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The Wiley Handbook of Group Processes in Children and Adolescents

Adam Rutland (Editor), Drew Nesdale (Editor), Christia Spears Brown (Editor)
ISBN: 978-1-118-77316-1
544 pages
April 2017, Wiley-Blackwell
The Wiley Handbook of Group Processes in Children and Adolescents (1118773160) cover image

Description

A definitive reference on intra- and inter-group processes across a range of age and cultural contexts

Children from infancy develop attachments to significant others in their immediate social environment, and over time become aware of other groups (e.g. gender, ethnicity, age, classroom, sports) that they do or do not belong to and why. Recent research shows that children’s attitudes, beliefs and behaviours are significantly influenced by these memberships and that the influence increases through childhood. This Handbook delivers the first comprehensive, international reference on this critical topic.

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Table of Contents

Notes on Contributors viii

Preface xxi

Part I Social Group Membership: Intergroup Context and Methodological Issues 1

1 Children and Social Groups: A Social Identity Approach 3

Drew Nesdale

2 Ethnic Identity among Immigrant and Minority Youth 23

Maykel Verkuyten and Fenella Fleischmann

3 Intergroup Contact and Ethnic/Racial Identity Development 47

Sheena Mirpuri and Tiffany Yip

4 Researching Children’s Social Groups: Methods and Measures 67

Drew Nesdale, Christia Spears Brown, and Adam Rutland

Part II Group Processes: Social Exclusion, Resource Allocation, and Communication 99
5 The Role of Group Processes in Social Exclusion and Resource Allocation Decisions 101

Melanie Killen, Laura Elenbaas, Michael T. Rizzo, and Adam Rutland
6 Toward a Contextualized Social Developmental Account of Children’s Group‐based Inclusion and Exclusion: The Developmental Model of Subjective Group Dynamics 124

Dominic Abrams, Claire Powell, Sally B. Palmer, and Julie Van de Vyver

7 Communication in Children’s and Adolescents’ Social Groups 144

Patrick J. Leman and Harriet R. Tenenbaum

Part III Social Categorization, Prejudice, and Stereotyping 165

8 Theoretical Perspectives on the Development of Implicit and Explicit Prejudice 167

Frances E. Aboud and Jennifer R. Steele

9 Social Stereotyping and Prejudice in Children: Insights from Novel Group Studies 184

Rebecca S. Bigler and Meagan M. Patterson

10 Implicit Intergroup Bias and the Long Road to Predicting Discrimination 203

Yarrow Dunham

11 The Development of Racial Categorization in Childhood 221

Kristin Pauker, Amanda Williams, and Jennifer R. Steele

Part IV Socialization and Intergroup Discrimination 241

12 Racial Socialization and Racial Discrimination as Intra‐ and Intergroup Processes 243

Diane Hughes, Jessica Harding, Erika Y. Niwa,Juan Del Toro, and Niobe Way

13 Perceptions of Intergroup Discrimination 269

Christia Spears Brown

14 Essentialism and Children’s Reasoning about Race and Ethnicity 292

Stephen M. Quintana, Julia Z. Benjamin, and Patrice Leverett

Part V Groups and Bullying 315

15 Bullying in School and Online Contexts: Social Dominance, Bystander Compliance, and the Emotional Pain of Victims 317 Jaana Juvonen and Hannah L. Schacter

16 Harnessing the Power of the Group to Reduce Bullying and Victimization 333

Amanda L. Duffy and Lindsey Cameron

Part VI Intergroup Contact and Cross‐group Relationships 353

17 Contact Strategies for Improving Intergroup Relations among Youth 355

Linda R. Tropp and Ananthi Al Ramiah

18 Children’s and Adolescents’ Cross‐Ethnic Friendships 373

Philipp Jugert and Allard R. Feddes

19 Interracial Contact among University and School Youth in Post‐apartheid South Africa 393

Colin Tredoux, John Dixon, Kevin Durrheim, and Buhle Zuma

20 Student–Teacher Relationships and Interethnic Relations 416

Jochem Thijs

Part VII Interventions to Improve Relations between Groups 435

21 Using an Intergroup Contact Approach to Improve Gender Relationships: A Case Study of a Classroom‐based Intervention 437

Carol Lynn Martin, Richard A. Fabes, Laura D. Hanish, Bridget Gaertner, Cindy Faith Miller, Stacie Foster, and Kimberly A. Updegraff

22 Intergroup Contact in Action: Using Intergroup Contact Interventions to Change Children’s Out‐Group Orientation 455 Lindsey Cameron and Nicola Abbott

23 Seeding Change: Using Children’s Media to Promote Social Inclusion the Sesame Street Way 472

Charlotte F. Cole and Lilith Dollard

Part VIII Commentary 487

24 Intergroup Processes in Children and Adolescents: Where Are They Heading? 489
Kevin Durkin

Index 507
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Author Information

Adam Rutland is Professor of Psychology at Goldsmiths, University of London, UK. He was previously Professor of Developmental Psychology in the Child Development Unit and Centre for the Study of Group Processes at the University of Kent. His research examines the development of children's prejudice and social identities. He is the co-author of Children and Social Exclusion (Wiley, 2011).

Drew Nesdale is Emeritus Professor in the School of Applied Psychology, Griffith University, Australia. He was previously Head of the School of Psychology at the University of Western Australia. His research explores issues in social and developmental psychology including aggression and violence, intergroup prejudice and bullying. He has published three books and more than 100 papers.

Christia Spears Brown is Associate Professor of Developmental Psychology at the University of Kentucky, USA. Her research, as part of the Children at Risk Research Center, examines children who are at academic, psychological and social risk because of social inequality. Her work on the impact of gender stereotypes on children and adolescents has been published widely.

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