Gotowe bibliografie tematyczne / Social identity theory

Gotowa bibliografia na temat „Social identity theory”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 11 marca 2023

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Artykuły w czasopismach na temat "Social identity theory"

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Stets, Jan E., i Peter J. Burke. "Identity Theory and Social Identity Theory". Social Psychology Quarterly 63, nr 3 (wrzesień 2000): 224. http://dx.doi.org/10.2307/2695870.

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Brewer, Kathryn Balstad. "Social identity theory". Proceedings of the International Association for Business and Society 7 (1996): 1071–82. http://dx.doi.org/10.5840/iabsproc19967101.

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Davis, Jenny L., Tony P. Love i Phoenicia Fares. "Collective Social Identity: Synthesizing Identity Theory and Social Identity Theory Using Digital Data". Social Psychology Quarterly 82, nr 3 (26.06.2019): 254–73. http://dx.doi.org/10.1177/0190272519851025.

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Identity theory (IT) and social identity theory (SIT) are eminent research programs from sociology and psychology, respectively. We test collective identity as a point of convergence between the two programs. Collective identity is a subtheory of SIT that pertains to activist identification. Collective identity maps closely onto identity theory’s group/social identity, which refers to identification with socially situated identity categories. We propose conceptualizing collective identity as a type of group/social identity, integrating activist collectives into the identity theory model. We test this conceptualization by applying identity theory hypotheses to the “vegan” identity, which is both a social category and part of an active social movement. Data come from comments on two viral YouTube videos about veganism. One video negates prevailing meanings of the vegan identity. A response video brings shared vegan identity meanings back into focus. Identity theory predicts that nonverifying identity feedback elicits negative emotion and active behavioral response, while identity verification elicits positive emotion and an attenuated behavioral response. We test these tenets using sentiment analysis and word counts for comments across the two videos. Results show support for identity theory hypotheses as applied to a collective social identity. We supplement results with qualitative analysis of video comments. The findings position collective identity as a bridge between IT and SIT, demonstrate innovative digital methods, and provide theoretical scaffolding for mobilization research in light of emergent technologies and diverse modes of activist participation.
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Korostelina, Karina. "Intergroup Identity Insults: A Social Identity Theory Perspective". Identity 14, nr 3 (lipiec 2014): 214–29. http://dx.doi.org/10.1080/15283488.2014.921170.

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Willetts, Georgina, i David Clarke. "Constructing nurses’ professional identity through social identity theory". International Journal of Nursing Practice 20, nr 2 (14.06.2013): 164–69. http://dx.doi.org/10.1111/ijn.12108.

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Carter, Michael J. "Advancing Identity Theory". Social Psychology Quarterly 76, nr 3 (7.08.2013): 203–23. http://dx.doi.org/10.1177/0190272513493095.

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Huddy, Leonie. "From Social to Political Identity: A Critical Examination of Social Identity Theory". Political Psychology 22, nr 1 (marzec 2001): 127–56. http://dx.doi.org/10.1111/0162-895x.00230.

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Ashforth, Blake E., i Fred Mael. "Social Identity Theory and the Organization". Academy of Management Review 14, nr 1 (styczeń 1989): 20. http://dx.doi.org/10.2307/258189.

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Ashforth, Blake E., i Fred Mael. "Social Identity Theory and the Organization". Academy of Management Review 14, nr 1 (styczeń 1989): 20–39. http://dx.doi.org/10.5465/amr.1989.4278999.

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Hogg, Michael A. "A Social Identity Theory of Leadership". Personality and Social Psychology Review 5, nr 3 (sierpień 2001): 184–200. http://dx.doi.org/10.1207/s15327957pspr0503_1.

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A social identity theory of leadership is described that views leadership as a group process generated by social categorization and prototype-based depersonalization processes associated with social identity. Group identification, as self-categorization, constructs an intragroup prototypicality gradient that invests the most prototypical member with the appearance of having influence; the appearance arises because members cognitively and behaviorally conform to the prototype. The appearance of influence becomes a reality through depersonalized social attraction processes that make followers agree and comply with the leader's ideas and suggestions. Consensual social attraction also imbues the leader with apparent status and creates a status-based structural differentiation within the group into leader(s) and followers, which has characteristics of unequal status intergroup relations. In addition, a fundamental attribution process constructs a charismatic leadership personality for the leader, which further empowers the leader and sharpens the leader-follower status differential. Empirical support for the theory is reviewed and a range of implications discussed, including intergroup dimensions, uncertainty reduction and extremism, power, and pitfalls of prototype-based leadership.
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Rozprawy doktorskie na temat "Social identity theory"

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Briesacher, Alex Barton. "Integrating Stereotype Threat into Identity Theory and Social Identity Theory". Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1415367303.

