When to intervene and take a stand: Evaluating bystander roles in intergroup name‐calling contexts

Children (n = 121, M = 9.86 years, SD = 0.64) and adolescents (n = 101, M = 12.84 years, SD = 0.69) evaluated proactive and passive bystander behaviour to intergroup name‐calling (N = 222, 54% female). Scenarios depicted ingroup perpetrators and outgroup victims who were from a stigmatized group (et...

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Bibliographic Details
Published in:Journal of community & applied social psychology 2023-03, Vol.33 (2), p.252-269
Main Authors: Palmer, Sally B., Hitti, Aline, Abrams, Dominic, Cameron, Lindsey, Sims, Riley N., Woodward, Bonnie, Killen, Melanie
Format: Article
Language:English
Subjects:
Adolescents
Bullying
bystander
Bystanders
Children
children and adolescents
Ethnicity
Group identity
Group norms
intergroup name‐calling
Intergroup relations
norms
Peers
Perpetrators
Stigma
stigmatized victimization
Victims
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Summary:Children (n = 121, M = 9.86 years, SD = 0.64) and adolescents (n = 101, M = 12.84 years, SD = 0.69) evaluated proactive and passive bystander behaviour to intergroup name‐calling (N = 222, 54% female). Scenarios depicted ingroup perpetrators and outgroup victims who were from a stigmatized group (ethnicity) or a non‐stigmatized group (school affiliation), with bystanders depicted as being proactive (intervening to help) or passive (failing to challenge the aggression), counter to their own group's norm. Children and adolescents personally evaluated proactive bystanders more favourably than passive bystanders. However, adolescents, more than children, expected their peers to be more positive about proactive bystanders than passive bystanders in the stigmatized context. Results are discussed in terms of the complexities of bystander decisions and implications for anti‐bullying interventions.
ISSN:1052-9284
1099-1298
DOI:10.1002/casp.2675