Search for: All records

Injunctive social norms are societal standards for how people are expected to behave. When individuals transgress these norms, they face social sanctions for their behavior. These sanctions can take many forms, ranging from verbal or nonverbal reactions and from disapproval to ostracism. We review the stable characteristics and situational variables that affect a bystander’s tendency to enact social sanctions against someone who violates an injunctive social norm. Stable characteristics include the bystander’s extraversion, altruism, the belief that others can change their behavior, and their cultural background. Situational factors include the extent to which the violated norm implicates the bystander, the social hierarchies among the bystander and transgressor, the presence of additional bystanders, and (when applicable) the bystander’s relationship to the victim of the norm violation. We also discuss the costs that a bystander can incur by attempting to enact social sanctions. We conclude with a discussion of the application of social sanctions to enforce pro-social social norms. 

Decades of research on how to improve intergroup relations have primarily examined ways to change prejudiced attitudes. However, this focus on negative intergroup attitudes has yielded few effective solutions. Because intergroup relations are shaped by behavior during intergroup interactions, it is necessary to identify constructs that have a strong causal impact on intergroup behavior change. In this article, I will discuss evidence showing that intergroup attitude change is neither a sufficient nor necessary cause for intergroup behavior change. Empirical research suggests that intergroup attitudes are difficult to change and have a limited effect on intergroup behavior. I also distinguish between constructs that primarily affect intergroup attitude change (e.g., counterstereotypical exemplars, evaluative conditioning) and constructs that primarily affect intergroup behavior change (e.g., social norms, self-efficacy). Further, suggestions for future research will also be provided to advance understanding of the various psychological constructs that influence intergroup behavior change, which will help us develop effective methods of improving intergroup relations. 

Following Douglas Mook's lead we distinguish between research on “effects that can be made to occur” and research on “effects that do occur” and argue that both can contribute to the advancement of knowledge. We further suggest that current social psychological research focuses too much on the former type of effects. Given the discipline's emphasis on innovation, many published effects are shown to exist under very specific circumstances, i.e., when numerous moderator variables are set at a particular level. One often does not know, however, how frequently these circumstances exist for people in the real world. Studies on effects that can be made to occur are thus an incomplete test of most theories about human cognition and behavior. Using concrete examples, this article discusses the shortcomings of a field that limits itself to identifying effects that might—or might not—be relevant. We argue that it is just as much a scientific contribution to show that a given effect actually does occur as it is to provide initial evidence for a new effect that could turn out to be important. The article ends with a series of suggestions for researchers who want to increase the theoretical and practical relevance of their research.

 

The veterinary medical workforce is increasingly female; occupational feminization often transfers stereotypes associated with the predominant gender onto the profession. It is unknown whether within veterinary medicine a feminized public image is a possible contributor to the reduction in male applicants to training programs. The influence of stereotypically gendered messaging on how male and female undergraduate students perceive veterinary medicine was investigated in 482 undergraduate students enrolled in five introductory or second-level biology courses. Two short videos introducing the field of veterinary medicine were developed with imagery and language selected to emphasize either stereotypic feminine ( communal) or masculine ( agentic) aspects of the field. Participant groups were randomly assigned one of the two videos (feminine/communal or masculine/agentic) or no video (no exposure). An outcome survey elicited impressions of the field of veterinary medicine and gathered demographic data. There was a significant linear trend of condition on perception of the profession as feminine or masculine and on perception of the activities of a veterinarian as feminine/communal or masculine/agentic. Female participants were significantly more likely to agree that someone of their gender would be valued in the profession. Male participants reported significantly higher self-efficacy scores for performing the tasks of a veterinarian when they viewed the feminine stereotype video. These results demonstrate that gendered perceptions of the field can be manipulated. Intentional gendered messaging should be further explored as one strategy to broaden the talent pool in the workforce by attracting men back to the field. 

Although several theories posit that information seeking is related to better psychological health, this logic may not apply to a pandemic like COVID-19. Given uncertainty inherent to the novel virus, we expect that information seeking about COVID-19 will be positively associated with emotional distress. Additionally, we consider the type of news media from which individuals receive information—television, newspapers, and social media—when examining relationships with emotional distress. Using a U.S. national survey, we examine: (1) the link between information seeking about COVID-19 and emotional distress, (2) the relationship between reliance on television, newspapers, and social media as sources for news and emotional distress, and (3) the interaction between information seeking and use of these news media sources on emotional distress. Our findings show that seeking information about COVID-19 was significantly related to emotional distress. Moreover, even after accounting for COVID-19 information seeking, consuming news via television and social media was tied to increased distress, whereas consuming newspapers was not significantly related to greater distress. Emotional distress was most pronounced among individuals high in information seeking and television news use, whereas the association between information seeking and emotional distress was not moderated by newspapers or social media news use. 

Purpose Despite more than half a century of academic research, relatively few methods have been shown to reliably improve intergroup relations in the real world. This paper aims to use a social marketing approach to design a pro-diversity intervention in a university setting. Design/methodology/approach We conducted extensive qualitative, quantitative and observational background research to identify elements that would increase the effectiveness of the intervention. Focus groups and surveys allowed us to identify a target audience, target behaviors and the relevant barriers and benefits. Findings The background research suggested increasing inclusive behavior would have a greater impact than reducing discriminatory behavior. Based on this research, this paper determined an optimal target audience was students who had relatively positive attitudes toward diversity but engaged in few inclusive behaviors. This paper used relevant theories from the behavioral sciences to design an intervention that promoted a small set of inclusive behaviors and that addressed the relevant barriers and benefits. The intervention took the form of a single page of targeted messages that instructors can add to their course syllabi. The page communicates injunctive and descriptive norms, highlights the benefits of behaving inclusively and provides concrete behavioral advice. Originality/value The research applies the social marketing approach to a novel domain. This approach represents a new way to advance diversity, equity and inclusion through promoting inclusive and reducing discriminatory behavior. 

We review recent developments in the literature on diversity and inclusion in higher education settings. Diversity interventions increasingly focus on changing behaviors rather than mental constructs such as bias or attitudes. Additionally, there is now a greater emphasis on the evaluation of initiatives aimed at creating an inclusive climate. When trying to design an intervention to change behavior, it is advised to focus on a segment of the population (the “target audience”), to try to get people to adopt a small number of specific new behaviors (the “target behaviors”), and to address in the intervention the factors that affect the likelihood that members of the target audience will engage in the new target behaviors (the “barriers and benefits”). We report our recent work developing a climate survey that allows researchers and practitioners to identify these elements in a particular department or college. We then describe recent inclusion initiatives that have been shown to be effective in rigorous empirical studies. Taken together this paper shows that by implementing techniques based on research in the behavioral sciences it is possible to increase the sense of belonging, the success, and the graduation rate of minority students in STEM. 

Prejudice researchers have proposed a number of methods to reduce prejudice, drawing on and, in turn, contributing to our theoretical understanding of prejudice. Despite this progress, relatively few of these methods have been shown to reliably improve intergroup relations in real-world settings, resulting in a gap between our theoretical understanding of prejudice and real-world applications of prejudice-reduction methods. In this article, we suggest that incorporating principles from another field, social marketing, into prejudice research can help address this gap. Specifically, we describe three social-marketing principles and discuss how each could be used by prejudice researchers. Several areas for future research inspired by these principles are discussed. We suggest that a hybrid approach to research that uses both theory-based and problem-based principles can provide additional tools for field practitioners aiming to improve intergroup relations while leading to new advances in social-psychological theory.