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Finchilescu, Gillian. "Social identity theory and intergroup attributions". Thesis, University of Oxford, 1991. http://ora.ox.ac.uk/objects/uuid:cc771223-b470-45c3-8584-3bcd4c3fd142.

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The central proposition of this thesis is that intergroup attributions and explanations, like any other intergroup behaviour, are affected by the perceived relations between the groups. Social Identity Theory (SIT) was adopted as the theoretical framework within which to investigate intergroup relations. According to this theory, intergroup behaviour is affected by the relative status the groups bear to each other, together with the perceived legitimacy and stability of this status hierarchy. The thesis proposes two amendments to the theory. It is argued that perceived legitimacy and perceived stability have different effects on intergroup behaviour and hence can not be subsumed under the general category of "insecure comparisons". It is also suggested that intragroup variability exists in these perceptions. A study was conducted which confirmed these propositions, and predictions emerging from SIT concerning the effect of these perceptions on intergroup behaviour and attitudes received considerable support. In examining the effect of the intergroup perception factors on bias in intergroup attributions, the thesis focuses on two types of groups: race and gender. Three types of attribution were considered in different studies: explanations of intergroup inequality, attributions of blame for rape or robbery and attributions for individual group members' actions and outcomes. The results indicate that the relative status of the groups, together with the perceptions of the legitimacy of this status hierarchy influence the first two - the explanations for inequality and the attributions of blame made to the victim and perpetrator of crimes. In general, it appears that the 'prise de conscience' of the illegitimacy of the intergroup situation is the motivating force in rejecting the domination of the high status group over the low status group, by members of both the high and low status groups. However, the third type of attributions, the intergroup explanations made for individual group members' actions and outcomes were not in general affected by these factors. It was suggested that either the intergroup aspect of these vignettes lacked the salience to elicit an intergroup response, or that the actors in the vignettes were treated as atypical of the groups.
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Mavridi, Konstantina. "Social enhancement strategies in women's career development : identity dynamics and social representations". Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/2162/.

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Davis, Samantha Leigh. "Finding common ground: a field experiment examining social dominance theory and social identity theory". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19229.pdf.

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Senholzi, Keith B. Searing Donald. "Conflict in Northern Ireland through the lens of social identity theory and social dominance theory /". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2012.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Feb. 17, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Political Science, Concentration TransAtlantic Studies." Discipline: Political Science; Department/School: Political Science. UNC-Chapel Hill copy lacks abstract.
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Brack, David Lee. "Social boundaries in Luke-Acts". Cincinnati, OH : Cincinnati Christian University, 2008. http://dx.doi.org/10.2986/tren.031-0179.

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Bernardo, Maria de Fátima Campos. "Place identity or the place of identity: contribution to a theory of social identity of place". Doctoral thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/14056.

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The relationship between the place where we live and our sense of who we are, has on one hand been neglected in social psychology, and on the other, within environmental psychology addressed mainly in the context of personal identity. The main objective of this thesis is to move the comprehension of place into the context of inter-group relationships, using the concepts of social identity and entitativity from social psychology. Specifically, this thesis aims to contribute to understanding the impact of place of residence from two points of view: from the residents’ point of view, place of residence as a basis for self-categorization and identification, leading to phenomena of in-group favouritism and out-group discrimination; and from the observers’ point of view, place of residence as an important source of information for forming impressions about its residentes; ABSTRACT: A importância do lugar onde residimos para a compreensão da nossa identidade tem sido, por um lado negligenciada no âmbito da psicologia social e por outro lado no âmbito da psicologia ambiental abordada essencialmente no contexto da identidade pessoal. O principal objectivo desta tese é trazer o estudo do lugar para o âmbito das relações intergrupais, recorrendo aos conceitos de identidade social e entitatividade desenvolvidos no âmbito da psicologia social. Em particular, esta tese tem por objectivo contribuir para a compreensão do impacto do lugar em que residimos de dois pontos de vista: do ponto de vista do residente, o lugar de residência como uma base para a auto-categorização e identificação, conduzindo a fenómenos de favoritismo pelo grupo próprio e discriminação em relação aos outros grupos; do ponto de vista do observador, o lugar de residência como uma fonte importante de informação para a formação de impressões sobre os seus residentes.
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McMillan, Nicola. "Constructing democracy with others : deliberative theory and social identity". Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/87183/.

