双向偏见引发冲突情境下自我归类对民族社会化觉察的影响--来自景颇族、傣族和汉族初中生的证据

The influence of self-categorization on perceived ethnic socialization in a simulated conflict context with two-way Bias:Evidence from Jingpo,Dai,and Han junior students

采用情境实验法和故事补全任务,考察双向偏见引发冲突情境下的自我归类对景颇族、傣族与汉族初中生的民族社会化觉察的影响。结果表明,作为冲突事件的当事者,景颇族学生和傣族学生觉察到的促进和睦、文化社会化及促使不信任等民族社会化信息存在差异;景颇族、傣族和汉族学生的自我归类存在差异;自我归类对促进和睦、文化社会化与报告权威等信息的觉察的影响亦存在民族差异。在双向偏见冲突情境下,三族学生的自我归类与民族社会化觉察有一定关系:无论是做当事者/内群体归类、旁观者/外群体归类,还是做调解者/群际归类,被试对促进和睦的觉察均最多。偏见准备主要与当事者归类有关,而进行调解者归类的被试更容易觉察到"报告权威"。

In a modem multi-ethnic country, people from different ethnic groups living in the same community is a common phenomenon. To promote positive inter-relationships and social harmony among ethnic groups, we must pay attention to the process of ethnic socialization. Perceived ethnic socialization refers to minority children＇s understanding of their parents＇ messages regarding ethnicity. Previous studies have focused on the effects of unilateral discrimination or prejudice on ethnic socialization. Few researchers have examined the effects of self-categorization on perceived ethnic socialization in a conflict context with two-way bias. Study 1 was a situational experiment designed to simulate a conflict context with two-way bias between Jingpo and Dai students; 251 Jingpo and 297 Dai junior students participated in an exploration of the effect of in-group categorization on perceived ethnic-socialization messages. Study 2 examined the effects of three kinds of self-categorization （in-group, out-group, and intergroup categorization） on perceived ethnic-socialization messages; story-completion tasks were completed by 110 Jingpo, 61 Dai, and 332 Han junior high school students. The results showed that three types of ethnic-socialization messages, including ＂promotion of harmony,＂ ＂cultural socialization,＂ and ＂promotion of mistrust,＂ were reported significantly more often by Dai students than by Jingpo students. There were differences in self-categorization among Dai, Jingpo, and Han students. The frequency of self-categorization types indicated in each ethnic group, ordered from high to low, was as follows： Jingpo： in-group, intergroup, out-group; Dai： intergroup, in-group, out-group; and Han： out-group, intergroup, in-group. There were significant differences between the three ethnic groups in the effects of self-categorization on perceptions of ethnic-socialization messages about ＂promotion of harmony, cultural socialization,＂ and ＂reporting conflict to the authorities.＂ In the context of two-way bias conflict, there was a clear relationship between self-classification and perceived ethnic socialization in Jingpo, Dai, and Han junior high school students： no matter how the students classified themselves--participant （in-group）, bystander （out-group）, or mediator （intergroup）--the most-frequently reported socialization message was ＂promotion of harmony.＂ On the other hand, ＂preparation for bias＂ mainly depended on the classification of participants and did not have a close relationship with other types of categorization. Finally, students who categorized themselves as mediators readily perceived the message about ＂reporting conflict to the authorities.＂