Developmental Intergroup Theory

By R. Bigler, L. S. Liben. 2007

575 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8610da7a502dfcf1771c85d8adf6db0eda94998c

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Citations in the corpus

How Peer Norms of Inclusion and Exclusion Predict Children's Interest in Cross‐Ethnic Friendships (2014, background): “Greater emphasis on the role of ethnic differences in children’s peer relations is needed (Graham, Taylor, & Ho, 2009), as processes involved in friendship formation are often shaped by ethnic dynamics in diverse social environments (Bigler & Liben, 2007; Killen, Crystal, & Ruck, 2007).”
Bridging the Gap by Enhancing the Fit: How Stereotypes about STEM Clash with Stereotypes about Girls (2015, background): “For instance, research based on the developmental intergroup theory (Bigler, 1995; Bigler & Liben, 2006, 2007) posits that school environments make gender-group membership salient by using gender to label children (e.g. by saying “Good morning, boys and girls” or “I need a girl to pass out the…”
Improving implicit and explicit intergroup attitudes using imagined contact: An experimental intervention with elementary school children (2012, background): “Furthermore, whereas explicit prejudice appears in 3- to 4-year-old children and starts to decline at 7–8 years of age (Aboud, 2008; Bigler & Liben, 2007), implicit prejudice is relatively stable across children’s development (A. S. Baron & Banaji, 2006; Dunham et al., 2006).”
Preventing prejudice and improving intergroup attitudes: A meta-analysis of child and adolescent training programs (2014, background): “For example, it has been proposed that cognitive and social-cognitive abilities such as classification skills and perspective taking (Aboud, 1988; Bigler & Liben, 2007), the development of social identity (Nesdale, 2004), or moral decision making (Killen & Rutland, 2011) are crucial contributors to…”
Social antecedents of children's implicit prejudice: Direct contact, extended contact, explicit and implicit teachers' prejudice (2012, methodology): “According to developmental intergroup theory (Bigler & Liben, 2007), adults play a critical role in shaping children’s attitudes.”
Can Social Contact Reduce Prejudice and Discrimination? Evidence from a Field Experiment in Nigeria (2018, background): “Prejudices are formed and reinforced over a lifetime of experience (e.g., Bigler and Liben 2007; Bar-Tal 1997).”
Color Blind or Color Conscious? White American Mothers’ Approaches to Racial Socialization (2018, background): “Developmental intergroup theory (Bigler & Liben, 2007) posits that both social and cognitive factors contribute to children’s development of prejudice, but the biases are largely under environmental control.”
Promoting Social Inclusion in Educational Settings: Challenges and Opportunities (2019, background): “Observing teachers discipline certain groups of students more frequently than others is likely to strengthen negative stereotypes in ways that affect how students relate to one another (cf. Bigler & Liben, 2007).”
Pink gives girls permission: Exploring the roles of explicit gender labels and gender-typed colors on preschool children's toy preferences (2014, background): “It is in making these links to gender categories that stereotypes about who should play with which toys are formed (Bigler & Liben, 2007).”