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A qualitative approach to intergroup relations: exploring the applicability of the Social Identity Approach to 'messy' school contexts

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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A qualitative approach to intergroup relations: exploring the applicability of the Social Identity Approach to 'messy' school contexts. / Jackson, Carolyn; Sherriff, Nigel.
In: Qualitative Research in Psychology, Vol. 10, No. 3, 2013, p. 259-273.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Jackson, C & Sherriff, N 2013, 'A qualitative approach to intergroup relations: exploring the applicability of the Social Identity Approach to 'messy' school contexts', Qualitative Research in Psychology, vol. 10, no. 3, pp. 259-273. https://doi.org/10.1080/14780887.2011.616620

APA

Jackson, C., & Sherriff, N. (2013). A qualitative approach to intergroup relations: exploring the applicability of the Social Identity Approach to 'messy' school contexts. Qualitative Research in Psychology, 10(3), 259-273. https://doi.org/10.1080/14780887.2011.616620

Vancouver

Jackson C, Sherriff N. A qualitative approach to intergroup relations: exploring the applicability of the Social Identity Approach to 'messy' school contexts. Qualitative Research in Psychology. 2013;10(3):259-273. doi: 10.1080/14780887.2011.616620

Author

Jackson, Carolyn ; Sherriff, Nigel. / A qualitative approach to intergroup relations : exploring the applicability of the Social Identity Approach to 'messy' school contexts. In: Qualitative Research in Psychology. 2013 ; Vol. 10, No. 3. pp. 259-273.

Bibtex

@article{1d79b58bf6054df6828aac3c8679683c,
title = "A qualitative approach to intergroup relations: exploring the applicability of the Social Identity Approach to 'messy' school contexts",
abstract = "The Social Identity Approach (SIA) is one of the most influential theories of group processes and intergroup relations worldwide. However, we argue that the dominance of (post)positivist research methods in SIA work limits the extent to which it enables an understanding of the complexities of intergroup relations in schools. Drawing on qualitative data from two research studies we highlight important questions and issues that are obscured by traditional psychological approaches to studying intergroup relations. We focus, in particular, on the complex interplay between discourses about popularity within schools, constructions of gender identities, and intergroup relations. In doing so, we demonstrate the benefits that qualitative research may have for social psychological intergroup theories (and their application), and specifically, the SIA. We highlight how qualitative data can add considerable richness to understandings of intergroup relations, and draw attention to inconsistencies and contradictions that otherwise may go unnoticed. ",
keywords = "Social Identity Approach, Gender , Intergroup relations , Competition , Discourse",
author = "Carolyn Jackson and Nigel Sherriff",
year = "2013",
doi = "10.1080/14780887.2011.616620",
language = "English",
volume = "10",
pages = "259--273",
journal = "Qualitative Research in Psychology",
issn = "1478-0895",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - A qualitative approach to intergroup relations

T2 - exploring the applicability of the Social Identity Approach to 'messy' school contexts

AU - Jackson, Carolyn

AU - Sherriff, Nigel

PY - 2013

Y1 - 2013

N2 - The Social Identity Approach (SIA) is one of the most influential theories of group processes and intergroup relations worldwide. However, we argue that the dominance of (post)positivist research methods in SIA work limits the extent to which it enables an understanding of the complexities of intergroup relations in schools. Drawing on qualitative data from two research studies we highlight important questions and issues that are obscured by traditional psychological approaches to studying intergroup relations. We focus, in particular, on the complex interplay between discourses about popularity within schools, constructions of gender identities, and intergroup relations. In doing so, we demonstrate the benefits that qualitative research may have for social psychological intergroup theories (and their application), and specifically, the SIA. We highlight how qualitative data can add considerable richness to understandings of intergroup relations, and draw attention to inconsistencies and contradictions that otherwise may go unnoticed.

AB - The Social Identity Approach (SIA) is one of the most influential theories of group processes and intergroup relations worldwide. However, we argue that the dominance of (post)positivist research methods in SIA work limits the extent to which it enables an understanding of the complexities of intergroup relations in schools. Drawing on qualitative data from two research studies we highlight important questions and issues that are obscured by traditional psychological approaches to studying intergroup relations. We focus, in particular, on the complex interplay between discourses about popularity within schools, constructions of gender identities, and intergroup relations. In doing so, we demonstrate the benefits that qualitative research may have for social psychological intergroup theories (and their application), and specifically, the SIA. We highlight how qualitative data can add considerable richness to understandings of intergroup relations, and draw attention to inconsistencies and contradictions that otherwise may go unnoticed.

KW - Social Identity Approach

KW - Gender

KW - Intergroup relations

KW - Competition

KW - Discourse

U2 - 10.1080/14780887.2011.616620

DO - 10.1080/14780887.2011.616620

M3 - Journal article

VL - 10

SP - 259

EP - 273

JO - Qualitative Research in Psychology

JF - Qualitative Research in Psychology

SN - 1478-0895

IS - 3

ER -