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A Social Identity Model for Education

Abrams, Dominic and Masser, Barbara and Houston, Diane and McKimmie, Blake (2018) A Social Identity Model for Education. In: Argote, Linda and Levine, John M., eds. The Oxford Handbook of Group and Organizational Learning. Oxford University Press. ISBN 978-0-19-026336-2. (doi:10.1093/oxfordhb/9780190263362.013.1) (KAR id:69678)

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Abstract

Much of the research on individual attainment in educational settings has focused on

individual differences. This chapter sets out the role of groups and group processes. After

reviewing evidence for the role of social comparison in the classroom, and theory and

research on ethnic group differences, we consider the impact of category memberships,

stereotypes, and threat on educational performance. We introduce social identity theory

and explain its relevance to educational outcomes. We then offer an integrative social

identity model for education (SIME) that incorporates three elements of education

research: social comparison, stereotypes, and identity. The model provides a more

comprehensive perspective on the role of intergroup and intragroup relations and

indicates how (and which) group memberships can present barriers to, or reveal new

horizons for, performance and achievement. We describe how these elements may work

together in practice and conclude by considering prospects and approaches for future

research.

Item Type: Book section
DOI/Identification number: 10.1093/oxfordhb/9780190263362.013.1
Uncontrolled keywords: learning, social identity, social comparison, attainment, stereotypes
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Divisions > Division of Human and Social Sciences > School of Psychology
Depositing User: Dominic Abrams
Date Deposited: 19 Oct 2018 09:32 UTC
Last Modified: 29 Sep 2021 11:03 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/69678 (The current URI for this page, for reference purposes)
Abrams, Dominic: https://orcid.org/0000-0002-2113-4572
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