Lecture Notes in Education Psychology and Public Media
- The Open Access Proceedings Series for Conferences
Lecture Notes in Education Psychology and Public Media
Vol. 45, 19 April 2024
Open
Access | Article
Ingroup Bias and Collective Self-esteem of Chinese International Students
* Author to whom correspondence should be addressed.
Abstract
This paper explores the psychological transformation among Chinese students studying internationally in the U.S., focusing on ingroup bias and collective self-esteem. Grounded in the "minority stress theory," we hypothesize that international students display a higher ingroup bias and collective self-esteem, serving as a coping strategy to perceived unwelcome experiences and cultural shifts. The experimental approach compared Chinese students studying abroad in the U.S. and domestic students in China, using tasks centered around the minimal group paradigm, and assessed their group identification, resource allocation, and collective self-esteem. And the results revealed that international students displayed a notable ingroup bias and heightened collective self-esteem when compared to domestic students in China. This suggests that international students might utilize their ingroup affiliation as a buffer against cultural adversities and a source of self-esteem.
Keywords
Ingroup bias, Collective self-esteem, Minimal group paradigm
References
1. Chin, H. K. K. (2005). Open doors: Report on international educational exchange. New York, NY: Institute of International Education (IIE).
2. Institute of International Education. (2020). Open doors® 2019 Fast Facts. https://opendoorsdata.org/fast_facts/fast facts-2019/
3. Quinton, W. J. (2019). Unwelcome on campus? Predictors of prejudice against international students. Journal of Diversity in Higher Education, 12(2), 156– 169.
4. Ellemers, N., Van Rijswijk, W., Roefs, M., & Simons, C. (1997). Bias in intergroup perceptions:Balancing group identity with social reality. Personality and Social Psychology Bulletin, 23, 186–198.
5. Ellemers, N., van Dyck, C., Hinkle, S., & Jacobs, A. (2000). Intergroup differentiation in socialcontext: Identity needs versus audience constraints. Social Psychology Quarterly, 63, 60–74.
6. Branthwaite, A., & Jones, J. E. (1975). Fairness and discrimination: English versus Welsh. European Journal of Social Psychology, 5(3), 323–338.
7. Falk, C. F., Heine, S. J., & Takemura, K. (2013). Cultural variation in the minimal group effect. Journal of Cross-Cultural Psychology, 45(2), 265–281.
8. Greive, P. G., & Hogg, M. A. (1999). Subjective uncertainty and intergroup discrimination in the minimal group situation. Personality and Social Psychology Bulletin, 25.
9. Yamagishi, T., & Mifune, N. (2008). Does shared group membership promote altruism? Fear, greed, and reputation. Rationality and Society, 20, 5-30.
10. Bornstein, G., Crum, L., Wittenbraker, J., Harring, K., Insko, C. A., & Thibault, J. (1983). On the measurement of social orientations in the minimal group paradigm. European Journal of Social Psychology, 13.
11. Gaertner, L., & Insko, C. A. (2001). On the measurement of social orientations in the minimal group paradigm: Norms as moderators of the expression of intergroup bias. European Journal of Social Psychology, 31.
12. Houston, Diane M., and Alexia Andreopoulou. (2010). Test of Both Corollaries of Social Identity Theory’s Self-Esteem Hypothesis in Real Group Settings. British Journal of Social Psychology, 42.
Data Availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Authors who publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See Open Access Instruction).
- Volume Title
- Proceedings of the International Conference on Global Politics and Socio-Humanities
- ISBN (Print)
- 978-1-83558-359-3
- ISBN (Online)
- 978-1-83558-360-9
- Published Date
- 19 April 2024
- Series
- Lecture Notes in Education Psychology and Public Media
- ISSN (Print)
- 2753-7048
- ISSN (Online)
- 2753-7056
- DOI
- 10.54254/2753-7048/45/20230306
- Copyright
- 19 April 2024
- Open Access
- This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited