Colette van Laar

KU Leuven, Social and Cultural Psychology, Faculty Member

Followers

279

Following

Co-authors

Public Views

Colette van Laar is Professor at the Center for Social
Address: Leuven, Belgium

less

Noel B. Salazar

KU Leuven

Selçuk İşsever

Ankara University

Judith L Green

University of California, Santa Barbara

Steven Pinker

Harvard University

Don Ross

University College Cork

Andrea Peto

Central European University

Nour Kteily

Northwestern University

Cristiana Facchini

Università di Bologna

nilika mehrotra

Jawaharlal Nehru University

Christopher M. Layne

Nova Southeastern University

InterestsView All (16)

Uploads

Papers by Colette van Laar

SIT's social-structural assumptions in the context of women and leadership

Given negative social identity, different perceptions of the structure of an intergroup relation ... more Given negative social identity, different perceptions of the structure of an intergroup relation (i.e., stability, legitimacy, permeability) should be related to different identity-management strategies (i.e., social competition, social creativity, or individual mobility) depending on group identification. This is among the basic tenets of social identity theory (SIT). There is surprisingly little empirical support for these postulates in the context of one of the most central group identities: gender. Using a sample of women in leadership positions in Spain (N = 649), we tested relations between structural perceptions and identity-management strategies in a pilot study. Structural equation modeling yielded empirical support regarding social competition, but little for social creativity or individual mobility. Identity-management strategies were related to one organizational outcome (i.e., identification with the organization). The preregistered main study is intended to replicate a...

UCOM - Pay Equality Model

sj-docx-1-jcc-10.1177_0022022121997997 – Supplemental material for Psychometric Properties and Correlates of Precarious Manhood Beliefs in 62 Nations

Supplemental material, sj-docx-1-jcc-10.1177_0022022121997997 for Psychometric Properties and Cor... more Supplemental material, sj-docx-1-jcc-10.1177_0022022121997997 for Psychometric Properties and Correlates of Precarious Manhood Beliefs in 62 Nations by Jennifer K. Bosson, Paweł Jurek, Joseph A. Vandello, Natasza Kosakowska-Berezecka, Michał Olech, Tomasz Besta, Michael Bender, Vera Hoorens, Maja Becker, A. Timur Sevincer, Deborah L. Best, Saba Safdar, Anna Włodarczyk, Magdalena Zawisza, Magdalena Żadkowska, Sami Abuhamdeh, Collins Badu Agyemang, Gülçin Akbaş, Nihan Albayrak-Aydemir, Soline Ammirati, Joel Anderson, Gulnaz Anjum, Amarina Ariyanto, John Jamir Benzon R. Aruta, Mujeeba Ashraf, Aistė Bakaitytė, Chiara Bertolli, Dashamir Bërxulli, Chongzeng Bi, Katharina Block, Mandy Boehnke, Renata Bongiorno, Janine Bosak, Annalisa Casini, Qingwei Chen, Peilian Chi, Vera Cubela Adoric, Serena Daalmans, Justine Dandy, Soledad de Lemus, Sandesh Dhakal, Nikolay Dvorianchikov, Sonoko Egami, Edgardo Etchezahar, Carla Sofia Esteves, Neto Felix, Laura Froehlich, Efrain Garcia-Sanchez, Alin Gavr...

UCOM - Data Preparation - STEP 2 (FINAL)

The consequences of stigma

Racial and right-wing extremist violence in 2009 Willem Wagenaar and Jaap van Donselaar 2.1 Defin... more Racial and right-wing extremist violence in 2009 Willem Wagenaar and Jaap van Donselaar 2.1 Definition and scope 2.2 Data collection 2.3 Nature and scale of incidents in 2009 2.3.1 Targeted graffiti 2.3.2 Threats 2.3.3 Confrontations 2.3.4 Vandalism 2.3.5 Arson 2.3.6 Assault 2.4 Trends 2.4.1 Sharp decline in incidence of violence 2.4.2 Perpetrators 2.4.3 Victims and targets 2.4.4 Possession of weapons 2.5 Conclusion 3 Right-wing extremist groups Willem Wagenaar 3.1 Overview, 2009-2010 3.1.1 Elections 3.1.2 Developments on the internet 3.1.

Download

Effecten van zelfbevestiging vs. groepsbevestiging op motivatie van leden van gestigmatiseerde groepen

Adaptief gebruik van sociale creativiteit als cognitieve zelfbescherming tegen een lage groepsstatus

Author Correction: A large-scale test of the link between intergroup contact and support for social change

Nature Human Behaviour, 2020

Download

Understanding the impact of stigma on academic achievement

Stigma and Self-Regulation

PsycEXTRA Dataset

Racism Scale

PsycTESTS Dataset, 1999

Social hierarchy and asymmetrical group behavior: A social dominance perspective

PsycEXTRA Dataset

Contact with Ethnically Diverse Friends, Dates, and Roommates in College

PsycEXTRA Dataset

Ingroup Support and the Upward Mobility of Stigmatized Group Members

PsycEXTRA Dataset

Disadvantaged Ingroups as a Resource for Ingroup Members

PsycEXTRA Dataset

Dealing with Negative Math Stereotypes: The Role of Regulatory Foci

PsycEXTRA Dataset

Collective Action and Self-Regulation: When do Expectancies of Success Matter?

