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This article reviews studies of intergroup anxiety and places them in the context of a theoretical model that specifies categories of antecedents and consequences of intergroup anxiety. It is proposed that intergroup anxiety is comprised of three interrelated components: an affective component, a cognitive component, and a physiological component. The potential causes of intergroup anxiety include personality traits (e.g., social dominance orientation, attributional complexity), attitudes and related cognitions (e.g., negative expectations, stereotypes), personal experience (e.g., negative contact), and situational factors (e.g., the presence of linguistic barriers, structured vs. unstructured interactions). The potential consequences include attitudes and other cognitions (e.g., stereotypes, negative expectations), affect (e.g., fear, anger), and behavior (e.g., avoidance, negative behaviors). Theory and research on the reduction of intergroup anxiety (e.g., intergroup contact, direct or indirect cross-group friendships) are also presented. The discussion explores the implications of these studies for theory, research, and practice. [ABSTRACT FROM AUTHOR]

Abstract: Three studies tested the integrated threat theory by examining the causal role that threats play in attitudes toward immigrants. In Study I, students were presented with information about an immigrant group indicating that it posed realistic threats, symbolic threats, both types of threat or no threats to the ingroup. Attitudes toward the immigrant group were most negative when it posed both realistic and symbolic threats to the ingroup. In Study II, information was presented indicating that an immigrant group possessed negative traits, positive traits, or a combination of positive and negative traits. The results indicated that the negative stereotypes led to significantly more negative attitudes toward the immigrant group than the other types of stereotypes. In the third study, group descriptions leading to high levels of intergroup anxiety led to negative attitudes toward foreign exchange students. Empathizing with the foreign exchange students reduced these negative attitudes. The implications of the results of these studies for theory and practice are discussed. [Copyright &y& Elsevier]

Prior research indicates that information-based intergroup relations programs are only moderately successful (McGregor, 1993; Stephan & Stephan, 1984). In order to explore a means of increasing the effectiveness of techniques used to change attitudes toward outgroups, the current study examined the effects of giving Anglo American students information about everyday incidents of discrimination against African Americans either with or without empathy-inducing instructions. The results indicate that reading about discrimination against African Americans or inducing empathy reduces in-group--out-group bias in attitudes toward African Americans vs. Anglo Americans. The implications of these findings for models of the effects of empathy on intergroup relations are discussed. [ABSTRACT FROM AUTHOR]

Examines the antecedents of women's attitudes toward men using the integrated threat model in the United States. Identification of the types of threats hypothesized to produce negative attitudes toward men; Hypothesis of the negative contact to increase the perception of threats; Predictors of negative attitudes toward men.

In the present study, 4 variables (realistic threats, symbolic threats, intergroup anxiety, and negative stereotypes) were used to predict prejudice toward immigrants from Cuba, Mexico, and Asia in samples of students from states in the United States that are affected by immigration from these areas (Florida, New Mexico, and Hawaii, respectively). All 4 variables were significant (or marginally significant) predictors of attitudes toward these immigrant groups. Evidence is presented that the predictor variables are conceptually and empirically distinct. However, these variables do appear to be tied together by an underlying theme: They all concern threats to the in-group or its members. Some of the implications of the results for intergroup relations are discussed. [ABSTRACT FROM AUTHOR]

This article analyzes the role that empathy can play, in improving intergroup relations. Three types of empathy are defined: cognitive empathy and two types of emotional empathy, reactive and parallel. Research indicating that empathy causes prosocial behavior is reviewed, along with studies indicating that training can be used to increase levels of empathic skills. Intergroup relations programs that employ empathy are also reviewed. Studies of the effects of empathizing with outgroup members on prejudice are discussed, and several processes by which empathy may mediate changes in prejudice a re presented (e.g., reducing perceived dissimilarity and anxiety concerning the outgroup) and cognitive dissonance. The ways in which empathy can be introduced into intergroup relations programs are discussed, along with a series of recommendations for its implementation. [ABSTRACT FROM AUTHOR]

The stereotypes of Americans and Russians held by American and Russian students were compared by using three measurement techniques: checklist, percentage, and diagnostic ratio. Two additional techniques were used with American samples: prototype and pathfinder. The high level of agreement that was obtained for the checklist, percentage, diagnostic ratio, and prototype techniques suggests that the same type of cognitive processing was elicited by all of these techniques. The pathfinder technique showed that American students' stereotypes of Russians have a more complex structure than their stereotypes of Americans. Russians and Americans generally agreed on the stereotypes of Americans, but differed on the stereotypes of Russians. The stereotypes of both nationalities were predominantly favorable. [ABSTRACT FROM AUTHOR]