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Inclusive victim consciousness predicts minority group members’ support for refugees and immigrants 下载免费PDF全文
Johanna Ray Vollhardt Rashmi Nair Linda R. Tropp 《Journal of applied social psychology》2016,46(6):354-368
What motivates minority group members to support other minorities, rather than compete for resources? We tested whether inclusive victim consciousness —i.e., perceived similarities between the ingroup's and outgroups’ collective victimization—predicts support for other minority groups; and whether personal and family experiences of group‐based victimization moderate these effects. Study 1 was conducted among members of historically oppressed groups in India. As hypothesized, inclusive victim consciousness predicted support for refugees. Personal experiences of group‐based victimization moderated this effect. Conceptually replicating these findings, in Study 2 (among Vietnamese Americans, mostly second‐generation immigrants) inclusive victim consciousness predicted less hostility toward other refugees and immigrants, and greater perceived responsibility to help victims of collective violence. This effect was moderated by family experiences of victimization. 相似文献
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Line Guylaine Tremblay Rashmi Garg Elizabeth Levin 《Social Psychology of Education》2007,10(2):193-212
In September 2003, Ontario universities accepted a double cohort of new students resulting from the Ontario government’s decision
to eliminate Grade 13. The admission to university of two categories of students distinguished by their age and high school
program raised a number of questions, not only in terms of admission infrastructure but mostly in what concerns the sum of
student retention, academic success, and graduation. Factors associated with success and with the maintenance of university
studies are numerous: stress, socioeconomic status, parents’ education, intellectual capacities, motivation, social abilities,
and social support (Olds & Papalia, 2000). Therefore, the objectives of this study were: (1) to test the hypothesis of a double
cohort effect on student academic success during the first year of university, (2) to verify the hypothesis that high school
academic history, socioeconomic variables related to stress and perceived stress predict academic success and retention at
the end of first year university. In September 2003, 300 first year students answered questionnaires inquiring about their
high school program and high school GPA, their socioeconomic characteristics, and their perceived stress. These measures were
then used to predict drop out, final GPA, number of credits attempted, passed and failed in June 2004. Results showed that
school persistence and first year university academic achievement are mostly predicted by gender, high school GPA, type of
financial resources, and number of hours worked at a paid job. Although not significant, we have found a higher proportion
of Grade 12 students who dropped out during first year at university, suggesting a possible long-term effect of high school
program on academic achievement. 相似文献
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