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This thesis provides a contribution to knowledge by demonstrating that deliberative theories of democracy have failed to take sufficient account of social difference and by arguing for a more complex and relational understanding of social identity to be considered in democratic theory. I argue that deliberative theories of democracy should not consider deliberators only as socially embedded actors but should consider social groups and social identity as a ground for political participation. I show how some of the main deliberative theories to date have failed to commit to a sufficient understanding of social identity, before demonstrating how identity should be conceived for the purposes of deliberative models. I further argue that, in view of the importance of social identity in political participation, we should understand our civic and political spheres as porous, rather than as distinct. Identity is not something we can ignore in political life, and attempts to minimise its workings are more likely to result in problems, than promote greater political harmony. I will demonstrate throughout the course of this thesis that attempts to efface, minimise or overcome identity in deliberative theory leads to that theory being unable to recognise some of the important workings of social identity in democracy.
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Duffy, Amanda. "Bullying in Schools: A Social Identity Perspective". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365890.

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Numerous studies have shown that bullying is a significant problem in schools. However, until recently, little attention has been given to the social context in which bullying occurs. Although research exploring the peer group's role in bullying has now begun to emerge, studies in the area have lacked a theoretical basis. Consequently, the current research explored whether the application of social identity theory (SIT; Tajfel & Turner, 1979) and self-categorisation theory (SCT; Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) can help to explain the role the peer group plays in the problem of childhood bullying. The first study in this program of research focussed on the development of two questionnaires, one assessing bullying and the other problem behaviours. Items for these questionnaires were generated via focus groups and a review of relevant literature, before being piloted on 43 children (aged 9 to 13 years). Two full-scale administrations of the questionnaires then occurred. Three hundred and nineteen students (aged 9 to 13 years) and 19 teachers participated in the first administration, with a further 351 students (aged 8 to 14 years) and 17 teachers participating in the second. During each administration, peer-, self-, and teacher-reports were collected. This process resulted in the development of the four-factor Bullying Questionnaire (BQ) and the three-factor Problem Behaviour Questionnaire (PBQ). Results indicated these scales were both reliable and valid. The BQ and PBQ were subsequently used in the second study, which explored whether a social identity perspective could assist in explaining bullying within naturally formed friendship groups. Specifically, the relevance of the concepts of within-group similarity, group norms, group identification, and intra-group position (i.e., the relative prototypicality of group members) was explored. Results revealed that within-group similarities in bullying behaviour were apparent. Further, children involved in bullying were likely to engage in other problem behaviours, with intra-group homogeneity in such behaviours also being evident. Greater involvement in bullying was also reported when 1) group norms endorsed such behaviour and 2) children were prototypical, rather than peripheral, members of bullying groups. In contrast, group identification and the interaction of group identification and intra-group position did not contribute significantly to the prediction of bullying. The final study utilised an experimental simulation to further explore the relevance of SIT and SCT to bullying. Three hundred and fifty-six participants (aged 8 to 14 years) were randomly assigned to teams for a drawing competition. They were then provided with information regarding their team's norms (bullying versus helping), their level of identification with the team (high versus low), and their position within the team (prototypical versus peripheral). Subsequently, several situations involving the in- and out-group were described and the children were asked to rate the likelihood that they would become involved in bullying of the out-group. As in Study 2, initial analyses revealed that group norms and intra-group position were associated with bullying behaviour, but group identification was not. However, supplementary analyses did provide some indication that identification might also play a role in determining bullying behaviour. Overall, these results supported the application of SIT and SCT to the problem of childhood bullying. The findings of the current research have important implications for the way in which bullying is conceptualised, as well as for the development of anti-bullying programs.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Business School
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Richards, Benjamin. "National identity and social cohesion : theory and evidence for British social policy". Thesis, London School of Economics and Political Science (University of London), 2013. http://etheses.lse.ac.uk/910/.