PsycEXTRA Dataset

Sexism, Gender Identification and the Queen Bee Syndrome

PsycEXTRA Dataset

Responding to Stigma by Confirming or Contesting Intergroup Status Differences

PsycEXTRA Dataset

Catching identities in flight

Narrative Inquiry, 2020

We present a case study of a small talk sequence in a Belgian workplace between two female collea... more We present a case study of a small talk sequence in a Belgian workplace between two female colleagues with a migration background, in which they share stories with each other on racial micro-aggressions they personally experienced. We draw on the social practice approach and focus on the narrators’ identity work in this interaction. We found that the narrators construct stories in which powerless and outgroup identities are projected upon them in the storyworld, but by means of which more empowered identities and an ingroup with the interlocutor are talked into being in the storytelling world. Interestingly, these findings can be linked to the rejection-identification dynamic. This social psychological model shows that individuals who experienced discrimination are able to buffer negative consequences to their psychological well-being by identifying with the group that is discriminated against. This article adds to this earlier research by showing the crucial role of language, in pa...

SIT's social-structural assumptions in the context of women and leadership

UCOM - Pay Equality Model

sj-docx-1-jcc-10.1177_0022022121997997 – Supplemental material for Psychometric Properties and Correlates of Precarious Manhood Beliefs in 62 Nations

UCOM - Data Preparation - STEP 2 (FINAL)

The consequences of stigma

Download

Effecten van zelfbevestiging vs. groepsbevestiging op motivatie van leden van gestigmatiseerde groepen

Adaptief gebruik van sociale creativiteit als cognitieve zelfbescherming tegen een lage groepsstatus

Author Correction: A large-scale test of the link between intergroup contact and support for social change

Nature Human Behaviour, 2020

Download

Understanding the impact of stigma on academic achievement

Stigma and Self-Regulation

PsycEXTRA Dataset

Racism Scale

PsycTESTS Dataset, 1999

Social hierarchy and asymmetrical group behavior: A social dominance perspective

PsycEXTRA Dataset

Contact with Ethnically Diverse Friends, Dates, and Roommates in College

PsycEXTRA Dataset

Ingroup Support and the Upward Mobility of Stigmatized Group Members

PsycEXTRA Dataset

Disadvantaged Ingroups as a Resource for Ingroup Members

PsycEXTRA Dataset

Dealing with Negative Math Stereotypes: The Role of Regulatory Foci

PsycEXTRA Dataset

Collective Action and Self-Regulation: When do Expectancies of Success Matter?

PsycEXTRA Dataset

Sexism, Gender Identification and the Queen Bee Syndrome

PsycEXTRA Dataset

Responding to Stigma by Confirming or Contesting Intergroup Status Differences

PsycEXTRA Dataset

Catching identities in flight

Narrative Inquiry, 2020

Gender stereotypes: What are they and why do they matter for social justice?

Solidarity and Social Justice in Contemporary Societies: An Interdisciplinary Approach to Understanding Social Inequalities, 2021

Gender stereotypes tell us that women are seen to have more warmth while men are seen to have mor... more Gender stereotypes tell us that women are seen to have more warmth while men are seen to have more competence. This chapter outlines where these stereotypes come from how they are socially reinforced. We explain why these stereotypes matter for social equality: Ideas of what men and women are like often translate into ideas of what men and women should or should not be like, socialising people into gendered roles, rewarding those who fit in, and punishing those who deviate. Hence, gender stereotypes have consequences for the ways men and women are treated and they restrict people’s choices. We discuss how stereotypes translate into labour market inequalities and in care roles: women may face devaluation and discrimination in paid work, and they need to live up to overly high expectations in care tasks. Conversely, men may face lower opportunities to engage in care tasks and they are expected to prioritize work and be the primary breadwinner. Lastly, we discuss how gender equality can be promoted through training and supporting people to cope with stereotypes, and even more crucially, through societal and organizational changes that reduce (the impact of) gender stereotypes.

A reversed gender bias? The construction of professional identity vis-à-vis the intersection of gender and ethnicity.

