Group status, group bias, and adolescents' reasoning about the treatment of others in school contexts

Research output: Contribution to journalArticle

36 Scopus citations

Abstract

This study investigated how social group status and group bias are related to adolescents' reasoning about social acceptance. Ninth- and eleventh-grade students (N = 379) were asked to make judgments about the inclusion of individuals in school activities based on their peer crowd membership. The results of the study revealed that both participants' and the targets' social reference group status were related to adolescents' judgments about participation in school activities. Overall, high status group members were chosen more than low status group members to participate in school activities. Adolescents who identified themselves with high status groups, however, were significantly more likely to choose a high status target than adolescents identifying with low status groups or those listing no group at all. Further, these adolescents were more likely than adolescents who identified themselves with low status groups or listed no group to use conventional reasoning and less likely to use moral reasoning when justifying their judgments.

Original languageEnglish (US)
Pages (from-to)208-218
Number of pages11
JournalInternational Journal of Behavioral Development
Volume30
Issue number3
DOIs
StatePublished - May 2006
Externally publishedYes

Keywords

  • Adolescents
  • Crowds
  • Group status
  • Intergroup relationships
  • Social reasoning

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