<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Caouette, J.</style></author><author><style face="normal" font="default" size="100%">Usborne, E.</style></author><author><style face="normal" font="default" size="100%">King, M.</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Moghaddam, F. M.</style></author><author><style face="normal" font="default" size="100%">Harré, R.</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Aboriginal peoples are disadvantaged, but they were here first: A positioning analysis of this unique reality</style></title><secondary-title><style face="normal" font="default" size="100%">Words of Conflict, Words of War: A positioning theory analysis of language and conflict in political processes</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">In Press</style></year></dates><publisher><style face="normal" font="default" size="100%">Springer</style></publisher></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">King, M.</style></author><author><style face="normal" font="default" size="100%">Noor, H.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Normative Support for Terrorism: The Attitudes and Beliefs of Immediate Relatives of Jema'ah Islamiyah Members</style></title><secondary-title><style face="normal" font="default" size="100%">Studies in Conflict &amp; Terrorism</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2011</style></year></dates><volume><style face="normal" font="default" size="100%">34</style></volume><pages><style face="normal" font="default" size="100%">402-417</style></pages><abstract><style face="normal" font="default" size="100%">Families might be an important source of norms that legitimize terrorism, an assumption that has yet to be tested empirically. To investigate this, surveys were administered to 20 immediate relatives of 16 Jema’ah Islamiyah (JI) members in Indonesia. Family members were found to agree with their kin’s involvement in the violent activities of JI, and perceived their community as being supportive. Agreement with their relative’s involvement in JI was predicted by anti-Western sentiment, not support for violent jihad. Kinship to a suicide bomber predicted less support for their family member’s involvement in JI. Implications for deradicalization strategies are discussed.</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Usborne, E.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The role of cultural identity clarity for self-concept clarity, self-esteem and subjective well-being</style></title><secondary-title><style face="normal" font="default" size="100%">Personality and Social Psychology Bulletin</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2010</style></year></dates><volume><style face="normal" font="default" size="100%">36</style></volume><pages><style face="normal" font="default" size="100%">883-897</style></pages><abstract><style face="normal" font="default" size="100%">Knowing oneself and experiencing oneself as clearly defined has been linked to positive self-esteem and psychological well-being (e.g., Campbell et al., 1996); however, this association has only been tested at the level of personal identity. We propose that a clear cultural identity provides the individual with a clear prototype with which to engage the processes necessary to construct a clear personal identity, and by extension, to achieve self-esteem and well-being. For samples of undergraduate students, Anglophone Quebecers, Francophone Québécois, Chinese North Americans, and Aboriginal Canadians, cultural identity clarity was positively related to self-concept clarity, self-esteem and to markers of subjective well-being. The relationship between cultural identity clarity and both self-esteem and well-being was consistently mediated by self-concept clarity. Interventions designed to clarify cultural identity might have psychological benefits for individuals facing cultural identity challenges.</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">King, M.</style></author><author><style face="normal" font="default" size="100%">Usborne, E.</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Giles, H.</style></author><author><style face="normal" font="default" size="100%">Reid, S.</style></author><author><style face="normal" font="default" size="100%">Harwood, J.</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Towards theoretical diversity in intergroup communication</style></title><secondary-title><style face="normal" font="default" size="100%">The Dynamics of Intergroup Communication</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2010</style></year></dates><publisher><style face="normal" font="default" size="100%">Peter Land</style></publisher><pub-location><style face="normal" font="default" size="100%">New York</style></pub-location><pages><style face="normal" font="default" size="100%">263-276</style></pages></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Usborne, E.</style></author><author><style face="normal" font="default" size="100%">Caouette, J.</style></author><author><style face="normal" font="default" size="100%">Qumaaluk, Q.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Bilingual education in an Aboriginal context: Examining the transfer of language skills from Inuktitut to English or French</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Bilingual Education and Bilingualism</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2009</style></year></dates><volume><style face="normal" font="default" size="100%">12</style></volume><pages><style face="normal" font="default" size="100%">667-684</style></pages><abstract><style face="normal" font="default" size="100%">Bilingual education is thought to be one of the principal means of simultaneously revitalizing a threatened language and preparing students for success in mainstream society. However, little research has examined, in a comprehensive and longitudinal fashion, bilingual programs in Aboriginal contexts. Hierarchical linear modelling was used to conduct a longitudinal analysis of the language skills of 110 Inuit students participating in an Inuktitut-English/French program in a remote Arctic community. Students’ skills in English or French improved from Grades 4 to 6, after a switch to second language instruction; whereas, their skills in Inuktitut showed no significant improvement across these grades. Baseline heritage language skills in Grade 3 were found to be predictive of later success in both the heritage and mainstream languages, providing evidence for cross-language transfer and pointing to the pivotal importance of heritage language instruction for Aboriginal students.  </style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Usborne, E.</style></author><author><style face="normal" font="default" size="100%">Lydon, J. E.