Social Inclusion

1
Social Inclusion

• Rachel Graves
• Dawn Wallace
• Lauren Snyder
• Rachel Coleman

2
Overview

• We will be discussing
• Basic Motivations
• Socialization and Cultural Influences
• Social IsolationMullins Study
• Aschs Experiments
• Social Inclusion in Gangs and other
  organizations
• Hazing
• Effects of Social Exclusion

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Maslows Hierarchy of Needs

• Studied by Maslow in the healthy individual.
• Based on life levels that are achieved only once
  the
• previous level is fulfilled.
• Humans are wanting animals, reaching for
• satisfaction. These needs help us grow and self-
• actualize.

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Physiological needs - food, water, sleep, air,
sexSafety and Security needs - shelter,
transportation, routinesSocial needs for Love
and Belonging - intimacy, caring relationships,
groupsEsteem needs - self worth, need to feel
good about self
5
Cognitive/Aesthetic needs - satisfy curiosity,
search for meaning - search for beauty symmetry
and closureSelf Actualization - to reach our
potential, become what we can -maintain growth
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Social Needs

• According to Maslow, if you can not satisfy
  social needs then you can not move to the next
  level.
• Essentially, if you can not form valuable
  relationships this effects your self-esteem and
  cognitive needs.

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Social Acceptance and Approval

• This need accounts for a great deal of what
  people do and why they do it.
• Peer Pressure
• - How to dress, swear, tell dirty stories,
  smoke, drink, drug use, premarital sex, steal,
  vandalize.

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Social Influences affect all human motives

One of the most important influences on human
behavior is the culture one grows up in. All
motivations are affected by it including
hunger, sex, aggression, and group inclusion.
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Culture shapes our action in 2 general ways

• It determines what skills, thoughts, beliefs,
  and so on are available to us.
• It also affects our selections of the available
  thoughts, beliefs, and skills.

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Two important environmental influences

• Imitation
• People, especially children, can be greatly
  affected by what is done or what happens to
  someone else.
• Identification
• This is the process of internalizing someone
  elses wishes, desires, and values and making
  them ones own.

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Social Isolation

• Social isolation, especially the isolation of
  small groups
• of people, has been studied with reference to the
  manning
• of space crafts, isolated radar and missile
  stations, and
• remote scientific outposts.
• Mullin (1960) interviewed 85 members of small
  groups
• overwintering in Antarctic scientific stations at
  the end of
• winter. Some of his findings were
• Danger, hardship and cold were not important
  stresses on the individual.
• One main problem is adjusting to the group.
• Overt hostility between people is rare because no
  one can afford to alienate the group.
• Headaches were extraordinarily common, possibly
  due to the suppressed anger.

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Social ConformityAschs Experiment

• Asch asked students to participate in a vision
  test. In reality, all
• but one of the participants were confederates and
  the experiment
• was designed to examine how the participant would
  react to the
• confederates behavior. The confederates and
  participant were all
• seated in a classroom and asked to give their
  answers, one by one,
• in front of the other people.

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Aschs Experiment

• Instructions read to the subjects
• This is a task involving the discrimination of
  lines.
• Before you is a pair of cards. On the left
  is a card with
• one line the card at the right has three
  lines differing in
• length. One of the three lines at the right
  is equal to the
• standard line at the left you will decide
  in each case
• which is the equal line. You will state your
  judgment in
• terms of the number of the line. There will
  be 18 such
• comparisons in all. As the number of
  comparisons is
• few and the group small, I will call upon
  each of you in
• turn to announce your judgments, which I
  shall record
• here on a prepared form. Please be as
  accurate as
• possible.
• During some of the comparisons the
• confederates were instructed to all answer the
• same incorrect answer.

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Results

• Will the participants go with the
  unanimous, but
• wrong, majority? Or, Will the
  participants hold
• out and give the correct
  answer?
• There were 123 uninstructed participants, tested
  one at a time.
• Out of 18 rounds of judgments, the participants
  followed the wrong majority response 37 of the
  time.
• In a control group of participants without the
  confederate
• majority the participants chose the wrong
  response .7 of the time.