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Arguments that a national identity could create a sense of social unity, solidarity and cohesion in a national group have a long tradition in social and political theory. J. S. Mill, for instance, argued that “the boundaries of governments should coincide in the main with those of nationalities” because a state with several nationalities is one in which members are “artificially tied together” (2001, 288). In Britain in the 2000s these arguments resurfaced in public and political discourse through a distancing from multiculturalism, which was increasingly seen as divisive, and a new emphasis on national unity and social cohesion through the promotion of British identity. There is, however, a lack of empirical research in Britain on what the relationship between national identity and social cohesion might actually be, and the strength of the relationship as compared with other issues that might also be important for social cohesion. This mixed-methods thesis attempts to address the research gap both through analysis of the Citizenship Survey covering England and Wales, and through semi-structured interviews with respondents of Black-African and Black-Caribbean ethnicity in an area of London. I argue first that the type of national identity in question is of crucial importance; a distinction between constitutional patriotism, civic national identity, and ethnic national identity is helpful, and evidence suggests the latter form may in fact be detrimental to some aspects of social cohesion. Second, I argue that social cohesion might be better broken up into two separate concepts – one referring to a commitment to certain of the state’s institutions (termed ‘institutional cohesion’), and the other to associational types of behaviour (termed ‘associational cohesion’) – since the correlates of each of the two concepts are rather different and their separation would resolve many of the confusions in academic and public discussions of social cohesion. Third, I find evidence to suggest that British identity may be of more relevance for the associational type of cohesion than the institutional type, but overall both British and English identity are of marginal relevance for social cohesion as compared to education, deprivation, and perceptions of discrimination. This suggests that attempts to use British identity as a tool to create unity and cohesion in the context of increasing diversity may not work or even be counterproductive; issues of inequality and discrimination may be much more important to address. Fourth, I reflect on the extent to which issues of unity and cohesion at the level of the nation-state are still relevant in the context of identity politics on the one hand, and processes of globalisation on the other. I argue that nation-states, for the time being, remain important sites of redistribution and reference points for perceptions of equality; to the extent that these issues are important for social cohesion, nation-states are therefore important too.
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Książki na temat "Social identity theory"

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1952-, Calhoun Craig J., red. Social theory and the politics of identity. Oxford, UK: Blackwell, 1994.

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1958-, Abrams Dominic, i Hogg Michael A. 1954-, red. Social identity theory: Constructive and critical advances. London: Harvester Wheatsheaf, 1990.

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1958-, Abrams Dominic, i Hogg Michael A. 1954-, red. Social identity theory: Constructive and critical advances. New York: Springer-Verlag, 1990.

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1958-, Abrams Dominic, i Hogg Michael A. 1954-, red. Social identity theory: Constructive and critical advances. New York: Harvester Wheatsheaf, 1990.

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Deconstructing Ireland: Identity, theory, culture. Edinburgh: Edinburgh University Press, 2001.

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McKeown, Shelley, Reeshma Haji i Neil Ferguson, red. Understanding Peace and Conflict Through Social Identity Theory. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29869-6.

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War and social theory: World, value, and identity. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2005.

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Dora, Capozza, i Brown Rupert 1950-, red. Social identity processes: Trends in theory and research. London: SAGE, 2000.

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1955-, Fevre Ralph, Thompson Andrew 1968- i University of Wales. Board of Celtic Studies., red. Nation, identity, and social theory: Perspectives from Wales. Cardiff: University of Wales Press, 1999.

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White, Harrison C. Identity and control: A structural theory of social action. Princeton, N.J: Princeton University Press, 1992.

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Części książek na temat "Social identity theory"

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Stets, Jan E., i Richard T. Serpe. "Identity Theory". W Handbook of Social Psychology, 31–60. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6772-0_2.

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Hogg, Michael A. "Social Identity Theory". W Peace Psychology Book Series, 3–17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29869-6_1.

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Islam, Gazi. "Social Identity Theory". W Encyclopedia of Critical Psychology, 1781–83. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_289.

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van den Scott, Lisa-Jo K. "Social Identity Theory". W Encyclopedia of Business and Professional Ethics, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-23514-1_30-1.

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Scheepers, Daan, i Naomi Ellemers. "Social Identity Theory". W Social Psychology in Action, 129–43. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13788-5_9.

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Hodson, Gordon, i Megan Earle. "Social Identity Theory (SIT)". W Encyclopedia of Personality and Individual Differences, 5061–67. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1185.

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Hodson, Gordon, i Megan Earle. "Social Identity Theory (SIT)". W Encyclopedia of Personality and Individual Differences, 1–7. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_1185-1.