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Goals and social relationships: windows into the motivation and well-being of “Street Kids”</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Applied Social Psychology</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2009</style></year></dates><volume><style face="normal" font="default" size="100%">39</style></volume><pages><style face="normal" font="default" size="100%">1057-1082</style></pages><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Research investigating homeless youth or, as they prefer, &amp;quot;street kids,&amp;quot; has primarily described their dysfunction. In order to more thoroughly document their psychological reality and account for variability in their functioning, this study explored the close relationships and personal projects of 50 street kids. Self-determination theory provides a theoretical framework for hypotheses concerning the relationships that social networks and goals have with motivation and subjective well-being. The size of participants' social networks was positively related to internalization and positive well-being. Goal pursuit was also positively related to internalization and positive well-being. These findings&amp;mdash;along with descriptive information documenting street kids' motivation, well-being, and family contact&amp;mdash;afford us a view beyond their dysfunction, and elucidate factors associated with their optimal functioning.&lt;/p&gt;</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">de la Sablonnière, R.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Perozzo, C.</style></author><author><style face="normal" font="default" size="100%">Sadykova, N.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Reconceptualizing relative deprivation in the context of dramatic social change: The challenge confronting the people of Kyrgyzstan</style></title><secondary-title><style face="normal" font="default" size="100%">European Journal of Social Psychology</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2009</style></year></dates><volume><style face="normal" font="default" size="100%">39</style></volume><pages><style face="normal" font="default" size="100%">325-345</style></pages><abstract><style face="normal" font="default" size="100%">The present study investigated the relationship between Temporal Collective Relative Deprivation and collective well-being in the context of dramatic social change in Kyrgyzstan. Traditional research has evaluated Temporal Collective Relative Deprivation by comparing a group's present situation to a point in the recent past or future. We argue that a reconceptualization of Temporal Collective Relative Deprivation is needed. We hypothesized, first, that examining several, as opposed to a single, points of comparison will better predict collective well-being. Secondly, we hypothesized that the points of comparison that will best predict collective well-being will not necessarily correspond to the most recent past or future. Third, we hypothesized that the overall trajectory of Temporal Collective Relative Deprivation perceived across time will influence the level of collective well-being. A sample of 565 Kyrgyz participants completed a questionnaire. Hierarchical regressions and group-based trajectory modeling confirmed our three hypotheses. Theoretical and methodological implications of the findings are discussed.</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Caouette, J.</style></author><author><style face="normal" font="default" size="100%">Usborne, E.</style></author><author><style face="normal" font="default" size="100%">Wright, S. C.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Aboriginal languages in Quebec: Fighting linguicide with bilingual education</style></title><secondary-title><style face="normal" font="default" size="100%">Diversité Urbain</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2008</style></year></dates><volume><style face="normal" font="default" size="100%">Autumn</style></volume><pages><style face="normal" font="default" size="100%">69-89</style></pages><abstract><style face="normal" font="default" size="100%">Aboriginal peoples in Québec are fighting for the survival of their language and culture. An essential component of Aboriginal decolonization and empowerment is the protection and enhancement of the Aboriginal heritage language. In this article, we review twenty years of research in Arctic Québec (Nunavik) involving Inuit students educated in Inuktitut as well as in French and English. Our research reveals that children not only learn better in their own heritage language as opposed to one of the societally dominant languages, but also develop a more positive view of themselves, and a healthier view of Inuit as a group. Bilingual education is shown to be of crucial importance for the vitality of Inuit language and culture. </style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Caouette, J.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Carr, P.</style></author><author><style face="normal" font="default" size="100%">Lund, E.</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Don’t blame me for what my ancestors did: Understanding the impact of collective guilt when sharing one’s identity with a white community who has produced and maintained social inequality</style></title><secondary-title><style face="normal" font="default" size="100%">The great white north? Exploring whiteness, priviledge and identity in education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2007</style></year></dates><publisher><style face="normal" font="default" size="100%">Sense Publishers</style></publisher><pub-location><style face="normal" font="default" size="100%">Rotterdam</style></pub-location></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Caouette, J.</style></author><author><style face="normal" font="default" size="100%">Usborne, E.</style></author><author><style face="normal" font="default" size="100%">King, M.</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Moghaddam, F. M.</style></author><author><style face="normal" font="default" size="100%">Harré, R.</style></author><author><style face="normal" font="default" size="100%">Lee, N.</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">How Disadvantaged Groups Members   Position Themselves: When They Work Against an Improvement in Status for Their Own Group</style></title><secondary-title><style face="normal" font="default" size="100%">Global Conflict resolution through positioning analysis</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2007</style></year></dates><publisher><style face="normal" font="default" size="100%">Springer</style></publisher><pub-location><style face="normal" font="default" size="100%">New York</style></pub-location><pages><style face="normal" font="default" size="100%">149-168</style></pages></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Dambrun, M.