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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. 

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.