Routledge, 2021

nstitutional contexts show a high potential for identity struggles, since many dimensions of iden... more nstitutional contexts show a high potential for identity struggles, since many dimensions of identity are made relevant in workplace interactions, varying from context to context (Holmes et al., 2011, p. 163). This is argued to be especially the case for women with a migration background, since contemporary workplaces are often associated with 1) a negative gender and ethnic bias towards women and ethnic minorities (Baxter, 2010; Holmes et al., 2011), as well as 2) gender and ethnic majority workplace norms (Mullany, 2007; Holmes, 2018). Additionally, women with a migration background might not only struggle to construct their professional identity due to stereotypes and prejudices that are associated with gender and ethnic identity, but also due to the stereotypes that are associated exclusively with the intersection of both minority identities, i.e. compound stereotypes. As this intersectional identity has up till now only received limited attention in sociolinguistic studies, we investigate how women with a migration background construct their compound group, and how stereotypes associated with that group influence the negotiation of professional identity. In particular, we focus on the identity negotiations of 13 professional women with a Turkish or Moroccan migration background in Belgium. Using a discourse analytical approach focusing on Membership Categorization Analysis, we scrutinize a corpus of 13 hours of semi-structured interviews, which allows us to tease out (1) how compound categories and compound stereotypes are constructed in the interactions and (2) how this is related to the construction of the women’s professional identities. Regarding the first, we demonstrated that the construction of compound categories is a complex process in which not only the “big”, omnipresent category memberships are negotiated, but also more locally negotiated ones occur. These typically provide nuance to these intersectional compound categories. In spite of this variation, we also found that the interactional negotiations of these compound categories always made a similar point in our dataset, as such answering the second research question. In particular, the intersection of both gender and ethnic identities is constructed as advantageous for the professional identities of women with a migration background in comparison to those of their male counterparts. They thus construct a reversed gender bias in relation to ethnic identities in institutional contexts.

Ingroup and outgroup contact: A longitudinal study of the effects of crossethnic friendships, dates, roommate relationships and participation in segregated organizations

In this chapter, we summarize the results of our longitudinal work on contact at a large multieth... more In this chapter, we summarize the results of our longitudinal work on contact at a large multiethnic university in the United States. Specifically, we examine how being friends with, having romantic relationships with, and being roommates with members of different ethnic groups on a large university campus affect intergroup attitudes and behaviors. As students are living, socializing, and taking classes with individuals with different ethnicity, the college experience provides, in principle, many opportunities for cross-group relationships to develop. Also, contact with ethnically diverse friends, romantic partners, and roommates meets many of the conditions thought to facilitate prejudice reduction: equal status, cooperative interaction, common goals, acquaintance potential, and support of relevant authorities for interethnic contact. As such, the ethnically diverse campus environment provides an ideal setting for testing the contact hypothesis. At the same time, however, there were ethnic tensions on the campus we studied. In such an environment, positive contact processes could be especially meaningful in improving intergroup relations.

Jaarboek sociale psychologie 2005

Jaarboek sociale psychologie 2006

Cultural diversity and multicultural politics: Is ethnic balkanization psychologically inevitable?

Cultural divides: Understanding and overcoming group conflict, Jan 1, 1999

Download

Understanding the impact of stigma on academic achievement

Multicultural education: Issues, policies, and practices, Jan 1, 2001

Download

Declining optimism in ethnic minority students: The role of attributions and self-esteem

Student motivation: The culture and context of learning, Jan 1, 2001

The academic under-achievement of African Americans is one of the most striking examples of inequ... more The academic under-achievement of African Americans is one of the most striking examples of inequality in the United States. The severity of the problem is illustrated by the illiteracy rate which runs as high as 40% among minority youth, compared with 13% among all 17-year-olds in the United States (see National Commission on Excellence in Education, 1983). Most alarming is that the differences in achievement between African American students and White students increase with age. For example, while the math performance of African American students is 14% below the national average at age 9, by age 17, this gap has grown to 20% (data derived from Holmes, 1982).1 Similar differences between African American and White students are observed in higher education. For example, African American students graduate from college with a grade point average that is two-thirds of a letter grade below that of White students (Nettles, 1988). More disturbing evidence comes from findings that the majority of African American students who start college never obtain a bachelor degree (Billson & Terry, 1982; Bynum & Thompson, 1983; Fleming, 1984; McCauley, 1988; Suen, 1983). The national dropout rate for African Americans in college is 70%, compared to only 42% for all college students (Nettles, 1988).

Declining optimism in ethnic minority students: The role of attributions and self-esteem.

Download

Disidentification from the academic domain among members of stigmatized groups

Teaching, learning, and student motivation in a multicultural context, Jan 1, 2003

Adaptief gebruik van sociale creativiteit als cognitieve zelfbescherming tegen een lage groepsstatus

Jaarboek sociale psychologie 2002, Jan 1, 2003

Is it really racism: The origins of white Americans’ opposition to race-targeted policies

Political psychology: Key readings, Jan 1, 2004

Race relations in the United States have had a long history, but one that is marked by significan... more Race relations in the United States have had a long history, but one that is marked by significant discontinuities over time. The period of slavery was followed by the brief but radically different window of Reconstruction. The Jim Crow system that developed over the following century legalized racial segregation and discrimination, especially but not exclusively in the South. The civil rights revolution effectively ended that twocaste system of race relations, replacing it with a universal system of formal legal equality. Nevertheless, considerable racial inequality remains in many areas of the society, such as in income, wealth, educational attainment, health, crime, and so forth.

Download

Sociale creativiteit en motivatie onder leden van gedevalueerde groepen

Jaarboek sociale psychologie 2003, Jan 1, 2004