“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.     

Social Contexts and Building Social Capital for Collective Action: Three Case Studies of Volunteers in the Context of HIV and AIDS in South Africa

Social capital is increasingly conceptualised in academic and policy literature as a panacea for a range of health and development issues, particularly in the context of HIV. In this paper, we conceptualise social capital as an umbrella concept capturing processes including networks, norms, trust and relationships that open up opportunities for participation and collective action that allow communities to address issues of common concern. We specifically outline social capital as comprising three distinct forms: bonding, bridging and linking social capital. Rather than presenting original data, we draw on three well‐documented and previously published case studies of health volunteers in South Africa. We explore how social contexts shape the possibility for the emergence and sustainability of social capital. We identify three cross‐cutting contextual factors that are critical barriers to the emergence of social capital: poverty, stigma and the weakness of external organisations' abilities to support small groups. Our three case studies suggest that the assumption that social capital can be generated from the ground upwards is not reasonable. Rather, there needs to be a greater focus on how those charged with supporting small groups—non‐governmental organisations, bureaucracies and development agencies—can work to enable social capital to emerge. Copyright © 2014 John Wiley & Sons, Ltd.     

‘I Can't Go Back Because If I Go Back I Would Die’: How Asylum Seekers Manage Talk about Returning Home by Highlighting the Importance of Safety

Asylum seekers living in the UK have been shown to have fled danger in their countries of origin, only to face hardship and the threat of deportation once there. This paper draws on the discursive psychological approach to address the way in which asylum seekers in the UK manage questions about returning to their country of origin. Interviews were conducted with nine asylum seekers in a refugee support centre in the Midlands. The interviews were transcribed and analysed using discourse analysis. The analysis showed that participants drew on the notion of safety to counter suggestions that they should return to their country of origin and to manage their identity as legitimate asylum seekers in need of support. The use of this strategy and the use of interviews for discursive analysis are discussed. Copyright © 2014 John Wiley & Sons, Ltd.     

Human rights and religious education in the contentious context of conflict-troubled societies: perspectives from human rights education

This article explores some of the tensions that are created from the entanglement of religion and human rights and offers a possible response to these tensions in the context of religious education in conflict-troubled societies. It is suggested that a historicised and politicised approach in religious education in conjunction with human rights education perspectives can promote three important aims: taking power relations between peoples, societies and cultures as sources of problematising the meaning(s) and consequences of both religion and human rights; developing a teaching and learning process in and through which the emphasis is not on identification with religious or cultural identity, but rather a process through which new and productive ways of relationality with the ‘other’ are developed; and, encouraging students to interrogate moralistic discourses of religion or human rights that often prevent the enactment of friendship, compassion and shared fate.     

Stripped of illusions? Exploring system justification processes in capitalist and post‐Communist societies

Sociologists and political scientists have often observed that citizens of Central and Eastern Europe express high levels of disillusionment with their social, economic and political systems, in comparison with citizens of Western capitalist societies. In this review, we analyze system legitimation and delegitimation in post‐Communist societies from a social psychological perspective. We draw on system justification theory, which seeks to understand how, when and why people do (and do not) defend, bolster and justify existing social systems. We review some of the major tenets and findings of the theory and compare research on system‐justifying beliefs and ideologies in traditionally Capitalist and post‐Communist countries to determine: (1) whether there are robust differences in the degree of system justification in post‐Communist and Capitalist societies, and (2) the extent to which hypotheses derived from system justification theory receive support in the post‐Communist context. To this end, we summarize research findings from over 20 countries and cite previously unpublished data from a public opinion survey conducted in Poland. Our analysis confirms that there are lower levels of system justification in post‐Communist countries. At the same time, we find that system justification possesses similar social and psychological antecedents, manifestations and consequences in the two types of societies. We offer potential explanations for these somewhat complicated patterns of results and conclude by addressing implications for theory and research on system justification and system change (or transition).     

