The Contact Hypothesis: The Role of a Common Ingroup Identity on Reducing Intergroup Bias

Abstract

This survey study involving 1,357 students attending a multi-cultural high school explored how thefeatures identified by the contact hypothesis reduce intergroup bias. Specifically, the study examined predictions derived from the common ingroup identity model that equal status, cooperative interdependence, interaction and egalitarian norms reduce bias, in part, because they alter cognitive representations of the student body from different groups to a more inclusive ingroup. The survey measured students'impressions of thefeatures of contact at school, their representations of the student body (e.g., as one group or different groups), and bias in their affective reactions and overall attitudinal favorability toward groups at school. In general, reductions in bias were predicted by stronger common ingroup representations, weaker representations of two groups, and ethnic/racial identities that included a superordinate American identity. Furthermore, as predicted, cognitive representations (e.g., as one group) mediated the relation between contact and reductions in bias. The findings were integrated into a more complex model in which intergroup affective reactions are conceived to be a major determinant of overall attitudinal favorability.