</style></author><author><style face="normal" font="default" size="100%">Guimond, S.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Guimond, S.</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">The counter-intuitive effect of relative gratification on intergroup attitudes: Ecological validity, moderators and mediators</style></title><secondary-title><style face="normal" font="default" size="100%">Social Comparison and Social Psychology: Understanding Cognition, Intergroup Relations, and Culture</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2006</style></year></dates><publisher><style face="normal" font="default" size="100%">Cambridge University Press</style></publisher><pub-location><style face="normal" font="default" size="100%">New York</style></pub-location><pages><style face="normal" font="default" size="100%">206-227</style></pages></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Dambrun, M.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">McDonald, D. A.</style></author><author><style face="normal" font="default" size="100%">Crush, J.</style></author><author><style face="normal" font="default" size="100%">Méot, A</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The relative deprivation-gratification continuum and the attitudes of South Africans toward immigrants: A test of the V-Curve hypothesis</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Personality and Social Psychology</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2006</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://wwwpsy.univ-bpclermont.fr/lapsco/IMG/articles/equipe1/art.1.3.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">91</style></volume><pages><style face="normal" font="default" size="100%">1032-1044</style></pages><abstract><style face="normal" font="default" size="100%">&lt;p&gt;It has long been established that there is a linear and positive relationship between relative deprivation and prejudice. However, a recent experiment suggests that the converse of relative deprivation, relative gratification, may also be associated with prejudice (S. Guimond &amp;amp; M. Dambrun, 2002). Specifically, the evidence suggests that the usual test for a linear relationship between relative deprivation&amp;ndash; gratification and prejudice might conceal the existence of a bilinear relationship. This function, labeled the V-curve hypothesis, predicts that both relative deprivation and relative gratification are associated with higher levels of prejudice. This hypothesis was tested with a representative sample of South Africans (N = 1,600). Results provide strong support for the V-curve hypothesis. Furthermore, strength of ethnic identification emerged as a partial mediator for the effect of relative gratification on prejudice.&lt;/p&gt;</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Louis, W. R.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Douglas, R. I</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Normative influence and rational conflict decisions: Group norms and cost-benefit analyses for intergroup behavior</style></title><secondary-title><style face="normal" font="default" size="100%">Group Processes and Intergroup Relations</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2005</style></year></dates><volume><style face="normal" font="default" size="100%">8</style></volume><pages><style face="normal" font="default" size="100%">355-374</style></pages><abstract><style face="normal" font="default" size="100%">&lt;p&gt;The present paper articulates a model in which ingroup and outgroup norms inform &amp;lsquo;rational&amp;rsquo; decision-making (cost-benefit analysis) for conflict behaviors. Norms influence perceptions of the consequences of the behavior, and individuals may thus strategically conform to or violate norms in order to acquire benefits and avoid costs. Two studies demonstrate these processes in the context of conflict in Qu&amp;eacute;bec. In the first study, Anglophones&amp;rsquo; perceptions of Francophone and Anglophone norms for pro-English behaviors predicted evaluations of the benefits and costs of the behaviors, and these cost-benefit evaluations in turn mediated the norm-intention links for both group norms. In the second study, a manipulated focus on supportive versus hostile ingroup and outgroup norms also predicted cost-benefit evaluations, which mediated the norm-intention relationships. The studies support a model of strategic conflict choices in which group norms inform, rather than suppress, rational expectancy-value processes. Implications for theories of decision-making and normative influence are discussed.&lt;/p&gt;</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Dambrun, M.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">&quot;Race&quot;, sex and social class differences in cognitive ability: Towards a contextual rather than genetic explanation</style></title><secondary-title><style face="normal" font="default" size="100%">Current Research in Social Psychology </style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2005</style></year></dates><volume><style face="normal" font="default" size="100%">10</style></volume><pages><style face="normal" font="default" size="100%">188-202</style></pages></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Louis, W. R.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Tyson, N.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Cost-benefit analyses for your group and yourself: The “rationality” of decision-making in conflict</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Conflict Management</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2004</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://www.emeraldinsight.com/10.1108/eb022909</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><pages><style face="normal" font="default" size="100%">110-143</style></pages><abstract><style face="normal" font="default" size="100%">Two studies in the context of English-French relations in Quebec suggest that individuals who strongly identify with a group derive the individual-level costs and benefits that drive expectancy-value processes (rational decision-making) from group-level costs and benefits. In Study 1, high identifiers linked group- and individual-level outcomes of conflict choices whereas low identifiers did not. Group-level expectancy-value processes, in Study 2, mediated the relationship between social identity and perceptions that collective action benefits the individual actor and between social identity and intentions to act. These findings suggest the rational underpinnings of identity-driven political behavior, a relationship sometimes obscured in intergroup theory that focuses on cognitive processes of self-stereotyping. But the results also challenge the view that individuals' cost-benefit analyses are independent of identity processes. The findings suggest the importance of modeling the relationship of group and individual levels of expectancy-value processes as both hierarchical and contingent on social identity processes. </style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Lydon, J. E.