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5 Categories of Reaction to Aschs Experiment

• Yielding without awareness. Some participants
  went with the majority without realizing the
  majority was wrong. These participants perceived
  the stimuli as the majority judged them and
  yielded to their opinion without realizing they
  were doing so.
• Belief that own judgment was wrong. Some
  participants said that they believed that their
  own covert (but correct) judgments were in fact
  wrong. These participants expressed how they
  went with the majority so they wouldnt spoil
  the experiment with their wrong answers.
• Compliant. Some participants lacked the
  confidence to declare their own opinion in front
  of the majority.
• Resistant, but assailed by doubt. Some
  participants generally resisted the influence of
  the majority, but they were constantly full of
  doubt that their own answers were wrong and the
  majoritys were accurate.
• Confident resistance. Some participants resisted
  confidently. A portion of these participants
  rationalized the situation by supposing that the
  majority were subject to some illusion that they
  didnt experience. However, despite the
  confident nature of their resistance these
  participants showed signs of deep disturbance
  during the experiment.

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There appears to be 2 kinds of social influences
present in this experiment.

• Informational
• One persons opinion simply provides a
  suggestion to help resolve the uncertainty in
  another persons mind.

• Normative
• The opinions of other people generate
  pressure to conform, sometimes under threat of
  extrusion from the group.

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Affiliation Need

• The need to be friendly and sociable.
• Functions Motivates people to develop personal
  bonds of loyalty and trust. Evolutionary wise,
  the need for others was due to survival needs.
  Pleasure and playfulness was also closely related
  to the affiliation need in humans and other
  animals. Therfore this need functions to restore
  our physical and psychological needs.

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• Problems Loneliness and feelings of alienation
  are common with this need. You could be
  constantly surrounded by people and still feel
  alone, either due to no close contact or feelings
  of competitiveness to your peers. Ways to avoid
  loneliness include activities such as play, sex,
  and nurturance.
• Another problem includes people who are
  classified as over-affiliators. They constantly
  seek companionship makes most of their
  relationships one-sided and immature. The
  thought of even being alone for a short time
  makes them nervous. They also seek others as a
  way to distract themselves from responsibilities.

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Gangs

• http//www.youtube.com/watch?vFgPRu8OP62s
• Share a common purpose
• - same name
• - symbol/colors
• Engage in criminal activity
• - drug dealing
• - graffiti
• - violence
• Participate in delinquent and criminal activity
• - property crime
• - gun violence
• - drug trafficking

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Why do young people join gangs?

• Peer pressure
• Easily intimidated, may be bullied to join
• Family conditions
• Lack of protection/affirmation
• Poor family structure, unstable
• Lack of school achievement
• Truancy, poor grades, viewed negatively by
  educators
• Increases delinquency with gang involvement

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Community turmoil Repeated
experience/viewing poverty Drug use/abuse
with in family or friends Frequent exposure
to neighborhood gangsIf they feel unprotected
and are afraid, more likely to join a gang for a
promise of security and protection.
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Virgil 1998

• Multiply marginality
• - Combined disadvantages of low SES, street
  socialization, segregation
• - Looked at male/female gang members living in
  socially disorganized areas
• - Adolescents looked for identity and stability
  in gangs and adopted subculture customs
  associated with attachment to and identification
  with gangs.
• --Drugs, alcohol, conflict, and violence

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Why do people join certain groups?

• Cliques
• - All teenagers go through the common experience
  of leaving childhood to assume the
  responsibilities of adulthood.
• - Peer groups offer a lot of support and
  companionship since you are surrounded by people
  going through the same transitions.
• - Sometimes teenagers dont receive the support
  and approval from their parents that they deem
  necessary so they turn to their friends for
  support.
• - The motivation for belonging to a group also
  influences how quickly one will give into peer
  pressure.

