Tough Love: The Normative Conflict Model and a Goal System Approach to Dissent Decisions

Most rebels have a cause, and the expression of internal criticism and dissent is vital for healthy civic and collective functioning. Here, we review the normative conflict model (NCM), which posits that social identities are key to understanding conformity and deviance in group contexts. The NCM hypothesizes that strongly identified group members are willing to articulate critical and dissenting opinions when they believe that doing so is in the interest of the collective. In this paper, we conceptually advance the NCM by exploring how responses to group norms can be understood from a goal system perspective, conceptualizing dissent decisions as often involving choices between conflicting goals. We review the evidence for this approach to dissent and outline a range of future directions.     

Intergroup conflict, out-group derogation, and self-directed negative affect among Italian South Tyroleans

In South Tyrol, a multiethnic Italian province, the authors examined the self-directed negative affect that members of an Italian group experienced after they evaluated members of the German and Albanian groups. The authors examined the affect as a function of out-group derogation. The authors argued that to the extent that out-group derogation may run counter to norms toward intergroup fairness, such normative nonconformity will elicit negative affect directed at the self as a function of perceived intergroup conflict. The findings support the authors' line of reasoning: among Italian South Tyroleans, those who expressed greater out-group derogation were led to experience stronger negative self-directed affect when they rated a low-conflict out-group, but not when they rated a high-conflict out-group, compared to participants whose out-group derogation was less.     

Creative innovation or crazy irrelevance? The contribution of group norms and social identity to creative behavior

This paper develops an analysis of innovative behavior and creativity that is informed by the social identity perspective. Two studies manipulated group norms and analyzed their impact on creative behavior. The results of Study 1 show that when people are asked to make a creative product collectively they display conformity to ingroup norms, but that they deviate from ingroup norms when group members make the same products on their own. A parallel result was found in group members’ private perceptions of what they consider creative. In Study 2, the social identity of participants was made salient. Results showed conformity to group norms even when group members worked on their own creations. Findings suggest that innovative behavior is informed by normative context, and that in contexts in which people operate as members of a group (either physically through collective action, or psychologically through social identity salience) innovation will respect normative boundaries.     

At the first sign of trouble or through thick and thin? When nonconformity is and is not disengagement from a group

The current research tests the prediction that nonconformity can reflect engagement with rather than disengagement from social groups. We present two studies that contained indices of both nonconformity and disengagement to examine their relationship under different circumstances and to dissociate two forms of nonconformity: individually oriented vs. collectively oriented. Study 1 demonstrates that thinking about how a group norm may cause individual harm triggers a type of nonconformity that is associated with disengagement from the group, whereas thinking about how a norm may cause collective harm triggers a type of nonconformity that is not associated with disengagement. Study 2 investigates the relationship between nonconformity and disengagement among group members that vary in their level of collective identification. We demonstrate that whereas nonconformity among weakly identified group members is associated with disengagement, this is not the case among strong identifiers.     

From cooperation to conflict: The role of collective narratives in shaping group behaviour

In this paper, we review the concept of collective narratives and their role in shaping group behaviour. We see collective narratives as ‘meta-stories’ embraced by groups that incorporate values and beliefs about social reality, therefore providing a blueprint for group norms which, in turn, inform group members' behaviour. Our aim is to both describe the psychological processes underpinning the relation between collective narratives and group behaviours and develop an integrative typology of the functions of collective narratives (as they connect to various collective behaviours). We start by discussing definitions in the recent literature and propose an integrative conceptualisation which positions collective narratives in the context of collective action research. Next, we focus on the process by which collective narratives provide the bases for identity formation, development, and change, thus shaping group behaviour. We see collective narratives as central in understanding group behaviour, as they function as ‘meta-stories’ that incorporate moral codes and values, and beliefs about the ingroups and outgroups—providing a blueprint for group norms which, in turn, inform group members' behaviour. In the second part of the article, we describe a typology of collective narratives according to their functions, structured around two core dimensions: the context/s in which collective narratives develop and are shared (i.e., intragroup vs. intergroup) and their effects within these contexts (i.e., driving consensus vs. driving dissent). We identify four distinctive types of collective narrative functions and review research showing how each of them shapes specific social identity content, including behaviour prescribing norms. We then show how these specific norms shape behaviours ranging from cooperation and pro-social action to hostile intergroup conflict. The implications of this contribution are twofold. First, by providing a systematic account and categorisation of how collective narratives function in society and of their connections to social identities (and their content), we can more accurately deduct group norms and predict behaviours in specific circumstances, including in relation to political violence. Second, by better understanding the narratives that provide the bases of identity formation, development, and change, we can improve attempts to create alternative narratives that unify rather than divide people, so that pathways to co-operation might be chosen over conflict.     

