“We believe, we feel, we act”: Testing the BIAS Map predictions during adolescence

Addressing Adolescents' Prejudice toward Immigrants: The Role of the Classroom Context

According to social learning theory, classrooms are essential socialization contexts for intergroup attitudes, but analyses of contextual factors net of the impact of individual variables affecting prejudice toward immigrants are very limited. This study was conducted on a large sample of Italian adolescents (N = 2904; M_age = 13.70; females = 48.5%; 168 classrooms). It examined the role of classroom contextual factors affecting adolescents' prejudice toward immigrants, relying on the combination of groups' warmth and competence, and their antecedents (i.e., competition and status). Multilevel structural equation analyses revealed that classroom contextual factors (i.e., classroom socio-economic status-SES; classroom open to discussion climate; classroom educational achievements) indirectly affected, at the class level, adolescents' perceived warmth and competence of immigrants through the mediating role of perceived competition (and status) of immigrants. These findings suggest that interventions targeting the classroom context can help to hinder prejudice in adolescence at the class level.

Peer Victimization and Psychosocial Adjustment among Children of Parents with Physical Disabilities in China: A Comparative Study

This study investigated whether the children of parents with physical disabilities endured higher levels of peer victimization. Particularly, this study focused on the mediating effects of peer victimization in the relationships between parental disability and both the emotional symptoms and prosocial behaviors exhibited by their children. Data were obtained from a survey on health and mental health among children and adolescents from disadvantaged families. The survey was conducted by Renmin University of China from August to September 2018 using multistage probability sampling method. The sample in this study included 716 adolescents, of whom 390 had at least one parent with physical disabilities and reported more severe peer victimization. In contrast to respondents who did not have parents with physical disabilities, these adolescents experienced more emotional symptoms and engaged in fewer prosocial behaviors. Furthermore, the analysis showed that 15.16% of the total effect of parental disability on emotional symptoms was mediated by peer victimization, which had a nonsignificant mediating effect in the relationship between parental disability and prosocial behaviors. These findings can inform practitioners who aim to help children of parents with physical disabilities improve their coping strategies and social skills to manage peer relationships. Moreover, these results highlight the importance of establishing an inclusive school and community environment to reduce social stigma and peer victimization toward children from disadvantaged families.

Intergroup attitudes and contact between Spanish and immigrant-background adolescents using network analysis

This study aimed to analyze the relationship among different evaluative reactions of the intergroup attitudes and contact in Spanish adolescents evaluating different ethnic minorities and in immigrant-background adolescents evaluating Spanish youth. This study was based on psychosocial models of great impact in the study of intergroup relations such as the Stereotype Content Model and the Behaviors from Intergroup Affect and Stereotypes Map, and incorporated a new approach to the study of attitudes: psychological networks. In total, 1122 Spanish adolescents and 683 adolescents with an immigrant background (Moroccan, Romanian or Ecuadorian origin) participated in the study, aged from 12 to 19 years. They answered a questionnaire with measures of stereotype dimensions (morality, immorality, sociability and competence), emotions (positives and negative), behavioral tendencies (facilitation and harm) and contact (quantity and quality). The results show similar structural patterns in the six studied groups, with emotions acting as links between stereotypes and behavioral tendencies. Moreover, positive and negative stereotype dimensions appeared as independent dimensions that were part of different processes: sociability and morality, and competence to a lesser extent, were related to facilitation behaviors through positive emotions, while immorality was related to harm behaviors through negative emotions. This could indicate that, to achieve successful intergroup relations involving cooperation and the development of friendly relationships, it would be appropriate to intervene in parallel in these two pathways. Due to the centrality of positive emotions (and sociability and immorality) and, therefore, their capacity to affect the entire network, focusing interventions on these variables could be an appropriate strategy to achieve overall positive attitudes.

Self-Stigma Among People With Mental Health Problems in Terms of Warmth and Competence

Introduction

Self-stigma arising from public stigma is a heavy burden for people suffering from mental health problems. Both public stigma and self-stigma encompass the same three elements: stereotype, prejudice, and discrimination. Public stigma has already been successfully explored by the Stereotype Content Model (SCM) and the Behaviors from Intergroup Affect and Stereotypes (BIAS) map. However, this is not the case for self-stigma. Therefore, this is the first study that applies SCM and the BIAS map to self-stigma by examining whether the effects of self-stereotypes on self-directed discrimination would be mediated by self-directed prejudices in people with mental health problems.