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• Greek Life
• - comforting to seek companionship of those
  sharing a common experience as yourself.
• - can provide academic benefits, varied social
  interaction, personal involvement with others, a
  chance to develop personal and group leadership
  skills, or a balanced combination of all of
  these.
• - meet people with diverse views and backgrounds
  from many walks of life.
• - over 800 campuses in the U.S. and Canada
  participate in Greek life.
• - there are over 9 million Greek members
  nationally

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• KKK
• - in 1997 the number of hate groups
  significantly rose in the U.S., a documented 474
  hate groups
• - Of those 474, 127 were Klan organizations and
  their chapters.
• - One explanation of the rise of these groups
  was the pending new millennium. There are a
  growing number of apocalyptic thinkerscreating
  their own apocalypse. (Jack Levin)
• - History The KKK first started in the South
  after the Civil War to protest against the new
  government. This was in 1865. The Klan was
  afraid that people of the South would lose their
  democratic rights. They frightened African
  Americans (who they thought to be inferior to
  them) by burning crosses in their yards and
  threatening them.

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• - The second time the KKK was founded in 1915 it
  was surrounded by the aura of White Supremacy.
  Only white protestant males were allowed to join
  in the hatred of not only black people but also
  Jews and Catholics.
• - The Klan still burns down African American
  churches.
• - there are currently 7,000 members in the Klan.
• http//www.wintv.com/hom/headlines/5676166.html

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Hazing

• Hazing is a processed based on tradition that is
  used by groups to maintain a hierarchy within the
  group. Regardless of consent, the rituals require
  individuals to engage in activities that are
  physically and psychologically stressful. These
  activities can be humiliating, demeaning,
  intimidating, and exhausting, all of which
  results in physical and/or emotional discomfort.
  Hazing is about group dynamics and proving one's
  worthiness to become a member of the specific
  group.

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• Hazardous hazing- occurs when the traditions or
  initiation rites skid out of control and cause
  significant and lasting physical and/or
  psychological damage.
• Where?
• Hazing may occur in locker rooms, on sports
  fields, on a school bus, or in any area that is
  large enough to accommodate the group. Frequently
  the location is part of the tradition, and it
  re-occurs at the same place.

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• When?
• Hazing occurs throughout the year. Each season
  begins another sport, and with it the traditional
  rites of passage which may include hazing. Often
  the beginning of the school year, late August and
  early September, mark hazings that occur against
  freshmen in high school and college. Hazing in
  the military and on the job occurs at any time
  throughout the year, with special occurring at
  times that are traditional to the specific group.

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The Perfect Storm Theory

• 1. Human Nature - the member feels part of a
  larger whole and the group accepts and
  incorporates the individual member.
• 2. Developmental Needs- One of the primary
  purposes of adolescence is to separate from the
  family of origin, to seek an identity, and to
  participate in group activities, which provide
  social bonds.
• 3. Traditions- The tradition, or initiation rite,
  is a series of actions, which have been passed
  down from one generation to the next. Those
  members of the group who have already been
  initiated implicitly agree to continue the
  tradition.
• 4. Environmental Circumstances- There must be two
  kinds of conditions that are available in order
  for hazing to succeed 1.the adolescents need to
  secure a location where the group can gather, and
  there must be the belief that there will not be
  adult supervision or intervention.2. existence
  and availability of "time" for the events to
  occur.

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• 5. Personalities and Emotional States- Each
  member of the group brings an array of feelings
  that may influence the outcome of a hazing. Not
  only is the personality and emotional state of
  the authority figure relevant, the personality
  and emotional states of the perpetrators,
  bystanders and victims are also quite important.
• 6. The Dynamics of the Group- the newbies, the
  bystanders, the seniors and the entire group as a
  whole.
• 7. Personality and Style of Adult Leader- The
  adult leader has his own individual personality
  and psychological state, and his own style of
  leading. In addition, he often plays a role of
  "father figure" (or mother figure.) These three
  levels of influence are relevant to the character
  and well being of the group of adolescents.

