cancel
Showing results for 
Search instead for 
Did you mean: 

Shifting ingroups from TV2 Denmark

Expert
Expert
0 0 733

Ingroups can be pretty powerful. We tend to like people in our ingroups more than people in our outgroups (ingroup bias), and we tend to see people in our outgroups as being more like each other than people in our ingroups (outgroup homogeneity bias), for example.

There is much rhetoric about Democrats vs. Republicans, immigrants/refugees vs. native born, the wealthy vs. the middle class vs. the working poor, people with homes vs. people who are homeless. Depending on where you live, the groups may be different than these, but the groups are there.

The next time you cover ingroups/outgroups, ask your students what groups are most salient to them – on your campus or in your town/city. If you’re in a small college town, it may be the townies vs. those at the college. Write down the names of the groups where students can see them.

If time allows, ask your students to work in pairs or small groups to generate examples of how ingroup bias or outgroup homogeneity bias has affected or could affect how each group sees themselves and sees the other.

Next, show this 3-minute TV2 Denmark ad that aired in 2017.

Video Link : 2526

Ask students to share their reactions to the video. If they could get their-previously-identified groups together, what questions would they ask? Who likes pizza? Who likes dogs? Who likes cats? Who likes to drive?  

Close this activity by pointing out ingroups/outgroups shift depending on context. When one context—politics, for example—is continually salient, it’s easy to forget that we have plenty in common with members of our—say, politicaloutgroup. What strategies might your students use to help them remember that they may have a lot in common with an outgroup member, and to remember that, in a different context, that person is probably a member of their ingroup?

Tags (2)
About the Author
Sue Frantz has taught psychology in community colleges since 1992, and has been at Highline College in the Seattle area since 2001. She has served on several APA boards and committees, and was proud to serve the members of the Society for the Teaching of Psychology as their 2018 president. In 2013, she was the inaugural recipient of the APA award for Excellence in the Scholarship of Teaching and Learning at a Two-Year College or Campus. She received in 2016 the highest award for the teaching of psychology--the Charles L. Brewer Distinguished Teaching of Psychology Award . She presents nationally and internationally on the topics of educational technology and the pedagogy of psychology. She is co-author with Doug Bernstein and Steve Chew of Teaching Psychology: A Step-by-Step Guide, 3rd ed.