If you don';t like them by now - what makes you like them next year? [Elektronische Ressource] : social-cognitive and social predictors of prejudice in school children in a two-wave longitudinal study / vorgelegt von Tina Farhan, geb. Kettner

Farhan

Sujets

• Soziologie

Informations

• Publié par: philipps-universitat_marburg
• Publié le: 01 janvier 2008
• Nombre de lectures: 19
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

If you don’t like them by now – what
makes you like them next year?
Social-cognitive and social predictors of prejudice in
school children in a two-wave longitudinal study

Dissertation
zur Erlangung des Doktorgrades
der Naturwissenschaften
(Dr. rer. nat.)

dem Fachbereich Psychologie
der Philipps-Universität Marburg
vorgelegt von

Dipl.-Psych. Tina Farhan, geb. Kettner
aus Bad Hersfeld

Marburg / Lahn 2008

Diese Arbeit wurde gefördert durch ein Promotionsstipendium des DFG-Graduiertenkollegs
„Gruppenbezogene Menschenfeindlichkeit“ (GRK 884/1-04) an den Universitäten Marburg
und Bielefeld.






















Vom Fachbereich Psychologie der Philipps-Universität Marburg als
Dissertation am 24.11.2008 angenommen.


Erstgutachter: Prof. Dr. Ulrich Wagner (Philipps-Universität Marburg)

Zweitgutachter: Prof. em. Dr. Peter Schmidt (Justus-Liebig-Universität Gießen)

Tag der mündlichen Prüfung am 25.11.2008

2CONTENTS
Table of contents
1. Introduction 12
2. Prejudice in children – definition, theories, and relevant empirical 14
studies so far
2.1 Theory of prejudice acquisition (Allport, 1954) 18
2.2 The Social-Cognitive Developmental Theory of Prejudice (Aboud, 21
1988)
Excursus: The Theory of Cognitive Development by Jean Piaget 21
2.3 The Social Identity Development Theory (Nesdale, 1999a) 30
Excursus: Social Identity Theory (Tajfel & Turner, 1986) 30
2.4 Integrative theories of prejudice development and acquisition 37
2.4.1 Modification and extension of the SCDT 37
2.4.2 Integrative Framework Model by Katz (2003) 38
2.4.3 Integrative Model of the Formation of Stereotype and Prejudice 39
(Bar-Tal & Teichman, 2005)
2.4.4 Integrative model of intergroup attitudes in children 44
2.5 What influences prejudice level in children? 53
2.5.1 Social influence and social norms 53
2.5.1.1 Social Impact Theory (Latané, 1981) 53
2.5.1.2 Model of Social Influence (Kelman, 2005) 54
2.5.1.3 Social norms (Cialdini & Goldstein, 2004) 55
2.5.2 Contact with outgroup members 57
2.5.2.1 Reformulated Intergroup Conact Theory (Pettigrew & Tropp, 57
2006)
CONTENTS

2.5.2.2 Extended Contact Hypothesis (Wright, Aron, McLaughlin-Volpe 58
& Ropp, 1997)
2.6 Relevant empirical studies so far 59
2.6.1 Attitude development 59
2.6.2 Cognitive development and prejudice 64
2.6.3 Ingroup identification and prejudice 64
2.6.4 Social influence, social norms, and prejudice 66
2.6.4 Intergroup contact and prejudice 68
3. Hypotheses 70
4. Data collections 1 and 2 73
5. Manuscripts 1 and 2 76
Manuscript To Like or not to Like: Developmental and Social Psychological 77
1 Predictors of Ethnic Intergroup Attitudes in Children
Manuscript Prejudice in school children – Causal analyses of possible factors 110
2 of influence based on a longitudinal study
6. General discussion and implications 157
7. Summary 168
7.1 Abstract 168
7.2 Zusammenfassung 170
8. References 173
9. Danksagung 183
10. Erklärung 185
11. Appendix 186

CONTENTS
Appendix
11.1 Questionnaires for children – overview of available measures 187
A) Prejudice 187
B) (Social-) Cognitive developmental level 196
C) Ingroup identification 205
D) Social influence factors 207
E) Intergroup contact 212
F) Socio-demographic measures 216
G) Code 217
H) Sociometric choices 218
I) Social relations in class 219
J) Importance of others’ ethnic group membership 220
K) General instructions and comments 222
11.2 Results of the pretests 226
A) Pretest of the MRA material 226
B) Standard Pretest 232
11.3 The different versions of the questionnaire 235
A) General cognitive version of the data-collection-1 questionnaire 235
for grade 3 (girls’ version)
B) Social-cognitive version of the data-collection-1 questionnaire for 254
grade 3 (boys’ version)
C) Data-collection-1 questionnaire for grade 5 (version for girls) 273
D) Data-collection-2 questionnaire (version for girls) 295
E) Data-collection-2 questionnaire (version for boys) 315
11.4 Procedure, general instructions, and additional explanations 335
CONTENTS
11.5 Characteristics of the participating schools 340
11.6 Characteristics of the sample 343
11.7 Missing values, potential outliers, and indicators of normal 348
distribution
11.8 Scale formation: Factor analyses and internal consistencies 360
11.9 Descriptive results 392
11.10 Correlations 402
11.11 References 419