</style></author><author><style face="normal" font="default" size="100%">Bougie, E.</style></author><author><style face="normal" font="default" size="100%">Johannsen, K.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">“Street Kids”: Towards an understanding of their motivational context</style></title><secondary-title><style face="normal" font="default" size="100%">Canadian Journal of Behavioural Science</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2004</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://psycnet.apa.org/journals/cbs/36/1/1.html</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">36</style></volume><pages><style face="normal" font="default" size="100%">1-16</style></pages><abstract><style face="normal" font="default" size="100%">The focus of the present research was the daily behaviours and goals of a sample of urban homeless youth, or, as they prefer, “street kids.” The challenge of choosing an appropriate control sample was resolved by comparing street kids to two separate samples: University students and young people from a community club in a poor neighbourhood. A standard interview requiring daily recall of behaviour on an hour-by-hour basis, and ratings on 10-point scales to a series of questions focusing on motivation, role models, trust, and psychological and physical well-being, was administered on a one-to-one basis. Results revealed that street kids stand out as having no coherent set of medium- and long-term goals. Moreover, they do not trust, nor look up to authorities, but neither do they have stable friendships involving trust and admiration. However, those few street kids who do have a trusted friend are more intrinsically motivated and tend to feel less irritable and less anxious.</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Wright, S. C.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Hogg, M. A.</style></author><author><style face="normal" font="default" size="100%">Cooper, J.</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">The social psychology of cultural diversity: Social stereotyping, prejudice, and discrimination</style></title><secondary-title><style face="normal" font="default" size="100%">Sage Handbook of Social Psychology</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2003</style></year></dates><publisher><style face="normal" font="default" size="100%">Sage</style></publisher><pub-location><style face="normal" font="default" size="100%">London</style></pub-location><pages><style face="normal" font="default" size="100%">432-457</style></pages><notes><style face="normal" font="default" size="100%">The volume received a “CHOICE” award by the American Library Association, 2004.</style></notes></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Louis, W. R.</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Marsella, A. J.</style></author><author><style face="normal" font="default" size="100%">Moghaddam, F.</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Terrorism and the quest for identity</style></title><secondary-title><style face="normal" font="default" size="100%">Understanding terrorism: Psychosocial roots</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2003</style></year></dates><publisher><style face="normal" font="default" size="100%">APA Publications</style></publisher><pub-location><style face="normal" font="default" size="100%">Washington, DC</style></pub-location><pages><style face="normal" font="default" size="100%">169-185</style></pages></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Poore, A. G.</style></author><author><style face="normal" font="default" size="100%">Gagné, F.</style></author><author><style face="normal" font="default" size="100%">Barlow, K. M.</style></author><author><style face="normal" font="default" size="100%">Lydon, J. E.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Wright, S. C.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Contact and the personal/group discrimination discrepancy in an Inuit community</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Psychology: Interdisciplinary and Applied</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2002</style></year></dates><volume><style face="normal" font="default" size="100%">136</style></volume><pages><style face="normal" font="default" size="100%">371-382</style></pages><abstract><style face="normal" font="default" size="100%">The personal/group discrimination discrepancy involves disadvantaged group members rating discrimination directed at their group considerably higher than ratings of discrimination aimed at themselves personally as members of that group. This robust phenomenon has been found in samples of women, African Americans, and aboriginal people. In the present study, the authors assessed 171 Inuit from a remote Arctic community to confirm the perceived discrepancy. However, ratings for perceived group discrimination were surprisingly low. The authors argue that geographical isolation may have led Inuit to be unaware of the impact of discrimination on their lives. In support of this argument, findings showed that group discrimination ratings were higher for Inuit who did have contact with mainstream Canadian culture. Implications for the traditional contact hypothesis are discussed</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Louis, W. R.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Finkle, N. J.</style></author><author><style face="normal" font="default" size="100%">Moghaddam, F. M.