When to intervene and take a stand: Evaluating bystander roles in intergroup name-calling contexts |
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| Authors: | Sally B Palmer Aline Hitti Dominic Abrams Lindsey Cameron Riley N Sims Bonnie Woodward Melanie Killen |
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| Institution: | 1. Graduate School of Education, University of Exeter, England, UK;2. Department of Psychology, University of San Francisco, San Francisco, California, USA;3. School of Psychology, University of Kent, England, UK;4. Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland, USA;5. Department of Psychology, University of Maryland, Baltimore County, Maryland, USA |
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| Abstract: | Children (n = 121, M = 9.86 years, SD = 0.64) and adolescents (n = 101, M = 12.84 years, SD = 0.69) evaluated proactive and passive bystander behaviour to intergroup name-calling (N = 222, 54% female). Scenarios depicted ingroup perpetrators and outgroup victims who were from a stigmatized group (ethnicity) or a non-stigmatized group (school affiliation), with bystanders depicted as being proactive (intervening to help) or passive (failing to challenge the aggression), counter to their own group's norm. Children and adolescents personally evaluated proactive bystanders more favourably than passive bystanders. However, adolescents, more than children, expected their peers to be more positive about proactive bystanders than passive bystanders in the stigmatized context. Results are discussed in terms of the complexities of bystander decisions and implications for anti-bullying interventions. |
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| Keywords: | bystander children and adolescents intergroup name-calling norms stigmatized victimization |
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