The aim of the present research was to investigate the various determinants of intergroup relations, particularly national stereotypes, in- group identification, contact, and social categorization. In chapter one a total of 150 Turkish Cypriots filled a national stereotypes questionnaire, social identity scale, and a scale assessing intergroup contact. Factor analysis of the stereotypes of the Turkish Cypriots (autostereotypes) demonstrated the existence of four latent variables adopted as Positivity, Competency- Based, Negativity and Religiosity/ Conservatism. The same factor structure was obtained for the stereotypes used to evaluate the Greek Cypriots (heterostereotypes). It was observed that Turkish Cypriots consistently demonstrated in- group favoritisim. In support of the Contact hypothesis it was found that increased exposure was predictive of greater endorsement of positive national stereotypes of the Greek Cypriots. In- group identification seemed to affect in- group attitudes alone / however, moderation analyses showed that in- group identification influenced negative out- group attitudes moderated through positive in- group attitudes. This led to the development of a model of negative out- group attitudes. In the second chapter the direction, content, and uniformity of the national stereotypes Turkish Cypriots endorse regarding the Turkish, Greek and British, three nations that have played a significant role in the history of Turkish Cypriots were assessed. Stereotypes were analyzed according to the following five dimensions: Empathic, dominant, efficient, negative, and religiosity/ conservative. Results led to the conclusion that Turkish Cypriots demonstrated in- group favoritism and had quite uniform autostereotypes yet inconsistent heterostereotypes. Stereotypic content was also mainly determined by the political, historical, and social relationship present between the national groups in question. In the third chapter participants were 150 Turkish Cypriots asked to assess their own town as well as the inhabitants of Nicosia. It was predicted that the act of stereotyping the neighbor would change depending on the type of category evoked from the questionnaire manipulation, such that Turkish Cypriots would judge Greek Cypriots as more similar when a common in- group identity Cypriot was suggested. The research findings however, did not support the assertions and Turkish Cypriots did not perceive themselves as more similar to Greek Cypriots under any condition, reflected also in their consistent selection of the same adjectives for Greek Cypriots over conditions. The limitations of the researches and future implications were discussed in an attempt to shed light on the intergroup processes present in Cyprus.

This project focuses on the perception of immigrants as criminals, but more importantly, how this negative perception of immigrants can influence the population’s support for strict punitive policies. The question I seek to answer: will common negative perceptions of immigrants affect public support for more stringent punitive policies? The literature on what makes people punitive mostly focuses on the role of race and hostile feelings that lead to punitive feelings towards an immigrant. In this project, minorities and their attitudes in contrast to past studies that focus on White Americans will be central to the analysis. Analysis of both the 2012 National Election Survey and 2001 Los Angeles Social Survey data is used to explain how the relationship between economic threat and negative perceptions of immigrants lead to respondents becoming more punitive. Although respondents who feel economic threat are more punitive, there is a difference in significance between Whites and Blacks.

I rapporten På tal om kvinnor och män (Jämställdhetsmyndigheten, 2020) framkommer att andelen kvinnor bosatta i Sverige som var födda i Asien eller övriga världen med mer än 3 års eftergymnasial utbildning var 27% respektive 24%. Motsvarande andel för kvinnor födda i Sverige var 34%. Har arbetet för jämställdhet resulterat i skillnader i attityd beträffande att en utländsk kvinna bör utbilda sig eller en svensk man? Studien utfördes som en vinjettstudie med mellangruppsdesign (kön x etnicitet) (N = 415). Insamlad data analyserades genom tvåvägs variansanalyser för oberoende mätningar, korrelationstest av typen Pearsons produktmomentkorrelationskoefficienter samt hierarkiska regressionsanalyser. Resultatet visade att deltagarna var signifikant positivare till att en utländsk kvinna skulle utbilda sig än en svensk man. Vidare visade resultaten på att det fanns skillnader i attityd utifrån respondenternas etnicitet samt utbildningsnivå. Skillnaderna i attityd indikerade att arbetet för jämställdhet och jämlikhet i Sverige går i rätt riktning.

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Individer har en systematisk tendens att favorisera medlemmar i ens egen grupp och diskriminera de som tillhör en annan grupp, trots minimala grunder för gruppindelning. Denna studie syftar till att undersöka om social interaktion mellan individer i grupper påverkar denna särbehandlingstendens. I sådana fall, kan detta komma att yttra sig genom bland annat skillnader i kunskapsutbyte och spridning av information mellan de anställda på en arbetsplats. Grupper delades in slumpmässigt och särbehandlingen mättes via poängfördelning. Datainsamlingen skedde via både experiment (n = 41) och enkät (n = 135) samt med tre olika nivåer av social interaktion. Undersökningsdeltagarna fördelade mer poäng till sin egen grupp, än till den andra gruppen. Däremot påverkade varken grad av social interaktion eller typ av metod poängfördelningen. Vid samtliga tillfällen var det mellan en tredjedel till strax över hälften av undersökningsdeltagarna som särbehandlade. Slutsatsen är att även vid en slumpmässig gruppindelning så kommer en särbehandlingstendens att ske.