</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Rights and duties as group norms: Implications of intergroup research for the study of rights and responsibilities</style></title><secondary-title><style face="normal" font="default" size="100%">Human rights and duties: Psychology's contributions, the law's commentary</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2002</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://psycnet.apa.org/books/10872/005</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">APA Publications</style></publisher><pub-location><style face="normal" font="default" size="100%">Washington, DC</style></pub-location><pages><style face="normal" font="default" size="100%">105-134</style></pages><abstract><style face="normal" font="default" size="100%">In the present chapter, we present a strongly relativist account of rights and duties. We criticize universalism on both empirical and theoretical grounds. Although some social psychologists attempt to discover universals in social behavior generally, and rights and duties in particular, our approach is quite different. We suggest that social behaviors change fundamentally across contexts and across time. We believe that universal motivational and cognitive aspects of human psychology are behaviorally expressed in interaction with social norms that vary importantly by group membership within and across societies. The claim that there are important universals in social behavior is a testable, empirical hypothesis that is certainly within the mandate of social psychological research. However, at present the behavioral evidence for such universal principles may rely on operationalizations that are allowed to vary across national or cultural contexts in either content or level of analysis. If there is no universal conceptualization of the content of human rights and duties across societies or within societies over time and no universal conceptualization of the social function of rights and duties talk, how can we understand the ongoing debates in modern society in these areas? Three arguments structure the present chapter.</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Crago, M. B.</style></author><author><style face="normal" font="default" size="100%">McAlpine, L.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Toward full empowerment in native education: Unanticipated challenges</style></title><secondary-title><style face="normal" font="default" size="100%">Canadian Journal of Native Studies</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2001</style></year></dates><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">45-56</style></pages><abstract><style face="normal" font="default" size="100%">With the growing empowerment in Native education certain unanticipated consequences may arise which can threaten the full potential for Native visions of education. The more t he heritage culture is emphasized in Native education, the more distanced from mainstream education it becomes. The result is a series of unanticipated consequences that need t o be addressed. First, the question of differing standards becomes more salient and potentially difficult to resolve. Second, Native educators may come to lose sight of the unique aspects of their programs that they have fought so hard to achieve. We hope by raising these issues to facilitate the march toward a genuine Native vision of education. 
</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Louis, W. R.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">When the Survival of a Language is at Stake</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Language and Social Psychology</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2001</style></year></dates><volume><style face="normal" font="default" size="100%">20</style></volume><pages><style face="normal" font="default" size="100%">111-143</style></pages><abstract><style face="normal" font="default" size="100%">This article compares the functional roles of English, French, and Inuttitut in arctic Québec. In their concern with disadvantaged members of society and their focus on functional differences in language use, the authors draw on early research by Robinson concerning language and social behavior for working- and middle-class speakers. First, they present evidence concerning the importance of sustained heritage language (Inuttitut) development in second-language acquisition and address the implications of this finding in terms of additive versus subtractive bilingualism in the North. Second, they contrast the language proficiencies of children in the two dominant languages, English and French, exploring variations in status and their concomitant effects on language acquisition. Finally, they compare the conversational versus academic language proficiencies of Inuit children in the context of minority versus dominant language education and discuss implications for the debate on language deficits versus differences for disadvantaged children.</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Wright, S. C.</style></author><author><style face="normal" font="default" size="100%">Ruggiero, K. M</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Driedger,  L.</style></author><author><style face="normal" font="default" size="100%">Hali, S.</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Discrimination: An invisible evil</style></title><secondary-title><style face="normal" font="default" size="100%">Visible minorities: Race and racism in Canada</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2000</style></year></dates><publisher><style face="normal" font="default" size="100%">Carleton University Press</style></publisher><pub-location><style face="normal" font="default" size="100%">Ottawa</style></pub-location><pages><style face="normal" font="default" size="100%">186-202</style></pages></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Wright, S. C.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Macarthur, J.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Subtractive bilingualism and the survival of the Inuit language:  Heritage- versus second-language education  </style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Educational Psychology</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2000</style></year></dates><volume><style face="normal" font="default" size="100%">92</style></volume><pages><style face="normal" font="default" size="100%">63-84</style></pages><abstract><style face="normal" font="default" size="100%">A longitudinal study examined the impact of early heritage- and second-language education on 
heritage- and second-language development among Inuit, White, and mixed-heritage (Inuit/ 
White) children. Children in an arctic community were tested in English, French and Inuttitut 
at the beginning and end of each of the first 3 school years. Compared with Inuit in heritage 
language and mixed-heritage children in a second language, Inuit in second-language classes 
(English or French) showed poorer heritage language skills and poorer second-language 
acquisition. Conversely, Inuit children in Inuttitut classes showed heritage language skills 
equal to or better than mixed-heritage children and Whites educated in their heritage 
languages. Findings support claims that early instruction exclusively in a societally dominant 
language can lead to subtractive bilingualism among minority-language children, and that 
heritage language education may reduce this subtractive process. 