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• 8. The Sado-masochistic Paradigm- Sadistic and
  masochistic activities occur in groups other than
  athetic teams. With more frequency, hazardous
  hazings involving sexual and aggressive
  components, such as sodomy, are frequently
  reported, and are occurring in all kinds of
  groups. The meaning of the aggressive and sexual
  hazings seem to lie in making the victim feel
  completely helpless, overtaken by the power of
  the group, and humiliated to the ultimate extent.
  Those who condone such behaviors feel that it is
  necessary to prove that one can withstand the
  psychological and physical stress
• 9. Attitudes towards authority
• 10. Unconcious psychological forces- There are
  two psychological processes that account for
  imitation. One, known as "identification with the
  aggressor" is a defense mechanism. Another
  psychological process which is central to the
  theory of the perfect storm is known as
  repetition compulsion.

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Social Exclusion

• Relates to the alienation or disenfranchisement
  of certain people within a society.
• Often connected to a persons social class,
  educational status, living standards, and how
  these might affect their access to various
  opportunities.
• Also applies somewhat to the disabled, racial
  minorities, women, and the elderly.

• Anyone who deviates in any perceived way from the
  norm of a population may fall victim to any form
  of social exclusion.
• 80-90 of 16 year old girls of Pakistani,
  Bangladeshi, and Caribbean descent living in
  Britain want to work full time but are still
  being excluded from the workforce possible due to
  gender and race.
• Native Americans, ranked at the bottom of most
  U.S. socioeconomic indicators, with the lowest
  levels of life expectancy, per capita income,
  employment, and education.

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• Another definition of social exclusion is the
  struggle for recognition. In the political
  world this is defined by full citizenship, where
  with capitalism the struggle for recognition
  means being paid enough to participate fully in
  the life of the community.

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Social Exclusion Decreases Pro-social Behavior

• Pro-social behavior can be described as actions
  performed to benefit others rather than to
  benefit oneself. It often involves risk or cost
  to ones self such as when one gives resources to
  others or risks their life in a battle. However,
  this risk is not irrational because it is
  belonging to the group provides great benefits.
• Being a part of a society improves the biological
  outcomes (survival and reproduction) of
  individuals, so people do whatever they can to
  belong to it.

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Twenge et al.

• This study involved 7 experiments where they
  manipulated
• social exclusion by telling people they would end
  up alone
• later in life or that other participants had
  rejected them.
• Social exclusion caused a substantial reduction
  in pro-social
• behavior. Socially excluded people donated less
  money to
• a student fund, were unwilling to volunteer for
  future lab
• experiments, were less helpful after a mishap,
  and cooperated
• less in a mixed-motive game with another student.

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• The results suggest that rejection temporarily
• interferes with emotional responses, thereby
• impairing the capacity for empathetic
  understanding
• of others, and as a result, any inclination to
  help or
• cooperate with them is undermined.

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Social Exclusion Impairs Self-Regulations

• Human beings rely on group for their health,
  well-being,
• comfort, and other positive outcomes. Obtaining
  acceptance
• into a group is sometimes challenging and
  involves years of
• learning how to behave in socially acceptable
  ways. To
• succeed, people must have effective ways of
  changing their
• behavior to conform to societal standards. This
  is often
• referred to as self-regulation. If
  self-regulation exists as
• a way to secure acceptance by others, then social
  rejection
• must affect it in some way.

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• Multiple studies have shown that being accepted
  vs.
• rejected by social groups has a wide range of
  effects
• on people. Health, happiness, and well-being,
  are
• strongly tied to social acceptance or rejection.
  
• People deprived of such relationships suffer more
  
• negative physical and psychological
• consequences than those who have
• strong social networks.

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Baumeister et al.

• Six experiments showed that social rejection
  leads to impairment of
• self-regulation. In Experiment 1, participants
  who were led to
• anticipate a lonely future life were less able to
  make themselves
• consume a healthy but bad tasting beverage. In
  Experiment 2,
• some participants were told that no one else in
  their group wanted
• to work with them, and these participants later
  ate more cookies
• than other participants. In Experiment 3,
  excluded participants quit
• sooner on a frustrating task. In Experiment 4-6,
  exclusion led to
• impairment of attention regulation as measured
  with a dichotic
• listening task. Experiments 5 and 6 further
  showed that decrements
• in self-regulations can be eliminated by offering
  cash or increasing
• self-awareness. Thus, rejected people are
  capable of self-regulation
• but are often disinclined to make the effort.