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IntroductionMost work on social identity, defined as one's sense of self derived from membership to social groups, focuses on a single identity and its behavioral consequences. But a central insight of social identity theory is that people belong to multiple social groups, derive self-esteem from multiple identities and care to conform to the norms for those identities. However, very little work has turned its attention to understanding when and how multiple social identities interact. We motivate hypotheses with a framework that extends a social identity model to include multiple identities. MethodsUsing a longitudinal sample (N> 600) of university students located primarily in Texas and throughout the US, we use university social identity, and the associated university norms, to characterize COVID related social distancing norms between April and October of 2020 and then unpack how another identity, the student's political identity, impacts perception of those norms. ResultsDespite incentives to do otherwise, we find that beliefs about university norms differ depending on the respondent's political identity. We interpret this as a spillover effect of attitudes from one identity to another. DiscussionWe relate our results back to a model of social identity, to the literature on spillovers where such psychological spillovers are hard to empirically identify, and to methods for future work on identity and spillovers. 

Abstract Transfers of resources in dictator games vary significantly by the characteristics of recipients. We focus on social norms and demonstrate that variation in the recipient changes both giving and injunctive norms and may offer an explanation for differences in giving. We elicit generosity using dictator games, and social norms using incentivized coordination games, with two different recipient types: an anonymous student and a charitable organization. A within-subjects design ensures that other factors are held constant. Our results show that differences in giving behavior are closely related to differences in social norms of giving across contexts. Controlling for individual differences in beliefs about the norm, subjects do not weight compliance with the norms in the student recipient or charity recipient dictator game differently. These results suggest that the impact of context on giving co-occurs with an impact on social norms.