EFFECTS OF CATEGORICAL AND INDIVIDUATING CUES ON INTERGROUP PERCEPTION : A DEVELOPMENTAL STUDY

Abstract

Previous studies showed that a compromise between the norms of in-group bias and fairness serves to promotes a positive self-concept. This study tested predictions of the compromise hypothesis and the hypothesis that competence and attraction dimensions are of differential relevance for in-group and out-group evaluations, respectively. Toward this goal, categorical (gender) and individuating (scholastic achievement) information were manipulated. Participants from age groups of 7-, 11-, 15-year-oldsjudged a hypothetical peer, who was either male or female having good or bad academic achievement, along both response dimensions (competence and attraction). Age of the participants was included to show the developmental changes in self-concept. Results supported the compromise hypothesis, with an in-group bias in attraction and fairness (no use of gender cue) in competence. The age and gender of the participants moderated the display of in-group bias. Participants from the younger age groups and of lower status had a tendency to stereotype the out-group. Males showed developmental changes in self-concept on the attraction measure. The hypothesis of differential relevance of response dimensions was also refuted as categorical information had a greater effect on attraction than competence. Findings of the present study highlighted the importance of gender as a social category and inclusion of individuating information in future studies to tease out the differential relevance of response dimensions.