{"id":623,"date":"2023-03-03T19:13:50","date_gmt":"2023-03-03T19:13:50","guid":{"rendered":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/learn-it-in-groups-and-out-groups\/"},"modified":"2025-12-13T01:16:26","modified_gmt":"2025-12-13T01:16:26","slug":"learn-it-in-groups-and-out-groups","status":"publish","type":"chapter","link":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/learn-it-in-groups-and-out-groups\/","title":{"raw":"Prejudice and Discrimination: Learn It 5\u2014Why do Prejudice and Discrimination Exist?","rendered":"Prejudice and Discrimination: Learn It 5\u2014Why do Prejudice and Discrimination Exist?"},"content":{"raw":"

Why Prejudice and Discrimination Persist<\/b><\/h2>\r\n

Prejudice and discrimination continue in society largely because they are learned behaviors<\/b><\/span> that are reinforced through social norms. From an early age, children absorb attitudes and beliefs from parents, teachers, peers, media, and social institutions\u2014including social media (O\u2019Keeffe & Clarke-Pearson, 2011). When prejudice is modeled or tolerated, it can become normalized.<\/p>\r\n

Social norms also exert powerful pressure. If certain prejudiced attitudes or discriminatory behaviors are viewed as acceptable\u2014or even expected\u2014within a group, individuals may conform to those beliefs to gain approval or avoid social rejection.<\/p>\r\n

For example, although overt segregation is illegal, schools are still often separated by social class<\/b><\/span>. Historically, private schools primarily served wealthy families, while public schools served middle- and lower-income students. If a student from a low-income background receives a merit scholarship to attend a private school, they may be perceived as \u201cdifferent\u201d or treated unfairly by peers. These subtle forms of exclusion reinforce prejudice, even in the absence of explicit hostility.<\/p>\r\n

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Reflect for a moment: Have you ever adopted a belief or acted in a way you were uncomfortable with because your peer group expected it?<\/p>\r\n<\/section>\r\n

In-Groups and Out-Groups<\/h2>\r\n

Belonging to a particular gender, race, age, and socio-economic group provides a powerful source of our identity and self-esteem (Tajfel & Turner, 1979).<\/p>\r\n

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in-groups and out-groups<\/h3>\r\n

An in-group<\/strong> is a group that we identify with or see ourselves as belonging to. A group that we don\u2019t belong to, or an out-group<\/strong>, is a group that we view as fundamentally different from us.<\/p>\r\n<\/section>\r\n\r\n[caption id=\"attachment_7011\" align=\"alignright\" width=\"280\"]\"A<\/a> Figure 1<\/strong>. These children are very young, but they are already aware of their gender in-group and out-group. (credit: modification of work by \"Reiner Kraft\"\/Flickr)[\/caption]\r\n\r\n

People often feel emotionally connected to their in-groups, which can lead to in-group bias<\/b><\/span>\u2014a preference for one\u2019s own group over others. While in-group favoritism can strengthen bonds and identity, it can also contribute to prejudice and discrimination when out-groups are viewed as inferior, threatening, or less deserving.<\/p>\r\n

For example, gender groups are often perceived as having fundamentally different traits, interests, or abilities. These assumptions can shape expectations and behavior, even when they are inaccurate or exaggerated.<\/p>\r\n

Despite these divisive dynamics, reconciliation between groups is possible. Empathy, acknowledgment of past harm, and the reduction of harmful behaviors can help repair intergroup relationships.<\/p>\r\n

Scapegoating<\/b><\/h2>\r\n

One way people protect their self-esteem and group identity is by blaming others when things go wrong.<\/p>\r\n

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scapegoating<\/h3>\r\n

Scapegoating<\/strong> is the act of blaming an out-group when the in-group experiences frustration or is blocked from obtaining a goal (Allport, 1954).<\/p>\r\n<\/section>\r\n

Reducing Prejudice<\/h2>\r\n

Although prejudice is deeply rooted, research shows it can be reduced.<\/p>\r\n

One of the earliest demonstrations comes from Sherif et al.\u2019s (1961) Robbers Cave experiment<\/strong><\/span>,<\/strong> which showed that hostility between groups decreased when they were required to work together toward superordinate goals<\/span>\u2014goals that could only be achieved through cooperation.<\/p>\r\n

Another study examined the jigsaw classroom<\/strong>, a technique designed by Aronson and Bridgeman in an effort to increase success in desegregated classrooms. In this technique, students work on an assignment in groups inclusive of various races and abilities. They are assigned tasks within their group, then collaborate with peers from other groups who were assigned the same task, and then report back to their original group.<\/p>\r\n

Walker and Crogan (1998) noted that the jigsaw classroom reduced the potential for prejudice in Australia, as diverse students worked together on projects needing all of the pieces to succeed. This research suggests that anything that can allow individuals to work together toward common goals can decrease prejudicial attitudes. Obviously, the application of such strategies in real-world settings would enhance opportunities for conflict resolution.<\/p>\r\n

More recent research highlights additional strategies for reducing prejudice, including:<\/p>\r\n