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Moghaddam, Fathali M. "Identity: From social identity theory to optimal distinctiveness theory." W Multiculturalism and intergroup relations: Psychological implications for democracy in global context., 89–106. Washington: American Psychological Association, 2008. http://dx.doi.org/10.1037/11682-005.

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Eyerman, Ron. "Social Theory and Cultural Trauma". W Memory, Trauma, and Identity, 89–110. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13507-2_5.

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van Leeuwen, Theo. "A social semiotic theory of synaesthesia". W Multimodality and Identity, 139–63. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003186625-8-9.

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Streszczenia konferencji na temat "Social identity theory"

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"Social Network Identity: Facebook, Twitter and Identity Negotiation Theory". W iConference 2014 Proceedings: Breaking Down Walls. Culture - Context - Computing. iSchools, 2014. http://dx.doi.org/10.9776/14276.

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Chowdhury, Mohammad M. R., i Josef Noll. "Integrating social identity theory in access control". W 2009 IEEE 9th Malaysia International Conference on Communications (MICC). IEEE, 2009. http://dx.doi.org/10.1109/micc.2009.5431404.

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Gomez, Maria Isabel de, i Jikyeong Kang. "ENTREPRENEURSHIP: A DYNAMIC CO-CREATION OF ROLE IDENTITY AND SOCIAL IDENTITY". W Bridging Asia and the World: Globalization of Marketing & Management Theory and Practice. Global Alliance of Marketing & Management Associations, 2014. http://dx.doi.org/10.15444/gmc2014.04.09.03.

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Zhang, Shiqi, Jiachen Sun, Wenqing Lin, Xiaokui Xiao i Bo Tang. "Measuring Friendship Closeness: A Perspective of Social Identity Theory". W CIKM '22: The 31st ACM International Conference on Information and Knowledge Management. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3511808.3557076.

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Lee, Seungsin, Younghee Lee, Eunjung Lee i Jungkun Park. "THE ROLE OF SOCIAL IDENTITY, GROUP NORM, SOCIAL INFLUENCE ADOPTING SOCIAL MEDIA FOR SHOPPING". W Bridging Asia and the World: Globalization of Marketing & Management Theory and Practice. Global Alliance of Marketing & Management Associations, 2014. http://dx.doi.org/10.15444/gmc2014.09.02.01.

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Silva, Renato Ramos da, Maria de Jesus Dutra dos Reis i Roseli Ap Francelin Romero. "Personal identity module using psychoevolutionary emotion theory for social robots". W 2012 RO-MAN: The 21st IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2012. http://dx.doi.org/10.1109/roman.2012.6343809.

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Nielsen, Morten Meyerhoff. "Tackling identity management, service delivery, and social security challenges". W ICEGOV2019: 12th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3326365.3326366.

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Niu, Jie. "Based on Social Network Theory Security Identity Authentication Protocol Research on MANET". W 2015 International Conference on Intelligent Transportation, Big Data & Smart City (ICITBS). IEEE, 2015. http://dx.doi.org/10.1109/icitbs.2015.46.

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Grabowicz, Przemyslaw A., Luca Maria Aiello, Victor M. Eguiluz i Alejandro Jaimes. "Distinguishing topical and social groups based on common identity and bond theory". W the sixth ACM international conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2433396.2433475.

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Pengfei Cheng i Weixian Xue. "Corporate image, customer participation and service quality: From social identity theory perspective". W 2014 11th International Conference on Service Systems and Service Management (ICSSSM). IEEE, 2014. http://dx.doi.org/10.1109/icsssm.2014.6874039.

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Raporty organizacyjne na temat "Social identity theory"

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Jia, Ruixue, i Torsten Persson. Individual vs. Social Motives in Identity Choice: Theory and Evidence from China. Cambridge, MA: National Bureau of Economic Research, czerwiec 2019. http://dx.doi.org/10.3386/w26008.

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Shaw, Kristi Lee, i Geoff Bridgman. Creating Appreciation and Community Support for Mothers Caring for a Child with an Anxiety Disorder. Unitec ePress, luty 2023. http://dx.doi.org/10.34074/mono.097.