Socially rejected while cognitively successful? The impact of minority dissent on groups' cognitive complexity

The impact of minority dissent on group-level outcomes is explained in the current literature by two opposing mechanisms: first, through cognitive gains due to a profound change induced by minority members in the individual cognitions of the majority members, and second, through socio-affective process losses due to social rejection and relationship conflict. Groups are most effective in information processing if they succeed in solving this opposition and reduce the negative impact of process losses. The present study addresses this opposition using an experimental design in which we crossed minority dissent (presence vs. absence of minority dissent) with change in membership (groups with vs. groups without change in membership) to determine which condition leads to the highest group cognitive complexity. Our results show that groups with a history of dissent and where the deviant left the group have the highest cognitive complexity, followed by groups that experienced dissent and where no change in group membership took place. The groups without a history of dissent have the lowest cognitive complexity.     

"Me versus just us versus us all" categorization and cooperation in nested social dilemmas

In its generic form, a social dilemma poses a conflict between private and collective interests. People are often faced, however, with a conflict between private, (sub)group, and collective interests. This study examines participants' simultaneous weighing of these 3 nested interests. The results show that increasing the salience of social categorization of any level of the hierarchy (i.e., 6 individuals, 2 subgroups. 1 collective) increases participants' concern for and contributions to the corresponding level of interest (Experiment 1). One can promote concern for and contributions to the collective interest, which are lowest under categorization as 2 subgroups, by individuating the members of the individuals' own subgroup and/or the opposing subgroup (Experiment 2) and by cross-categorization with the opposing subgroup (Experiment 3).     

Bringing together humanistic and intergroup perspectives to build a model of internalisation of normative social harmdoing

This article introduces a model of the internalisation of normative social harmdoing: the MINSOH. This model seeks to explain how group members internalise harmful social norms such that they personally endorse their groups' normative actions. To this aim, the MINSOH integrates two divergent yet complementary theoretical perspectives: self-determination theory and the social identity approach. These perspectives differ in their basic assumptions about the possibility for harm to become internalised, yet when integrated, they provide a powerful account of how harmdoing can become internalised. The MINSOH proposes specific conditions under which harmful normative actions become accepted by group members. This article outlines multiple self-determined motivations for harmdoing and discrete group processes that enable harmdoing to be internalised and autonomously enacted, and reviews factors that facilitate (i.e., strong/unique/comparative social identification; endorsement of ideological justifications) and block the internalisation process (presence of multiple identities/diverging norms; inclusive superordinate identity). Directions for future research are then discussed.     

Loyal peripherals? The interactive effects of identification and peripheral group membership on deviance from non-beneficial ingroup norms

For ensuring the well-being of groups, people are needed who deviate from ingroup norms that harm the group (“loyal deviance”). Qualifying previous results that loyal deviants have to be highly identified with the group, we hypothesize and show that this is only true when group members at the same time feel that they are highly prototypical for the group. No such effects occurred for peripheral members. In all three studies (N1 = 207, N2 = 115, N3 = 107), we measured people's intention to conform to a non-beneficial (vs. beneficial; Study 1) ingroup norm, self-investment in the group, and perceived (manipulated in Study 3) marginalization. Obviously, dissent from non-beneficial norms requires both a deep psychological investment in the group as well as secure ingroup membership. Implications are discussed.     

The Patriarchal Bargain in a Context of Rapid Changes to Normative Gender Roles: Young Arab Women’s Role Conflict in Qatar

Social norms in patriarchal countries in the Middle East are changing at differing rates. In Qatar, expectations about education have shifted, and women’s participation in higher education is normative. However, women’s participation in the workforce remains relatively low, and women still are expected to perform all household and child-rearing activities. Interviews with 27 18–25 year-old Qatari women enrolled in college in Qatar are used to illustrate the conflict between norms about education, workforce, and family. Many young women resolve this normative conflict by giving preference to family over work and education. Other women hold conflicting norms and goals for their future without acknowledging the normative conflict. Overall, young women in this sample feared divorce, were uncertain about customary family safety nets, and thus desired financial independence so they would be able to support themselves if they were left alone later in life due to divorce, or the death of their husband. The Qatari government should revisit the appropriateness of continuing to emphasize the patriarchal family structure and socially conservative family norms, if they desire to advance women in their society.     

Recognizing discrimination explicitly while denying it implicitly: Implicit social identity protection

Past research suggests that members of devalued groups recognize their groups are discriminated against. Do the implicit responses of members of these groups demonstrate the same pattern? We argue that they do not and that this is due to a motivated protection of members of devalued groups' social identity. Study 1 demonstrates that, at an explicit level African-Canadians recognize that their group is discriminated against, but at an implicit level African-Canadians think that most people like their group to a greater extent than do European-Canadians. Study 2 replicates this implicit finding with Muslim participants while demonstrating that, when affirmed, this group difference disappears. Study 3 demonstrates that implicit normative regard can predict collective action over and above implicit attitudes and explicit normative regard. The implications for changing the status quo are discussed.     