Small groups of friends—or peer groups—are a central feature of adolescence that contribute to the development of social identity and feelings of self-worth for group members. Additionally, adolescents value music highly and view it as a vital part of their lives. The purpose of this study was to examine and clarify the extent to which adolescents use music as an identity resource in small peer groups. Using Tajfel and Turner’s Social Identity Theory as a framework, I conducted a collective case study to understand (a) the ways in which adolescents use music to form and maintain a peer group, (b) the extent to which peer groups use music for the social categorization and stereotyping of other groups of adolescents, (c) the ways by which adolescents use music associated with their peer group to maintain a positive self-concept, and (d) how the peer group influences members’ enjoyment of music and music participation. I conducted group interviews with three adolescent peer groups that contained 5–8 seventh- and eighth-grade students. The peer group members shared experiences of bonding and socializing as a part of a peer group, and described time spent in their music classes. During the discussions, group members explained the role that music plays in their lives. The group members explained their peer group in the context of the school, describing instances of social categorization and stereotyping, in-group and out-group distinction, and self-concept maintenance made from comparisons to the out-groups. The participants discussed their views on school music courses, advocating for the implementation of new classes that included non-traditional instruments and the inclusion of more popular styles of music. Keywords: social identity, adolescent peer groups, in-group, out-group, social categorization, self-concept, stereotyping, adolescence music preference, positive distinctness

In group work, the sucker-effect is a motivational loss in which effort is reduced due to feeling taken advantage of when other group members intentionally avoid work, known as free-riding. No previous studies on the sucker-effect have investigated moderating factors that can be attributed to the free-rider. The purpose of this study was to explore if agreeable behavior of a free-rider would moderate the sucker-effect, and if so, to what extent. Using an experimental design, students (n = 20) at Södertörn University served as participants. A systematic allocation toone of two conditions was used, the less agreeable and more agreeable. During the experiment a participant and a confederate worked in dyadson a disjunctive cooperative jigsaw puzzle task. The manipulation was the free-riding confederate's level of agreeableness. Self-rated effort andactual performance were measured. Using Mann-Whitney U-tests (α =.05, two-tailed), no significant differences were found in either of thedependent variables. In fact, by and large, no sucker-effect was observed at all. Other than manipulating the confederate's level of agreeableness, the design allowed for much more interaction in the dyads than previous studies on the sucker-effect have. It is discussed whether this interaction might have created an ingroup feeling, leading to the prevention of asucker-effect. In this study it thus seems that the free-rider's level of agreeableness does not moderate the sucker-effect. Also, meaningful interaction between group members might prevent a sucker-effect fromoccurring at all. However, due to the study's small sample size, theseresults are not definitive and should be taken with caution.

After South Africa had adopted a democratic government, the labour force was changed profoundly. With the emphasis on diversity, employees were faced with work teams comprising people from different ages, genders, positions, races etc. The opportunity was given to value and embrace diversity in organisations. On the other hand, opportunities for prejudice and discrimination were greater than ever before. Consequently, stereotyping is evident within these diverse workplaces. If not properly managed, stereotypes can have various negative effects on the organisation. The academic sector in South Africa has to be equipped to manage diversity and therefore stereotypes to ensure the effectiveness of these institutions. The challenge is that employers need to be aware of how to manage such issues. Stereotypes are therefore a significant topic for research, specifically within South Africa. The objective of this research study was to explore stereotypes as experienced by individuals employed in the South African academic environment. A qualitative research study, specifically within the social constructivism paradigm, was employed for this study. A combination of the phenomenological and hermeneutic approaches was employed to reach the objectives of this study. The researcher made use of a case study strategy. Only one single case was utilised in this research study, namely the academic environment. Employees at one higher education institution (and two campuses) (N = 30) participated in this research study. Data was collected by means of semi-structured interviews, where after thematic analysis was used to analyse the data. The results of this study indicated that individuals working in the academic environment in South Africa are consciously aware of the meaning of stereotypes. Most participants were able to illustrate a definition of or meaning for stereotypes. The themes that were mentioned by participants included assumptions, beliefs, categorisation, generalisation, judgement as well as perception. Participants also indicated that stereotypes originate from various sources. Participants reported that primary and secondary exposure, individual differences, subjective perception as well as the fact that stereotyping was part of human nature were possible explanations for the origin of stereotypes. Participants were well aware of the fact that stereotypes originate from both us and others. When being stereotyped, individuals react to stereotypes in different ways. Participants mentioned that they react on a behavioural, cognitive and emotional level. Participants were also asked questions pertaining to the stereotypes they experience. It was found that various stereotypes exist within the academic environment. These stereotypes are experienced on an out-group and in-group level. Stereotypes mentioned by participants included age, gender, nationality, occupation, sexual orientation, race and work-related stereotypes. There were also participants from the study population who stated that they neither experienced stereotypes on in-group nor out-group level. Recommendations with regard to future research and practice were made. / MCom (Human Resource Management), North-West University, Potchefstroom Campus, 2015