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This research examined a unique approach to anxiety disorder, one of the most prevalent and growing mental health concerns internationally. It uncovered the mostly invisible and challenging experiences of mothers caring for a child with an anxiety disorder and the value of their reciprocal relationships with their children for both their health and wellbeing. In addition, it explored social identity in making meaningful connection using a generative action-oriented social approach to address anxiety in the community. An appreciative inquiry, using social constructionist theory, and underpinned by elements of kaupapa Māori values, was utilised to explore the research questions. The data was collected via paired interviews, focus groups and small questionnaires with three to four mothers, after which thematic analysis was undertaken to identify important themes.There were four key themes discovered in the findings: (1) the mothers’ ongoing and challenging experiences of being silenced and isolated on the fringes, navigating the quagmire of social and institutional systems to help them help their children; (2) the mothers’ learning to cope by creating calm in the home, the child, and in themselves, often requiring them to ‘suspend’ their lives until their children become more independent; (3) the mothers employing a mother as advocate identity to face the challenges, and co-creating a mother as advocate group identity to continue to face those challenges to design a collective initiative;and (4) the value of freedom that the mothers experienced participating in the appreciative inquiry process with other mothers facing similar challenges and sharing their stories.This study demonstrates how appreciative inquiry is aligned with and supports the value of social identity theory and creating meaningful connections to help position and address anxiety disorder in the community. A key insight gained in this study is that our current social and institutional systems create disconnection in many facets of Western life, which contributes to the generation and perpetuation of stigmatisation, isolation and anxiety disorder. Within a Western capitalistic and individualistic culture, mental illness has become predominantly pathologised and medicated, positioning anxiety disorder within the child, and relegating the social dimension of the biopsychosocial approach as almost irrelevant. As mothers in this system spend valuable energy advocating for more support for their children, they put their own mental health at risk. There is no one solution; however, this study demonstrates that when mothers are supported through an appreciative inquiry process, strengthening their personal and social identities, there is the potential for health and wellbeing to increase for them, their children and the community.
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Seferis, Louisa, i Paul Harvey. Accountability in Crises: Connecting Evidence from Humanitarian and Social Protection Approaches to Social Assistance. Institute of Development Studies (IDS), marzec 2022. http://dx.doi.org/10.19088/basic.2022.013.

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Social assistance in crises, whether part of a social protection system or driven by humanitarian needs, provides crucial support to people affected by disaster and conflict. Accountability is a central component of delivering effective social assistance. The increasing emphasis on reinforcing social protection in fragile contexts and the Grand Bargain ‘participation revolution’ workstream suggest the need for a fresh look at accountability frameworks and how they play out in practice for the people they aim to serve. This paper seeks to connect evidence from humanitarian and development accountability approaches to better understand the linkages and disconnects, and to identify opportunities for future research and learning.
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Carter, Becky, i Luke Kelly. Social Inequalities and Famine and Severe Food Insecurity Risk. Institute of Development Studies (IDS), czerwiec 2021. http://dx.doi.org/10.19088/k4d.2021.097.

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This rapid review summarises the evidence on the ways in which social inequalities and discrimination affect the risk of famine or severe food insecurity. Looking at the risk at the national and sub-national level, gender and other horizontal inequities can affect a society’s risk of violent conflict and therefore food insecurity, while fragile livelihoods associated with ethnic marginalisation can impact regional food security. At the individual and household level, there is a lack of disaggregated data on people’s social characteristics and famines. There is a broader literature on the impact of systemic discrimination (based on gender, age, disability, sexuality, and ethnic identity) on individuals’ and households’ livelihoods and assets, thereby increasing their vulnerability to food insecurity. A key finding from the literature is the gender gap, with women more at risk of being food insecure than men. Also, some ethnic groups are highly vulnerable particularly in conflict-related famines; starvation is used as a warfare tactic in political and ethnic conflicts. There is evidence of how social inequalities heighten individuals’ risks during food crises and famines, including through exposure to protection threats, while limiting their access to essential services and humanitarian assistance. A broad range of measures seeks to address the multi-dimensional ways in which social inequalities affect vulnerability and resilience to food insecurity.
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Seferis, Louisa, i Paul Harvey. Accountability in Crises: Connecting Evidence From Humanitarian and Social Protection Approaches to Social Assistance. Institute of Development Studies (IDS), luty 2022. http://dx.doi.org/10.19088/basic.2022.026.

