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People have a tendency to view media reports of intergroup conflicts as biased against their own group (hostile media perception). However, limited research has been conducted investigating how group membership of the perceiver and group membership of the media source combine to influence perceptions of bias. Muslims and Christians in Indonesia (N = 212) read an article describing inter-religious conflict. The article was attributed either to a Muslim newspaper, a Christian newspaper, or an unidentified newspaper. Results indicated the hostile media perception only among high identifiers. There was also some evidence for the predicted role of newspaper religion in influencing perceptions of bias: the article was seen to be biased in favor of Muslims when attributed to a Muslim newspaper, biased in favor of Christians when attributed to a Christian newspaper, and intermediate when the newspaper was not identified. The effect of newspaper religion was mediated by prior beliefs of bias. Results are discussed in terms of heuristic explanations of bias perceptions in the media.

wenty-eight international scholars contribute 11 chapters on the key role of communication in intergroup relations. Following an introductory essay on intergroup theory and communication processes, the text focuses on specific intergroup contexts, examining communication within and between cultural, disability, age, sex and sexuality, and language groups. The remaining chapters explore the communicating of identity across communication contexts, including small group, organizational, mass, and Internet communications. The text is designed for scholars in the fields of communication and intergroup social psychology, and is also suited for use in upper- division undergraduate and introductory graduate courses in those areas. Annotation ©2004 Book News, Inc., Portland, OR

Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students learning and performance, and enhancing student morale. Copyright 2006 Sarbari Bordia, Lynn Wales, Jeffery Pittam and Cindy Gallois. No part of this article may be reproduced by any means without the written consent of the publisher.