"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).     

All for us and us for all: Introducing the 5R Shared Leadership Program

While most leadership programs seek to develop the leadership qualities of the formal team leader, programs that aim to develop the leadership qualities of team members are rare. This article draws on insights from organisational and sport psychology to develop and introduce a new leadership development program — the 5R Shared Leadership Program (5R^S) — that (1) implements a structure of shared leadership (through Shared Leadership Mapping) and (2) further develops participants’ leadership potential (through the 5R’s of Readying, Reflecting, Representing, Realising, and Reporting). More specifically, being a close intertwinement of shared leadership theorising and the social identity approach to leadership, 5R^S helps leaders in the team to create, embody, advance, and embed a collective sense of ‘us’ in their teams. In this article, we aim to shed light on the underpinning theoretical foundation of 5R^S, while also sharing insights about how 5R^S can be delivered in practice. Furthermore, to provide initial insight into the applicability of 5R^S in both organisational and sport contexts, we conducted a longitudinal qualitative comparison study. This involved collecting qualitative data from two initial implementations: with an organisational team (N = 16) and a sport team (N = 16). A critical reflection on these initial implementations of 5R^S leads to recommendations for future efforts to develop shared leadership in organisational and sporting teams. In particular, we highlight the importance of explaining the nature of shared leadership at the start of the program and of having multiple follow-up sessions for participants. In conclusion, by helping leaders in the team to develop and mobilise a sense of ‘us-ness’, 5R^S gives leaders and their teams the tools to create the best possible version of ‘us’.     

One for all: What representing a group may do to us

Collective bargaining, business alliances, diplomacy between nations — interactions between group representatives include topics that may have some of the greatest impact on our lives. Nevertheless, the nature of such interactions is poorly understood. How do representatives approach such interactions? What goals do they pursue, and what expectations do they have of their counterpart? In the present research, we advance a theoretical framework with which to understand the mindset that is activated by the role of representative. In two studies, we measure what goals (Study 1) and expectations (Study 2) become salient in this role, compared with the related roles of individual or group member. Our findings reveal that representatives may display a more competitive mindset, consisting of more competitive goals and expectations of others. As competition can be harmful, rather than beneficial to the group, care should be taken when relying on representatives, so that we may exploit their strengths while curtailing their weaknesses.     

The swimsuit becomes us all: ethnicity, gender, and vulnerability to self-objectification

Self-objectification theory posits and past research has found that Caucasian women's body image is negatively affected by a stigma of obesity and sociocultural norm of thinness that leads women to self-focus from a critical external perspective. However, research in this area is limited by its methodology and the restricted demographic composition of its study participants. The current study tested 176 men and 224 women of Caucasian, African American, Hispanic, and Asian American descent in a situation that induced a state of self-objectification (e.g., wearing a one-piece Speedo bathing suit) or that served as a control condition (e.g., wearing a sweater). Contrary to previous research, when put in a self-objectifying situation, men and women of every ethnicity experienced negative outcomes (e.g., lower math performance) that parallel those previously found for Caucasian women.     

Ann Taves's Religious Experience Reconsidered is a sign of a global apocalypse that will kill us all

According to Ann Taves, many humanist scholars of religion are afraid of science. In particular, they object to scientific reductionism because reductive explanations violate taboos that prohibit reducing religion to something else. This essay will analyze how Taves and other proponents of cognitive approaches to religious studies fashion a kind of secular praxis in which breaking taboos is a crucial attribute of scholarly integrity and intellectual heroism. I will argue that this equation between reason and profanation reproduces the discursive logic that legitimates the global expansion of a constellation of overlapping secular scientific, economic, political, and religious institutions.     

Envy and us

Within emotion theory, envy is generally portrayed as an antisocial emotion because the relation between the envier and the rival is thought to be purely antagonistic. This paper resists this view by arguing that envy presupposes a sense of us. First, we claim that hostile envy is triggered by the envier's sense of impotence combined with her perception that an equality principle has been violated. Second, we introduce the notion of “hetero‐induced self‐conscious emotions” by focusing on the paradigmatic cases of being ashamed or proud of somebody else. We describe envy as a hetero‐induced self‐conscious emotion by arguing (a) that the impotence felt by the subject grounds the emotion's self‐reflexivity and (b) that the rival impacts the subject's self‐assessment because the rival is framed by the subject as an in‐group member. Finally, we elaborate on the asset at stake in envy. We contend that this is esteem recognition: The envier covets the esteem that her reference group accords to the rival. Because, in envy, the subject conceives of herself as member of a group to which the other is also understood to belong, we conclude that envy is a social emotion insofar as it presupposes a sense of us.     

Ann Taves’s Religious Experience Reconsidered is a sign of a global apocalypse that will kill us all

According to Ann Taves, many humanist scholars of religion are afraid of science. In particular, they object to scientific reductionism because reductive explanations violate taboos that prohibit reducing religion to something else. This essay will analyze how Taves and other proponents of cognitive approaches to religious studies fashion a kind of secular praxis in which breaking taboos is a crucial attribute of scholarly integrity and intellectual heroism. I will argue that this equation between reason and profanation reproduces the discursive logic that legitimates the global expansion of a constellation of overlapping secular scientific, economic, political, and religious institutions.     

When unfair treatment helps performance

Human beings are responsive to fairness violations. People reject unfair offers and go out of their way to punish those who behave unfairly. However, little is known regarding when unfair treatment can either help or harm performance. We found that basketball players were more likely to make free throws after being awarded a foul specific to unfair treatment (Study 1). Similarly, hockey players were more likely to score during a penalty shot compared to a shootout (Study 2). A laboratory experiment showed that participants were more accurate at golf putting after a previous attempt had been unfairly nullified (Study 3). However, a final experiment revealed that when the task was more demanding, unfair treatment resulted in worse performance (Study 4). Moreover, this effect was mediated by feelings of anger and frustration. These results suggest that performance is sensitive to perceptions of fairness and justice.     

Disability and participation: It's about us but still without us!

Participation is often espoused as a strategy to promote inclusion, social justice and equality. Exactly how to facilitate participation in practice is often not explicated, nor are the challenges or issues highlighted. By drawing on interview data, the first aim of this paper is to identify the key barriers to participation in an organizational planning activity as experienced by 12 disabled and non‐disabled staff and board members in a small community‐based disability advocacy organization. The second aim is to draw upon Jim Ife's principles of participation to further analyse the factors that hinder and enable participation in organizations. Reported barriers to participation were categorized at individual, interpersonal and organizational levels of analysis, and included a lack of skills and competence, interpersonal conflicts, poor resourcing and ad hoc processes. The importance of understanding the dynamic interplay of individual and structural factors, valuing different forms of participation and having participatory structures and processes embedded in organizational settings are all highlighted. This study illustrates that, even in an organization that is specifically attuned to meeting the needs of disabled people, there is still considerable exclusion and institutional discrimination. Strategies to promote participation within an organizational context may include providing sufficient time for reflection and support, and opportunities for board members to learn how to take part in constructive planning activities and to develop their strengths. Copyright © 2010 John Wiley & Sons, Ltd.