Sharing moral values: anticipated ingroup respect as a determinant of adherence to morality-based (but not competence-based) group norms

This research examines how moral values regulate the behavior of individual group members. It argues that group members behave in line with moral group norms because they anticipate receiving ingroup respect when enacting moral values that are shared by ingroup members. Data from two experimental studies offer evidence in support. In Study 1 (N = 82), morality-based (but not competence-based) ingroup norms determined whether members of a low-status group opted for individual versus collective strategies for status improvement. This effect was mediated by anticipated ingroup respect and emerged regardless of whether group norms prescribed collectivistic or individualistic behavior. These effects were replicated in Study 2 (N = 69), where no comparable effect was found as a result of moral norms communicated by a higher status outgroup. This indicates that social identity implications rather than interdependence or more generic concerns about social approval or importance of cooperation drive these effects.     

“We Must Be the Change We Want to See in the World”: Integrating Norms and Identities through Social Interaction

In this article, we propose a social psychological mechanism for the formation of new social change movements. Here, we argue that social change follows the emergence of shared injunctive social norms that define new collective identities, and we systematically spell out the nature of the processes through which this comes about. We propose that these norms and identities are created and negotiated through validating communication about a normative conflict; resulting in an identity‐norm nexus (INN), whereby people become the change they want to see in the world. We suggest that injunctive norms are routinely negotiated, validated, and integrated with shared identity in order to create the potential to effect change in the world. Norms and identities need not be integrated or connected in this way, but the power of social actors to form new social movements to bring about sociopolitical change will tend to be severely limited unless they can bring about the integration of identity and action.     

Understanding Change in Social-Movement Participation: The Roles of Social Norms and Group Efficacy

Across the globe, collective action has been a notable driver of social change. Previous research has identified numerous psychological antecedents of collective action participation, such as group efficacy. The mobilizing influence of social norms, however, has been comparatively neglected. Among a nationally representative Chilean sample (N = 3328), a three-wave longitudinal study tested the relationship between the perceived frequency of family and friends' participation in social movements (norms of close social networks) and change in the frequency of participants' own engagement over time. Perceived efficacy of social movements to facilitate social change was tested as a mediator of this relationship. A fully constrained bidirectional cross-lagged panel model revealed that norms of close social networks significantly predicted social-movement participation over time. This longitudinal relationship was also significantly mediated by group efficacy. Direct reverse paths were also observed, with social-movement participation predicting norms of close social networks over time. Considering low degrees of political participation often seen in societies, these results suggest that utilizing the normative context to promote participation in social movements may prove fruitful in mobilizing the drive for social change.     

The impact of individualist and collectivist group norms on evaluations of dissenting group members

Two experiments were conducted to investigate the impact of individualist and collectivist norms on evaluations of dissenting group members. In the first experiment (N = 113), group norms prescribing individualism or collectivism were manipulated and participants were asked to evaluate a group member who expressed an attitude dissenting from or concordant with the group. In line with predictions, group members with concordant attitudes were evaluated more positively than group members with dissenting attitudes when norms prescribed collectivism. However, for high identifiers, we found an attenuation of the preference for concordant over dissenting attitudes when norms prescribed individualism. These findings were replicated in a second experiment (N = 87), where dissent was operationalized in a way that did not reveal the content of the attitude. The discussion focused on the importance of individualist norms for broadening latitudes of acceptable group member behavior.     

How Collusion Perpetuates Racial Discrimination in Societies that Ostensibly Promote Equal Opportunity

It is shown here that injustices due to racial discrimination are best identified in light of the deleterious effects they have upon their victims, rather than the beliefs and attitudes of their perpetrators. For among participants who cooperate clandestinely to bring about racial injustice there may be broad disagreement about what it is they are doing collectively, and why; or they may disagree in principle about whether what they are doing is morally right. I employ the notion of ‘nomotropic’ behaviour to replace the oversimplified notion of ‘rule-following’ in order to explain how duplicity and hypocrisy fall shy of being regarded as irrational in social climates where implicit norms reinforce racial privileging while explicit norms denounce it. Further, examining the ‘collective utility’ of dogmatic beliefs and norms comprising part of the social architecture that covertly reinforces racial injustice (while ostensibly deriding it) may help to explain why it often seems to make so little difference whether members of an unfairly advantaged elite, whose collaborative behaviour perpetuates a social injustice, individually approve of doing so or not.     

Social identification and normative conflict: When student and educator learning norms collide

The current paper explores perceived norm conflict, social identification, and learning approaches in the applied context of higher education. Research has established the influence of identification with fellow students, and their perceived norms, on student approaches to learning. However, in the current paper, we argue that this model is not entirely ecologically valid and that students are not the only source of normative influence in the study context. In this first step to unpack these complex normative influences, we examine the next most‐proximal source of normative information—the educator. In essence, we explore the ways that the normative communications of a within‐field educator can also influence student learning approaches and the ways these two sets of normative effects may interact. Testing a sample of undergraduate students at Australian universities, we explore how students resolve conflicting intragroup norm sources. Findings suggest that, in line with previous literature, stronger identification with the field of study is associated with deep learning approaches, and this effect is moderated by perceived student norms such that the valence of the study norms can undermine or accentuate this effect. Novel results unpacking the effects of normative conflict suggest that this moderation effect is only present when educator norms are ambiguous and that, in instances of clearly conflicting normative messages, the identification main effect prevails. The implications and applications are discussed.