This phenomenon has been labelled the "personal/group discrimination discrepancy". Two studies were conducted using female subjects to investigate possible explanations underlying the personal/group discrimination discrepancy. Study 1 examined the effect of question wording employed in previous research. Study 2 investigated the relationship between an individual's perceptions of personal and group discrimination and her personal and social identity with respect to women as a group. Contrary to the main hypothesis, those subjects who made stronger associations between themselves personally as women and women as a group demonstrated a larger discrepancy between ratings of personal and group discrimination as compared to those subjects who less strongly associated themselves personally with the group. This result is discussed in terms of Turner's (1982) concept of depersonalization.

The thesis describes a program of research aimed at delineating an important concept in the social psychology of intergroup relations: tokenism. A series of experiments first established that disadvantaged group members faced with open access to an advantaged group (meritocracy) choose either inaction or attempts at individual upward mobility. Conversely, those faced with an advantaged group that is closed (complete discrimination) engage primarily in collective nonnormative action. However, when faced with severe, but not total, discriminatory restrictions (tokenism), disadvantaged group members consistently prefer individual nonnormative action. This preference is unaffected by increases in ingroup identification, increased prior ingroup interaction, and removal of direct self-interest. Some support was found for the role of situational ambiguity in maintaining the preference for individual action in conditions of tokenism. In two final experiments the behavioral responses of "successful tokens" were investigated. These experiments show that successful tokens shift their allegiance from the disadvantaged group to the advantaged group and choose action in support of this new high-status ingroup at the expense of the disadvantaged group.