</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Barlow, K. M.</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">McDonald, D. A.</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">What about the future? Long term migration potential to South Africa from Lesotho, Mozambique, and Zimbabwe</style></title><secondary-title><style face="normal" font="default" size="100%">On Borders: Perspectives on International Migration in Southern Africa</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2000</style></year></dates><publisher><style face="normal" font="default" size="100%">St. Martins's Press</style></publisher><pub-location><style face="normal" font="default" size="100%">New York</style></pub-location><pages><style face="normal" font="default" size="100%">151-167</style></pages></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Louis, W. R.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">From passive acceptance to social disruption: Towards an understanding of behavioural responses to discrimination</style></title><secondary-title><style face="normal" font="default" size="100%">Canadian Journal of Behavioral Science</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1999</style></year></dates><volume><style face="normal" font="default" size="100%">31</style></volume><pages><style face="normal" font="default" size="100%">19-28</style></pages><abstract><style face="normal" font="default" size="100%">Reactions to discrimination encompass a large array of potential behaviours, ranging from acceptance of the unfair treatment through to collective protest. Previous research, surprisingly, has found a strong preference for acceptance and for benign individual actions in response to discrimination. This finding has important implications: if victims of group-based discrimination consistently react at an individual level, the probability of social change is greatly diminished. The present study explored the possibility that the preference for acceptance and for normative individual actions is in part an artifact: of failing to distinguish between two levels of collective behaviour (group support and group organization) and of failing to consider the role of effort. In addition, this study explores the distinction between normative and antinormative acceptance: two ways of “doing nothing,” each with different societal implications. When behavioural responses to discrimination are conceptualized according to this new behavioural framework, more collective and antinormative behaviours are observed.</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Wright, S. C.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Success under tokenism: Co-option of the newcomer and the prevention of collective protest</style></title><secondary-title><style face="normal" font="default" size="100%">British Journal of Social Psychology</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1999</style></year></dates><volume><style face="normal" font="default" size="100%">38</style></volume><pages><style face="normal" font="default" size="100%">369-396</style></pages><abstract><style face="normal" font="default" size="100%">A laboratory analogue of North American intergroup context was used to investigate the responses of individuals who succeed in individual upward social mobility under conditions of highly restricted boundary permeability (i.e. tokenism). These successful tokens were compared with participants who either (a) succeeded in an open/meritocratic intergroup context, or (b) were forced to remain in the disadvantaged group because of the tokenism restriction. Although successful tokens recognized the collective injustice of tokenism, their behaviour did not differ from participants who succeeded in the open/meritocratic condition. Those forced to remain in their disadvantaged position preferred non-normative action (relatively drastic actions known to be inconsistent with the rules of the broader social system), while successful tokens supported only disadvantaged group members who accepted their disadvantaged position or took individual normative action. Experiment 2 suggests that successful tokens lack of support for collective or non-normative actions does not result from (a) a failure to identify with the disadvantaged in-group; (b) compliance with perceived advantaged group norms; or (c) individualistic concerns for personal benefits. The present results provide some evidence that tokens shift their identification from the disadvantaged to the advantaged group. Thus, the consistent lack of support for socially disruptive action by members of the disadvantaged group may represent an attempt to support their new in-group - the high-status advantaged group.</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Lambert, W. E.</style></author><author><style face="normal" font="default" size="100%">Porter, L.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The occupational stereotypes and expectations for their children held by mothers representing different ethnic communities in Miami</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Applied Social Psychology</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1998</style></year></dates><volume><style face="normal" font="default" size="100%">28</style></volume><pages><style face="normal" font="default" size="100%">1951-1968</style></pages></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Wright, S. C.