Method

Within a total sample of N = 823 participants, who took part in an online survey, n = 336 people reported mental health problems. Mental health and self-stereotypes (warmth, competence), self-directed prejudice (negative emotions), and self-directed discrimination (active/passive self-harm) were assessed.

Results

Structural equation modeling supported the hypothesis that the stereotype dimensions warmth and competence negatively related to prejudice, while stronger prejudice was associated with more discrimination (active/passive self-harm). Prejudice fully mediated the relationship between stereotypes and discrimination. The indirect effects of warmth and competence on active and passive self-harm were moderated by competence and warmth.

Discussion

Implications for further research on self-stigma and the usage of SCM and BIAS map are discussed.

The Way We See Others in Intercultural Relations: The Role of Stereotypes in the Acculturation Preferences of Spanish and Moroccan-Origin Adolescents

Although the relationship between stereotypes and acculturation preferences has been previously studied from the majority perspective among adults, the perspective of adolescents and minority groups is understudied. This research analyzed the contribution of four stereotype dimensions (i.e., morality, immorality, sociability, and competence) to the acculturation preferences of Spanish adolescents and adolescents of Moroccan-origin, the moderating role of stereotypes in intergroup acculturation discrepancies, and the interaction of stereotypes with acculturation perceptions on acculturation preferences. A sample of 488 Spanish adolescents and 360 adolescents of Moroccan-origin living in Spain, from 12 to 19 years old, reported how moral, immoral, social, and competent they perceive each other to be. Spanish adolescents reported their perception about how Moroccan youth were acculturating in terms of maintaining their original culture and adopting the host culture, and their acculturation preferences in the same dimensions. Adolescents of Moroccan-origin reported to what extent they were maintaining their original culture and adopting the host culture, their acculturation preferences, and their ethnic and national (Spanish) identity. Results showed that adolescents of Moroccan-origin reported more positive perceptions of Spanish youth than conversely. The perceived immorality of the outgroup was important for understanding the preferences for adopting the host culture of both groups, but in the opposite direction. The four stereotype dimensions modulated the majority-minority discrepancies in preferences for cultural adoption. An analysis of the interaction between stereotypes and perceived adoption on acculturation preferences showed that when Spanish adolescents perceived that Moroccan youth were not adopting the Spanish culture, perceived morality and sociability played a role in their preferences for adoption. The less moral and sociable Moroccans were perceived, the more preference for cultural adoption. These findings support the importance of considering stereotypes in acculturation studies of majority and minority groups, as well as the relevance of including these perceptions in interventions aimed at improving intercultural relations.

The Impact of Response Instruction and Target Group on the BIAS Map

Response instructions—inviting participants to respond from a certain perspective—can significantly influence the performance and construct validity of psychological measures. Stereotype Content Model (SCM) and then the BIAS map (“behaviors from intergroup affect and stereotypes”) were originally developed as universal measures of shared cultural stereotypes—participants’ perceptions of what most of the people in a society think about the target group—and their related social-structural antecedents, emotions and behavioral tendencies. Yet a number of studies have adopted a different response instruction focusing on individual stereotypes—what the participants personally think about the target group. So far, there is little evidence to suggest how these two different response instructions (individual vs. shared cultural perspective) might influence the performance of the BIAS map, especially when applied to target groups that elicit different normative and social desirability concerns. To provide novel evidence, we conducted an experiment with a representative sample of ethnic Slovaks (N = 1269). In a 2 × 2 factorial design, we found response instruction (individual vs. shared cultural perspective) and target group [stigmatized ethnic minority (the Roma) vs. non-stigmatized ethnic minority (the Hungarians)] had significant effects on the BIAS map and their interaction had significant effects on the social structure and behavioral tendencies (but not on stereotypes and emotions) scales. Exploratory analysis also points to partial influence on the mediation hypothesis underlying the BIAS map and minor effects on its scale properties. Our evidence suggests that the difference between individual stereotypes and shared cultural stereotypes partially depends on the target group in question and that they should be treated as two potentially separate constructs.