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Suppressing the Expression of Prejudice and Prejudice Reduction from Childhood to Adolescence: The View of Genetic Social Psychology

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Title: Suppressing the Expression of Prejudice and Prejudice Reduction from Childhood to Adolescence: The View of Genetic Social Psychology
Language: English
Authors: Kyriakides, Marios, Psaltis, Charis (ORCID 0000-0001-8724-665X)
Source: European Journal of Psychology of Education. Mar 2023 38(1):179-202.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
High Schools
Secondary Education
Descriptors: Foreign Countries, Elementary School Students, High School Students, Bias, Self Expression, Genetics, Social Psychology, Behavior Change, Age Differences, Time, Identification (Psychology), Ideology
Geographic Terms: Cyprus, Greece
DOI: 10.1007/s10212-022-00603-2
ISSN: 0256-2928
1878-5174
Abstract: We propose genetic social psychology as a theoretical framework to render intelligible both the suppression of the expression of prejudice and prejudice reduction in childhood. In particular, we explore the role of positive in-group norms in prejudice reduction in childhood and adolescence and their interplay with realistic and symbolic threats and subgroup identification in the post-conflict setting of Cyprus in a sample of 303 (51.5% female) 7-12-year-old students (mean age = 8.73 SD = 1.58) and 387 (60.2% female) 12-17-year-old students (mean age = 14.24 SD = 1.45) collected from a random sample of thirty-nine schools in the Greek Cypriot community. The following hypotheses were tested (a) threats and social identification will form a closer link with prejudice in older than younger children (H1), (b) positive in-group norms will "trump" threats in relation to the expression of prejudice in older children (H2), (c) strength of identification would enhance the effect of positive in-group norms in the expression of non-prejudicial views (H3), and finally (d) strength of identification would enhance the impact of positive norms on prejudice reduction in childhood, through a deeper conversion process of threat reduction, whereas on the contrary, it will diminish their impact in adolescence through ideological resistance (H4). We found broad support for our hypotheses and discuss practical implications of the findings for education.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1364131
Database: ERIC
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  Data: Suppressing the Expression of Prejudice and Prejudice Reduction from Childhood to Adolescence: The View of Genetic Social Psychology
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. Mar 2023 38(1):179-202.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: We propose genetic social psychology as a theoretical framework to render intelligible both the suppression of the expression of prejudice and prejudice reduction in childhood. In particular, we explore the role of positive in-group norms in prejudice reduction in childhood and adolescence and their interplay with realistic and symbolic threats and subgroup identification in the post-conflict setting of Cyprus in a sample of 303 (51.5% female) 7-12-year-old students (mean age = 8.73 SD = 1.58) and 387 (60.2% female) 12-17-year-old students (mean age = 14.24 SD = 1.45) collected from a random sample of thirty-nine schools in the Greek Cypriot community. The following hypotheses were tested (a) threats and social identification will form a closer link with prejudice in older than younger children (H1), (b) positive in-group norms will "trump" threats in relation to the expression of prejudice in older children (H2), (c) strength of identification would enhance the effect of positive in-group norms in the expression of non-prejudicial views (H3), and finally (d) strength of identification would enhance the impact of positive norms on prejudice reduction in childhood, through a deeper conversion process of threat reduction, whereas on the contrary, it will diminish their impact in adolescence through ideological resistance (H4). We found broad support for our hypotheses and discuss practical implications of the findings for education.
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Elementary School Students
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      – SubjectFull: High School Students
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      – SubjectFull: Ideology
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