Children's social groups and intergroup prejudice: Assessing the influence and inhibition of social group norms

Abstract

A simulation group study examined whether the effects of group norms on 7- and 9-year-old children's intergroup attitudes can be moderated by a contrary school norm. Children learnt that their school had an inclusion norm, were assigned to a group with an outgroup inclusion or exclusion norm, and indicated their ingroup and outgroup attitudes under teacher surveillance or not. Results revealed reduced outgroup liking when the group had an exclusion norm, but that the effect was moderated when the school had an inclusion norm, especially among the older children. The participants' ingroup liking was also reduced, but teacher surveillance had no effect on attitudes. The findings are discussed in relation to possible strategies to moderate social group norm effects.