After South Africa had adopted a democratic government, the labour force was changed profoundly. With the emphasis on diversity, employees were faced with work teams comprising people from different ages, genders, positions, races etc. The opportunity was given to value and embrace diversity in organisations. On the other hand, opportunities for prejudice and discrimination were greater than ever before. Consequently, stereotyping is evident within these diverse workplaces. If not properly managed, stereotypes can have various negative effects on the organisation. The academic sector in South Africa has to be equipped to manage diversity and therefore stereotypes to ensure the effectiveness of these institutions. The challenge is that employers need to be aware of how to manage such issues. Stereotypes are therefore a significant topic for research, specifically within South Africa. The objective of this research study was to explore stereotypes as experienced by individuals employed in the South African academic environment. A qualitative research study, specifically within the social constructivism paradigm, was employed for this study. A combination of the phenomenological and hermeneutic approaches was employed to reach the objectives of this study. The researcher made use of a case study strategy. Only one single case was utilised in this research study, namely the academic environment. Employees at one higher education institution (and two campuses) (N = 30) participated in this research study. Data was collected by means of semi-structured interviews, where after thematic analysis was used to analyse the data. The results of this study indicated that individuals working in the academic environment in South Africa are consciously aware of the meaning of stereotypes. Most participants were able to illustrate a definition of or meaning for stereotypes. The themes that were mentioned by participants included assumptions, beliefs, categorisation, generalisation, judgement as well as perception. Participants also indicated that stereotypes originate from various sources. Participants reported that primary and secondary exposure, individual differences, subjective perception as well as the fact that stereotyping was part of human nature were possible explanations for the origin of stereotypes. Participants were well aware of the fact that stereotypes originate from both us and others. When being stereotyped, individuals react to stereotypes in different ways. Participants mentioned that they react on a behavioural, cognitive and emotional level. Participants were also asked questions pertaining to the stereotypes they experience. It was found that various stereotypes exist within the academic environment. These stereotypes are experienced on an out-group and in-group level. Stereotypes mentioned by participants included age, gender, nationality, occupation, sexual orientation, race and work-related stereotypes. There were also participants from the study population who stated that they neither experienced stereotypes on in-group nor out-group level. Recommendations with regard to future research and practice were made. / MCom (Human Resource Management), North-West University, Potchefstroom Campus, 2015

In recent years, scholars have moved beyond attributing academic difficulties to cognitive and personal characteristics of African American students, and have begun to consider the effects of the predominantly White university (PWU) setting on the educational and psychological outcomes of Black collegians. Unfortunately, the literature paints a bleak picture of the social context of African American students at PWUs which ultimately impedes students' academic persistence and achievement (Gloria, Kurpius, Hamilton, & Wilson, 1999) as well as psychological wellness (Prelow, Mosher, & Bowman, 2006). The psychological ramifications of social and educational conditions for African American students at PWUs, along with higher attrition rates would substantiate the tremendous use of campus mental health services by this student population. Yet, the literature reveals that even when services are easily accessible and are provided for free or at extremely discounted prices, African American students choose not to seek professional psychological help (Nickerson, Helms, & Terrell, 1994). Drawing upon the psychosociocultural theoretical framework proposed by Gloria and Rodriguez (2000), this study examined if variables specific to the PWU environment - minority student stress, out-group comfort, and cultural congruity - served as predictors of attitudes towards seeking professional psychological help in a sample of African American collegians. This study also analyzed if counselor racial preference served as a mediator between the predictors and help-seeking. Survey data were collected from 198 Black college students attending a large, PWU in the Southwest. Results revealed that cultural congruity was the only significant predictor of help-seeking attitudes, and counselor racial preference was not a significant mediator. Exploratory analyses indicated gender differences in the relationship between the psychosociocultural variables and counselor racial preferences. Implications for practice and research in counseling psychology are discussed. / text