CONTENTS
Tables
Table 1. Model of prejudice development by Allport (1954). 20
Table 2. The Social-Cognitive Developmental Theory of Prejudice by 28
Aboud (1988).
Table 3. The Social Identity Development Theory by Nesdale (1999a). 36
Table 4. Integrative model of intergroup attitudes in children. 49
Table 5. Evaluations of the drawings for the MRA with regard to 227
attractiveness and assumed country of origin (pretest with 24 boys
rating boy-drawings and 23 girls rating girl-drawings).
Table 6. Means, standard deviations, and range from the Standard Pretest 232
with students without immigration background enrolled in grade 3
(N = 20).
Table 7. Number of positive and negative attributes ascribed to none, one, 234
rdor both of the ethnic groups in the Standard Pretest (3 -graders
without immigration background, N = 20).
Table 8. Percentage of inhabitants with a foreign citizenship for Hessen and 342
the towns or city districts in which the seven schools are located.
Table 9. Class sizes, number of participants who did not take part due to 343
lack of parental permission, lack of interest, or because they were
missing, and duration of the surveying (data collection 1 / data
collection 2).
Table 10. Sample sizes at data collections 1 and 2 344
Table 11. Categories and frequencies for countries of origin based on data- 345
collection-1 (t1) and data-collection-2 data (t2).
Table 12. Longitudinal sub-sample. 347
CONTENTS
Table 13. Amount of missing values for respondents without immigration 349
background.
Table 14. Items with potential univariate outliers based on data collections 1 350
(t1) and 2 (t2).
Table 15. Skewness and Kurtosis scores based on data collections 1 (t1) and 354
2 (t2).
Table 16. Varimax-rotated Component Matrix of a Principle Component 362
analysis of the six dislike-rating items based on data collections 1
(t1; N = 188) and 2 (t2; N = 199).
Table 17. Varimax-rotated Component Matrix of a Principle Component 363
analysis of the six MRA items based on data collections 1 (t1; N =
182) and 2 (t2; N = 199).
Table 18. Varimax-rotated Component Matrix of a Principle Component 364
analysis of the 15 Likhetsrelationer 2 items based on data-
collection-1 data (N = 121).
Table 19. Varimax-rotated Component Matrix of a Principle Component 365
analysis with 10 items of the Likhetsrelationer 2 based on data-
collection-1 data (N = 121).
Table 20. Component Matrix of a Principle Component analysis with six 365
items of the Likhetsrelationer 2 based on data-collection-1 data (N
= 125).
Table 21. Varimax-rotated Component Matrix of a Principle Component 366
analysis of the Likhetsrelationer 2 items based on data-collection-2
data (N = 197).
CONTENTS

Table 22. Component Matrix of a principle component analysis with 5 items 366
of the Likhetsrelationer 2 based on data-collection-2 data (N =
198).
Table 23. Component Matrix of a Principle Component analysis of the four 367
items assessing perceived intergroup similarity based on data
collections 1 (t1; N = 136) and 2 (t2; N = 204).
Table 24. Component Matrix of a Principle Component analysis of the eight 368
items assessing self-reported empathic reactions to situation 1 and
2 based on data-collection-2 data (N = 201).
Table 25. Component Matrix of a Principle Component analysis of the 368
descriptive social norm items based on data collections 1 (t1; N =
183) and 2 (t2; N = 199).
Table 26. Internal consistency of the scales for grades 3 to 6 at data 369
collections 1 and 2 and in the longitudinal sub-sample.
Table 27. Descriptive results based on data collections 1 (t1) and 2 (t2). 393
Table 28. Descriptive results from the longitudinal sub-sample based on data 397
collections 1 (t1) and 2 (t2).
Table 29. Ratings of valence of the MRA attributes based on data collection 400
1.
Table 30. Distribution of answers for the MRA-items based on data- 400
collection-1 (t1) and data-collection-2 (t2) data (longitudinal sub-
sample).
CONTENTS

Table 31. Inter-correlations of the dependent variables based on data- 403
collection-1 and data-collection-2 data (N = 127; longitudinal
sub-sample).
Table 32. Correlations of the dependent variables assessed at data collection 409
2 with the assumed predictor variables assessed at data collections
1 and 2 (N = 127; longitudinal sub-sample).
Table 33. Correlatio