Thesis (Ph. D.)--Lehigh University, 1996. / Includes vita. Includes bibliographical references (leaves 104-117).

Thesis (Ph. D.)--University of Massachusetts Amherst, 2009. / Includes bibliographical references (p. 218-228). Print copy also available.

Thesis (B.A. (Hons.)) - University of Queensland, 2004. / Includes bibliography.

Thesis (M.S.)--Washington State University, August 2006. / Includes bibliographical references (p. 55-57).

Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Samuel L. Gaertner, Dept. of Psychology. Includes bibliographical references.

The present paper will inform about three studies that seek to make a contribution to the area of self-conscious emotions, namely guilt and shame, and their consequences for intergroup relations in a South African context. As with previous research, this research investigated whether belonging to a particular group (i.e. being a white South African) is likely to evoke feelings of collective guilt and collective shame when reminded of the atrocities of Apartheid, even though the individual members did not personally contribute to their group’s negative history. The first study aimed to investigate experimentally the effects of experienced collective ingroup guilt and shame on the desire to make reparation. The second study aimed to test the relationship between guilt/shame and reparation of white South Africans in the field. Furthermore, the second study aimed to account for the dialectical aspects of the intergroup situation by exploring guilt/shame and reparation of white South Africans as expected by young black South Africans (as members of the previously oppressed group). The third study aimed to replicate the differences between experienced guilt/shame/reparation and reported ingroup identification by white South Africans and the expected guilt/shame/reparation from white South Africans and reported ingroup identification by black South Africans as found in the study 2. In addition, the third study aimed to control the antecedents for collective guilt and for collective shame. It also explored the impact knowledge about atrocities of the ingroup (white participants) has on emotions and reparation attitudes and whether perceived status relations at present and in the future impacts the emotions as well general reparation attitudes.

Thesis advisor: Anderson J. Franklin / Previous research on intergroup relations between racial groups primarily focused on relations between Whites and various ethnic minority groups, studies on relations between ethnic minorities have been neglected and underexamined (Bikmen, 2011). Allport’s (1954) intergroup contact theory suggested that when the groups in contact are perceived to have similar status, contact could lead to reduced prejudice and improved intergroup relations. Asian Americans and African Americans occupy different status positions on the U.S. racial hierarchy. Although their relative status positions are important factors to consider in understanding their evaluations and interactions with each other, the influence of racial psychological factors are also important to consider because they may influence how status is perceived. Thus, the current study investigated how racial socialization, racial identity, and racial stereotypes influence contact between Asian Americans and African Americans. U.S.-born Asian American (N = 190) and African American (N = 304) adults completed an online survey containing a demographic information sheet, the Racial Socialization Influences Scale (Harrell, 1997), the People of Color Racial Identity Attitudes Scale (Helms, 1995), the Negative Attitude Toward Asians Scale (Ho & Jackson, 2001), the Anti-Black Scale (Katz & Hass, 1988), the Intergroup Contact Measure (Stathi & Crisp, 2010), and the Behavioral Intentions Scale (Esses & Dovidio, 2002). Results from multivariate multiple regression analyses suggested that racial socialization, particularly exposure to racially diverse environments, was positively related to the frequency and quality of contact, as well as willingness to engage in future contact for both Asian Americans and African Americans; whereas race-related discussions was associated with African Americans’ endorsement of Asian stereotypes. In addition, the study showed that racial identity schemas partially mediated the relationship between racial socialization and intergroup contact, and the relationship between racial socialization and racial stereotypes. Finally, findings revealed that African Americans reported more willingness to engage in future contact with Asian Americans than Asian Americans reported with African Americans. Discussions included methodological limitations, and implications for research and practice. / Thesis (PhD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

While intergroup contact is effective in reducing prejudice toward outgroup members, especially under positive conditions (Pettigrew & Tropp, 2006), more research is needed to concentrate on how to avoid and overcome negative psychological experiences of intergroup contact, e.g., intergroup anxiety and discomfort (Dovidio, Kawakami, & Gaertner, 2002; Stephan & Stephan, 1985). The anxiety and discomfort people feel during intergroup contact largely involve ego concerns (Crocker & Garcia, 2006), or the implications of cross-group interactions for one’s self (see also Vorauer & Kumhyr, 2001). Therefore, it is suggested that one approach to improving peoples’ expectations for and experiences in intergroup contact is setting the goals that would shift their focus away from the self and toward learning about their outgroup partners. Adapting a goal distinction framework from the academic achievement literature (Dweck & Elliot, 1983; Grant & Dweck, 2003), we hypothesized that shifting one’s focus from performance to learning will reduce their negative affect and enhance group members’ expectations for and experiences in intergroup contact. In both studies 1 and 2, participants’ self-reported data did not converge with our original predictions. However, participants’ nonverbal behaviors observed in Study 2 evidenced support for the positive effect of the learning orientation on participants’ experiences in anticipation of and during intergroup contact.

No description available.

The French and Dutch refusal to ratify the European Constitution in 2005 and the collapse of many East German businesses post-reunification; are just some examples of the hurdles integrating nations face. Integration of nations affects many economic factors such as public good allocation, trade, production, labour, consumption and even macro-economic policy instruments. Therefore, it is important to understand what motivates integration. Few scholars have broached the subject of the integration of nations (see Goyal and Staal (2004)), where size asymmetry and historical dependence are considered. Starting with Alesina and Spolaore (2003)'s Size of Nations symmetric framework, we attempt to do this with a two nation (asymmetric in size) location model. The key findings are that size differentials and the constitutional design (the identity of the decision maker) matters. In this thesis, we consider the social planner (government) and voters. The social planner maximizes social welfare for his own nation. Voting outcomes become non-trivial as it depends on the number of alternatives and the voting system. We categorize integration into two main forms. Full Integration is when the two nations fully integrate to form a new one, only one capital remains. Federated Integration is where the nations integrate but retain some form of sovereignty; this is represented by the retention of both capitals. Size difference matters when two nations chose to integrate. As the size difference between the two nations increase it becomes harder for integration to occur; nations would integrate if there is no size difference. The identity of the decision maker will affect the threshold on size.