Asynchrony in Attitudes Toward Abortion and Gay Rights: The Challenge to Values Alignment

Political commentators tend to assume that Americans who share a particular religious affiliation think similarly about values issues and that values questions are aligned. Although religious affiliation is a strong predictor of attitudes toward abortion and gay rights, there is differentiation within denominational subgroups with respect to both; for example, while majorities of mainline Protestants and Catholics favor gay marriage, many of their respective co‐religionists do not. Further, aggregate survey data shows asynchrony in within‐group attitudes on abortion and gay rights; for example, whereas Hispanic Catholics are more likely to support gay marriage than legal abortion, black Protestants are more likely to support legal abortion than gay marriage. Abortion and gay equality are discrete issues and give rise to divergent attitudes based on the lived reality of different ethnoreligious groups. These findings challenge the utility of the construct of the “values voter,” and underscore that abortion and gay rights should be recognized as separate public policy domains.     

Participation Patterns Among Mexican–American Parents Enrolled in a Universal Intervention and Their Association with Child Externalizing Outcomes

This study used growth mixture modeling to examine attendance trajectories among 292 Mexican–American primary female caregivers enrolled in a universal preventive intervention and the effects of health beliefs, participation intentions, cultural influences, and intervention group cohesion on trajectory group membership as well as trajectory group differences on a distal outcome, immediate posttest teacher report of child externalizing (T2). Results supported four trajectory groups—early terminators (ET), mid-program terminators (MPT), low-risk persistent attenders (LRPA), and high-risk persistent attenders (HRPA). Compared with LRPAs, caregivers classified as HRPAs had weaker familism values, less parenting efficacy, and higher externalizing children with lower GPAs. Caregivers in the two persistent attender groups reported strong group cohesion and providers rated these caregivers as having strong participation intentions. Children of caregivers in the LRPA group had the lowest T2 child externalizing. Children of caregivers in the MPT group had lower T2 externalizing than did those of the ET group, suggesting partial intervention dosage can benefit families. Despite high levels of attendance, children of caregivers in the HRPA had the highest T2 externalizing, suggesting this high-risk group needed either more intensive services or a longer period for parents to implement program skills to evidence change in child externalizing.     

“A Community with Diversity of Culture,Wealth, Resources,and Living Experiences”: Defining Neighborhood in an Unincorporated Community

To obtain a better understanding of how people living in an unincorporated region define their neighborhood, a long-term photovoice project was conducted. Thirty-one photovoice sessions and eight structured interviews were coded and analyzed to assess participants’ neighborhood definitions. Participant’s difficulties in identifying the geographic, physical and demographic characteristics of their neighborhood led them to use social interactions, place-mediated values, and civic engagement to define neighborhood.     

Identity Politics and Politicized Identities: Identity Processes and the Dynamics of Protest

Over the last decades, the concept of identity has become increasingly central in the social psychology of protest. Collective identity, politicized collective identity, dual identity, and multiple identities are concepts that help to understand and describe the social psychological dynamics of protest. In this article, I theorize about identity processes in the context of protest participation: how group identification establishes the link between social identity and collective identity, how multiple identities and dual identities influence protest participation, and how collective identity politicizes and radicalizes. I will illustrate my argument with results from research into collective action participation among farmers in the Netherlands and Spain, Turkish, and Moroccan immigrants in the Netherlands and New York, South African citizens, and participants in street demonstrations conducted by my research group at VU‐University.     

Influence of Three Interventions on Group Participation in an Acute Psychiatric Facility

In this article the authors present a comparison of three modes of group-based intervention within an acute psychiatric facility. The group-based interventions were: (1) verbal discussion, (2) verbal discussion with a psychoeducation component, and (3) verbal discussion and psychoeducation within a therapeutically designed occupational environment. Outcome measures were group member participation, perceived social support, and perceived helpfulness of intervention. Researchers conducted retrospective analysis of group records to determine if differences existed among the three modes of interventions. Analysis revealed a significant difference in participation among the interventions. Perceived social support and helpfulness of intervention were high, but not statistically significant among the interventions.