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Responding to tokenism: Individual action in the face of collective injustice</style></title><secondary-title><style face="normal" font="default" size="100%">European Journal of Social Psychology</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1998</style></year></dates><volume><style face="normal" font="default" size="100%">28</style></volume><pages><style face="normal" font="default" size="100%">647-667</style></pages><abstract><style face="normal" font="default" size="100%">Tokenism is defined as an intergroup context in which very few members of a disadvantaged group are accepted into positions usually reserved for members of the advantaged group, while access is systematically denied for the vast majority of disqualified disadvantaged group members. In a laboratory experiment, Wright, Taylor and Moghaddam (1990) found that when disadvantaged group members are denied upward mobility because of a policy of tokenism they did not respond with socially disruptive forms of collective action. Instead, they chose a more benign individual nonnormative response. The robustness of this unexpected response to tokenism is explored in two experiments. In Experiment 1, the use of a relevant real-world ingroup as the target of tokenism resulted in a pattern of responses consistent with Wright et al.'s (1990) findings. In Experiment 2, interaction with other disadvantaged group members prior to the imposition of the policy of tokenism also did not alter participants' behavioural responses. These findings support the robustness of this pattern of response to tokenism, and strengthen concerns that tokenism may be an effective tool for reducing the likelihood of collective action directed against the discriminatory practices of the advantaged group.</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The quest for collective identity: The plight of disadvantaged ethnic minorities</style></title><secondary-title><style face="normal" font="default" size="100%">Canadian Psychology</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1997</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://psycnet.apa.org/journals/cap/38/3/174.html</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">38</style></volume><pages><style face="normal" font="default" size="100%">174-190</style></pages><abstract><style face="normal" font="default" size="100%">&lt;p&gt;There are groups in society that experience profound social problems including widespread academic under-achievement. This discouraging profile applies to Native people, African Americans, and certain Latino groups, notably Mexican Americans and Puerto Ricans.&lt;/p&gt;
&lt;p&gt; &lt;/p&gt;
&lt;p&gt;I argue that cultural difference theories, in the form of genetics, cultural deficit, and cultural discontinuity, are incomplete and misguided. A theory of &quot;self&quot; is proposed that focuses on collective identity as the primary psychological process, even taking precedence over self-esteem.&lt;/p&gt;
&lt;p&gt; &lt;/p&gt;
&lt;p&gt;Intergroup processes are applied to explain the problems confronting society's most disadvantaged groups. Specifically, the intergroup power differential between societal groups is explored, leading to a theory of valueless colonialism. It is the effects of valueless colonialism that leads to the destruction of collective identity for certain groups. The consequences of a poorly defined collective identity are difficulties with personal identity and self-esteem. Social problems and academic underachievement are the visible manifestations.&lt;/p&gt;</style></abstract><notes><style face="normal" font="default" size="100%">Winner of the Canadian Psychological Association's Education and Training Award (1997) </style></notes></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Lambert, W. E.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The meaning of multiculturalism in culturally Diverse Urban America</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Social Psychology</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1996</style></year></dates><volume><style face="normal" font="default" size="100%">136</style></volume><pages><style face="normal" font="default" size="100%">727-740</style></pages><abstract><style face="normal" font="default" size="100%">A crisis in North America revolves around how immigrants, established ethnic groups, and aboriginal people accommodate, and are accommodated by, the majority groups in society. Ethnic minorities appear motivated to retain their heritage culture and language, and this objective is often perceived as a threat to majority groups and to national unity. In the present study, the precise meaning that ethnic groups in Miami (cuban, Nicaraguan, and Haitian women) attach to heritage culture and language maintenance and the views of the key majority groups (Black and White women) were examined. An unanticipated level of consensus emerged. All agreed that it is appropriate for heritage cultures and languages to be maintained in the home. Also, there was a consensus that groups should retain their distinctiveness in contexts outside the home when their group is in the majority. However, there was also unanimity in the belief that in the public domain, U.S. culture and the English language should predominate.</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Wright, S. C.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Identity and the language of the classroom: Investigating the impact of heritage versus second language instruction on personal and collective self-esteem</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Educational Psychology</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1995</style></year></dates><volume><style face="normal" font="default" size="100%">87</style></volume><pages><style face="normal" font="default" size="100%">241-252</style></pages><abstract><style face="normal" font="default" size="100%">The connection between heritage language instruction and self-esteem was investigated. 
Participants were Inuit, White, and mixed-heritage (Inuit-White) children living in a subarc- 
tic community. Testing occurred before and after their 1st year in a heritage language or a 2nd 
language program. Children from all 3 groups who were educated in their heritage language 
showed a substantial increase in their personal self-esteem, whereas Inuit and mixed-heritage 
children educated in a 2nd language did not. Among the Inuit, Inuttitut instruction was 
associated with positive regard for the ingroup, whereas English or French instruction 
was associated with preference for the White outgroup. The present findings support claims 
that early heritage language education can have a positive effect on the personal and 
collective self-esteem of minority language students—a benefit not provided by 2nd language 
instruction. 
