title: Social groups and children's intergroup attitudes: can school norms moderate the effects of social group norms?
abstract: The effects of social group norms (inclusion vs. exclusion vs. exclusion-plus-relational aggression) and school norms (inclusion vs. no norm) on 7- and 10-year-old children's intergroup attitudes were examined. Children (n = 383) were randomly assigned to a group with an inclusion or exclusion norm, and to 1 of the school norm conditions. Findings indicated that children's out-group attitudes reflected their group's norm but, with increasing age, they liked their in-group less, and the out-group more, if the group had an exclusion norm. The school inclusion norm instigated more positive attitudes toward out-group members, but it did not moderate or extinguish contrary group norms. The use of school norms to counteract the effects of children's social group norms is discussed.
authors: School of Psychology, Gold Coast Campus, Griffith University, Southport, Queensland, Australia 4222. d.nesdale@griffith.edu.au
authors: Drew
authors: D
authors: Nesdale
authors: Michael J
authors: MJ
authors: Lawson
mesh_terms: D000374:Aggression / Q000523:psychology; D001290:Attitude; D002648:Child; D005260:Female; D006801:Humans; D008297:Male; D011287:Prejudice; D012929:Psychological Distance; D012059:Rejection, Psychology; D012574:Schools; D012649:Self Concept; D012925:Social Conformity; D012931:Social Environment; D012933:Social Identification; D012938:Social Perception; D012945:Social Values; D012951:Socialization