Question 1

How do people react,at an emotional level,when they encounter members of the outgroup?

Accepted Answer

When people encounter members of the outgroup, their emotional reactions can vary widely. Some individuals may feel fear, anxiety, or discomfort, especially if they have been socialized to view the outgroup as different or threatening. Others may feel curiosity, interest, or even empathy towards members of the outgroup. These emotional reactions are often influenced by a person's past experiences, cultural background, and the prevailing attitudes and stereotypes within their society. In some cases, encountering members of the outgroup may challenge a person's preconceived notions and lead to a shift in their emotional response over time. Overall, the emotional reactions to encountering members of the outgroup are complex and can be influenced by a range of individual and societal factors.

Question 2

Briefly describe the jigsaw technique.

Accepted Answer

The jigsaw technique is a cooperative learning strategy designed to promote collaboration and reduce competition among students. Developed in the early 1970s by social psychologists Elliot Aronson and his colleagues, the technique encourages students to depend on each other to succeed, fostering a sense of community and shared responsibility in the learning process.

Here's how the jigsaw technique typically works:

1. **Group Formation**: The class is divided into small groups, usually consisting of four to six students. These groups are designed to be diverse, containing students with different levels of ability and backgrounds.

2. **Dividing the Task**: The learning material or subject matter is divided into sections, and each member of the group is assigned one section to learn. These sections should be essential parts of the overall topic so that each student becomes an "expert" on their particular piece.

3. **Expert Groups**: Students then leave their original groups and form "expert groups" with members who have the same section of material. In these new groups, students discuss and study their specific section, ensuring they understand the material thoroughly and preparing to teach it to others.

4. **Teaching**: Students return to their original groups, where each member takes on the role of a teacher for their section of the material. They share what they've learned with their group members, who depend on each other to learn all parts of the material.

5. **Assessment and Reflection**: After the teaching phase, students may be assessed on the entire material, not just their section, to ensure that each member has learned from the others. The process often concludes with a reflection phase where students and the teacher discuss the group dynamics, the effectiveness of the learning process, and the content learned.

The jigsaw technique is effective because it promotes active engagement with the material, improves listening and communication skills, and helps students develop empathy as they work with peers from different backgrounds. It also aligns with the constructivist theory of learning, which suggests that learners construct knowledge through interactions with others and the environment.

Question 3

Use the concept of reciprocity to explain the conflict between the Eagles and the Rattlers.

Accepted Answer

The conflict between the Eagles and the Rattlers can be explained using the concept of reciprocity, which is the idea of mutual exchange and cooperation. In this context, the Eagles and the Rattlers may have had a breakdown in reciprocity, leading to conflict.

Reciprocity is based on the principle of mutual benefit and cooperation. When one party feels that they are not receiving fair treatment or benefits in return for their contributions, it can lead to resentment and conflict. In the case of the Eagles and the Rattlers, there may have been a perceived imbalance in the give-and-take relationship between the two groups.

For example, the Eagles may have felt that they were putting in more effort or resources into a shared project or endeavor, while the Rattlers were not reciprocating in a way that was perceived as fair. This could have led to tension and conflict between the two groups.

Alternatively, there may have been a breakdown in communication or understanding of each other's needs and expectations, leading to a lack of reciprocity and ultimately conflict.

By understanding and addressing the concept of reciprocity, the Eagles and the Rattlers may be able to work towards resolving their conflict by finding ways to restore a sense of mutual benefit and cooperation in their relationship. This could involve open communication, compromise, and a willingness to understand and meet each other's needs and expectations.

Question 4

Identify theories of intergroup conflict that suggest disputes between groups are inevitable,and contrast them with theories that are more optimistic.

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Question 5

What is the relationship between stereotypes and intergroup conflict? How do stereotypes influence perceptions?

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Question 6

Use evolutionary theory to provide a fuller account of the expression,"Humans are,by nature,warlike."

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Question 7

What is the minimal intergroup situation and what do studies using this paradigm tell us about the inevitability of intergroup conflict?

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Question 8

Compare and contrast these two types of contact situations: extended contact hypothesis and the virtual contact hypothesis.

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Question 9

Compare and contrast honor,dignity,and face cultures,and explain how each culture deals with conflict.

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Question 10

Describe the procedures used and findings obtained by the Sherifs and their colleagues in the Robbers Cave Experiment.

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Question 11

Explain the cognitive bases of each of the following statements: "They all look alike to me;" "You seen one,you seen them all;" "When I look at a person,I see the person: not his or her color."

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Question 12

What is "realistic" about conflicts between groups,according to realistic group conflict theory?

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Question 13

Interpret the following statement written by Allport in 1954: "The checkerboard of prejudice in the United States is perhaps the most intricate of all.While some of this endless antagonism seems based upon a realistic conflict of interests,most of it,we suspect,is a product of the fears of the imagination" (p.i).

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Question 14

Use scapegoat theory to explain racial conflicts.

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Question 15

Draw on the Robbers Cave Experiment (Sherif et al. ,1961)to identify the conditions that must be present in desegregated schools before contact between different racial groups will result in reductions in conflict.

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Question 16

During intergroup conflict,males are usually treated more negatively by the outgroup than are females.Why?

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Question 17

Describe how Insko,Schopler,and their colleagues study intergroup conflict.Summarize their findings in terms of the discontinuity effect.

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Question 18

Summarize the basic assumptions of social dominance theory,and use it to explain people's reaction to "Vladimir's Choice."

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Question 19

How do perpetrators of great violence against the members of other groups justify their actions?

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Question 20

Give examples of the following categorization-based biases: outgroup homogeneity bias,group attribution error,ultimate attribution error,and linguistic intergroup bias.

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Quiz 14: Intergroup Relations