LASA 2 Reducing Intergroup Conflict Research Suggests

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Discuss in detail the concepts that lead to intergroup conflict, such as stereotypes, prejudice, and discrimination. Explain how these attitudes and behaviors have created and perpetuated ongoing conflicts among delinquent adolescent boys, many active in gangs.Review strategies to reduce intergroup conflict presented in your course text and Hewstone, Rubin, and Willis (2002). Also, identify 2-3 additional concepts from the course that could help individuals overcome negative attitudes and behaviors. Propose activities and programs that foster respect, understanding, and cooperation among the boys, summarizing each in 2-3 sentences for future implementation.

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Intergroup conflict often arises from deep-seated stereotypes, prejudice, and discrimination, which serve as cognitive and emotional barriers to harmony between groups. Stereotypes simplify and generalize characteristics attributed to groups, often based on inaccurate or exaggerated beliefs. These mental shortcuts foster biases, leading to prejudice, which manifests as negative attitudes or feelings towards other groups. Discrimination then results as overt behaviors that unfairly treat members of other groups differently. In the context of delinquent adolescent boys, many of whom are involved in gangs, these attitudes are reinforced by social environments, peer influence, and shared experiences, culminating in escalating conflicts that are difficult to resolve (Hewstone, Rubin, & Willis, 2002).

The perpetuation of such conflict is rooted in social identity theory, where boys seek to bolster their self-esteem by aligning with their group and derogating others. As stereotypes are reinforced and prejudice deepens, conflict intensifies, often leading to violence or isolating behaviors that hinder reconciliation (Tajfel & Turner, 1979). These attitudes are solidified through group-based activities, exclusionary practices, and a lack of positive intergroup contact, thus entrenching divisions.

Strategies for reducing intergroup conflict as discussed in the course text include fostering cooperation through shared goals, encouraging positive intergroup contact, and implementing education programs that challenge stereotypes. Hewstone, Rubin, and Willis (2002) emphasize the importance of intergroup contact under equal status conditions, personal acquaintance, and institutional support, which have been shown to reduce prejudice effectively. Similarly, techniques such as emphasizing common identities and promoting perspective-taking can break down preconceived notions and foster empathy.

Beyond these, the course highlights additional concepts such as social categorization, dehumanization, and empathy training. Social categorization helps individuals recognize in-group and out-group distinctions, which can be managed to reduce bias through emphasizing common humanity. Dehumanization, which involves perceiving others as less than human, exacerbates conflict; recognizing shared traits and acknowledging individuality can combat this. Empathy training encourages understanding of others' feelings and perspectives, critical for reducing prejudice.

Implementing programs like structured intergroup dialogues can facilitate meaningful interactions; for example, activities where boys share personal stories to foster empathy and challenge stereotypes. Cooperative learning tasks, like team-based problem-solving exercises, can promote interdependence and highlight the value of diverse perspectives. Educational workshops focused on cultural competence and prejudice reduction teach boys about biases, encouraging self-reflection and attitude change. Recreational activities promoting teamwork, such as sports or arts projects, can also create positive shared experiences that diminish stereotypes.

Each program aims to cultivate mutual respect, understanding, and social cohesion among the boys. For instance, intergroup dialogue sessions can dispel myths and build trust, thereby reducing tensions. Cooperative tasks require collaboration beyond group boundaries, encouraging boys to see each other’s strengths and differences as assets. Educational workshops provide a theoretical foundation, enabling participants to recognize and challenge their biases. Fun, joint activities create positive emotional associations with out-group members, further softening hostile attitudes and promoting lasting change. These targeted interventions can serve as foundational elements toward creating a peaceful, inclusive environment at the detention center, ultimately helping reduce intergroup conflict and fostering social harmony.

References

• Hewstone, M., Rubin, M., & Willis, H. (2002). Intergroup bias. Annual Review of Psychology, 53, 575-604.
• Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33-47). Monterey, CA: Brooks/Cole.
• Brewer, M. B., & Miller, N. (1984). Beyond the contact hypothesis: Theoretical perspectives on the contact, cooperation, and conflict. In N. Miller (Ed.), Group relations in social psychological perspective (pp. 281–330). New York: Academic Press.
• Allport, G. W. (1954). The nature of prejudice. Addison-Wesley.
• Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751–783.
• Dovidio, J. F., Gaertner, S. L., & Kawakami, K. (2003). Intergroup contact: The benefits of friendship. Current Directions in Psychological Science, 12(5), 223–226.
• Paluck, E. L., & Green, D. P. (2009). Prejudice reduction: What works? And what doesn’t? American Psychology, 64(3), 219–231.
• Stephens, N. M., & Plaut, V. C. (2016). Making the familiar strange: The importance of diversity and inclusion in early childhood. Child Development Perspectives, 10(4), 218–223.
• Devine, P. G. (1989). Stereotypes and prejudice: Their automatic and controlled components. Journal of Personality and Social Psychology, 56(1), 5–18.
• Phinney, J. S. (1990). Ethnic identity in adolescents and adults: A review of research. Psychological Bulletin, 108(3), 499–514.