Social Identity Processes in the Field: The Role of Group Norms and Social Identification in Prejudice Reduction

The dominant theoretical models used to understand prejudice and prejudice reduction are based on social identity and self-categorization theories. Supporting evidence, though, has largely emerged from laboratory settings with very few naturalistic field experiments. The implication is that governments and practitioners looking to advance social cohesion and tolerance through community-based interventions have limited information about what works and why. Furthermore, debates within the prejudice reduction field have emerged about whether current models can account for both prejudice reduction and social change towards equality and fairness. The current research addresses these issues and gaps. The impact of a 30-week community-based performing arts intervention on prejudice reduction, active bystandership, collective action intentions, and ethnic (group) identification was assessed. Through the introduction of a control group, pre- and post-intervention survey (n = 86), and controlling for prior levels of quantity of intergroup friendships, it was found that the intervention group showed a reduction in prejudice and an increase in active bystandership and ethnic identification. Importantly, in line with the social identity perspective, both the program group norms and social identification with the program group helped explain these changes. The implications of these findings for prejudice reduction are outlined.