</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>6</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Moghaddam, F. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Theories of intergroup relations: International, social psychological perspectives</style></title></titles><dates><year><style  face="normal" font="default" size="100%">1994</style></year></dates><edition><style face="normal" font="default" size="100%">2nd</style></edition><publisher><style face="normal" font="default" size="100%">Praeger Publications</style></publisher><pub-location><style face="normal" font="default" size="100%">Westport, CT</style></pub-location><abstract><style face="normal" font="default" size="100%">Throughout this volume the primary focus will be on conflict between groups. The present volume aims to outline a number of major theories, comment upon their key features, and highlight common themes and important differences in intergroup relations. In addition, our aim is to present a broad international array of theoretical orientations, with a particular concern for presenting a balance between North American and European perspectives. In this 2nd edition we address new topics such as affirmative action, tokenism, and multiculturalism. We outline new theoretical perspectives that have arisen from a shift in attention from the perpetrators of discrimination to its victims.</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Lalonde, R. N.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Moghaddam, F. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The process of social identification for visible immigrant women in a multicultural setting</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Cross-Cultural Psychology</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1992</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://www.psych.yorku.ca/lalonde/documents/Lalonde_Taylor_Moghaddam_JCCP.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">25-39</style></pages><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Haitian and Indian women rated their identification with (self-perceptions), and the extent to which they believed majority Canadians perceived them as being (metaperceptions), Haitian or Indian, immigrant, and Canadian. Self-perceptions and metaperceptions were compared in order to understand the quality of integration for the two sample An attempt was made to predict self-perceptions on the basis of pragmatic (years in Canada, age at arrival, citizenship status) and social psychological (motivation for culture retention, perceived discrimination) predictors in a series of multiple regression analyses. Although both samples expressed a strong identification with their ethnic groups, different results emerged for immigrant and Canadian identifications. Identity perceptions for these labels were more closely related to pragmatic predictors for the Indian, whereas social psychological variables were more predictive for the Haitian. The results are discussed in relation to the different visibility of the two groups as well as other salient factors in a multicultural context.&lt;/p&gt;</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Wright, S. C.</style></author><author><style face="normal" font="default" size="100%">Moghaddam, F. M.</style></author><author><style face="normal" font="default" size="100%">Lalonde, R. N.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The personal-group discrimination discrepancy: Perceiving my group, but not myself, to be a target for discrimination</style></title><secondary-title><style face="normal" font="default" size="100%">Personality and Social Psychology Bulletin</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1990</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://psp.sagepub.com/cgi/content/abstract/16/2/254</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><pages><style face="normal" font="default" size="100%">254-262</style></pages><abstract><style face="normal" font="default" size="100%">&lt;p&gt;An unexpected finding that has surfaced in research on discrimination is that respondents perceive a higher level of discrimination directed at their group as a whole than at themselves as individual members of that group. The present study directly tested this personal/group discrepancy by focusing on two groups of Canadian immigrants who have been the targets of much discrimination, Haitian and South Asian women. Respondents were questioned about their personal and group discrimination on four separate dimensions: race, culture, status as newcomers to Canada, and gender Strong support was found for the generality of the personal/group discrimination discrepancy. Three possible explanations for the discrepancy point to possible avenues for future research: the denial of personal discrimination, the exaggeration of group discrimination, and information-processing biases.&lt;/p&gt;</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Wright, S. C.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Moghaddam, F. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Responding to membership in a disadvantaged group:  From acceptance to collective protest</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Personality and Social Psychology</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">college students in disadvantaged groups</style></keyword><keyword><style  face="normal" font="default" size="100%">individual vs collective protest vs acceptance of high status group rejection</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">1990</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://psycnet.apa.org/journals/psp/58/6/994/</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">58</style></volume><pages><style face="normal" font="default" size="100%">994-1003</style></pages><abstract><style face="normal" font="default" size="100%">The question addressed is, when do disadvantaged-group members accept their situation, take individual action, or attempt to instigate collective action? Ss attempted to move from a low-status group into an advantaged, high-status group and were asked to respond to their subsequent rejection. Ss who believed that the high-status group was open to members of their group endorsed acceptance and individual actions. When access to the high-status group was restricted, even to the point of being almost closed (tokenism), Ss still preferred individual action. Disruptive forms of collective action were only favored by Ss who were told that the high-status group was completely closed to members of their group. Ss who believed they were near to gaining entry into the high-status group favored individual protest, while Ss distant from entry were more likely to accept their position. The theoretical and societal implications of these findings are discussed.</style></abstract></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Moghaddam, F. M.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author><author><style face="normal" font="default" size="100%">Lalonde, R. N.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Integration strategies and attitudes towards the built environment: A study of Haitian and Indian immigrant women in Montreal</style></title><secondary-title><style face="normal" font="default" size="100%">Canadian Journal of Behavioural Science</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1989</style></year></dates><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">160-173</style></pages></record><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Giles, H.</style></author><author><style face="normal" font="default" size="100%">Bourhis, R. Y.</style></author><author><style face="normal" font="default" size="100%">Taylor, D. M.</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Giles, H.</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Towards a theory of language in ethnic group relations</style></title><secondary-title><style face="normal" font="default" size="100%">Language, ethnicity, and intergroup relations</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1977</style></year></dates><publisher><style face="normal" font="default" size="100%">Academic Press</style></publisher><pub-location><style face="normal" font="default" size="100%">New York: NY</style></pub-location></record></records></xml>