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Social assistance in crises, whether part of a social protection system or driven by humanitarian needs, provides crucial support to people affected by disaster and conflict. Accountability is a central component of delivering effective social assistance. The increasing emphasis on reinforcing social protection in fragile contexts and the Grand Bargain ‘participation revolution’ workstream suggest the need for a fresh look at accountability frameworks and how they play out in practice for the people they aim to serve. Approaches to accountability are usually researched and analysed separately as part of social protection, humanitarian, or governance (citizenship) responses in fragile contexts. This brief therefore seeks to connect evidence from humanitarian and development accountability approaches to better understand the linkages and disconnects, as well as to identify opportunities for future research and learning.
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Mott, Joanna, Heather Brown, Di Kilsby, Emily Eller i Tshering Choden. Gender Equality and Social Inclusion Self-Assessment Tool. Institute of Development Studies (IDS), kwiecień 2021. http://dx.doi.org/10.19088/slh.2021.016.

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The facilitated self-assessment provides the opportunity to discuss and reflect on current strengths and how to improve processes that drive positive change in GESI through your projects and organisation. It also provides an opportunity for your project and organisation to measure progress towards transformative practice and outcomes. It enables participants to identify strategies to strengthen gender equality/diversity and social inclusion, consider strategies to make change, and highlight opportunities for improvement within their work.
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Carter, Becky. Analysing Intersecting Social Inequalities in Crisis Settings. Institute of Development Studies (IDS), styczeń 2022. http://dx.doi.org/10.19088/k4d.2022.003.

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Analysis of intersecting social inequalities is key to effective, inclusive interventions in crisis settings. Gender equality and social inclusion analytical frameworks provide key research questions and participatory methodologies which seek to understand: Who is excluded? How are they excluded? Why are they excluded? What can be done to address this and support greater inclusion? There is a focus on underlying power dynamics, drivers of marginalisation, and entry points for external support. This rapid review presents a summary of relevant analytical frameworks and good practice for analysing intersecting social inequalities in crisis settings. The focus is on how to undertake contextual analysis of the vulnerabilities and needs of people in crises that are shaped by overlapping and compounding social inequalities, arising from discrimination based on gender, age, disability, sexual orientation, gender identity and/or expression and sex characteristics, ethnicity and religion (among other identifiers). The review draws on and presents prior research that identified relevant analytical frameworks, learning and key resources on how to undertake this type of analysis, through a rapid literature search and input by key experts. It summarises a range of frameworks relevant for analysing intersecting social inequalities in crisis settings, developed for various development, humanitarian and peacebuilding objectives. It was harder to find published learning from undertaking this analysis that focuses specifically on crisis settings, but it was possible to draw findings from some individual case studies as well as relevant summaries of learning presented in the analytical frameworks and other guidance materials.
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Lenhardt, Amanda. The Social Economic Impacts of Covid-19 in Informal Urban Settlements. Institute of Development Studies, wrzesień 2021. http://dx.doi.org/10.19088/cc.2021.008.

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The social economic impacts of the Covid-19 crisis in informal urban settlements are widely discussed in the literature, as are the risk factors for particular social and economic groups in these areas. However, government responses and evidence of their impact do not appear to rise to the challenges posed by these studies. Pre-pandemic analyses of risk factors in informal urban settlements and newly collected evidence from different contexts are available to understand the unique and pressing challenges that the pandemic poses to wellbeing in informal urban settlements. In contrast, there is little evidence of effective policy and programme solutions to address these challenges, which is likely driven by the absence of targeted policies and programmes to support people living in informal urban settlements. As a result, many communities have had to rely on their own limited resources and support networks to respond to the crisis (Wilkinson, 2021). This report briefly summarises the range of available evidence on the social economic impacts of the Covid-19 crisis in informal urban settlements and the intersectional differences in how different identity groups living in them have experienced the pandemic. Following a short introduction to the context of the Covid-19 crisis in these areas, the report outlines three thematic areas that have received significant attention in the literature and policy discourses – livelihoods and poverty, food security, and education. While not an exhaustive list, this range of topics is indicative of the range of evidence available and outstanding gaps. The remaining section details evidence of how different identity groups living in informal urban settlements have experienced the pandemic based on gender, disability, age, and migration status. The review draws on a mixture of academic and grey literature, with some opinion pieces and blogs also included given the ongoing nature of the pandemic.
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Zaman, Tahir, Michael Collyer, Rachel Sabates-Wheeler i Carolina Szyp. Beyond Rights-Based Social Protection for Forcibly Displaced People. Institute of Development Studies (IDS), luty 2022. http://dx.doi.org/10.19088/basic.2022.006.

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Having a right that is not respected is not the same as having no right at all. At least this should not be the case. Failure to receive something to which you are entitled should lead to formal redress or failing that, protest. The rights-based discourse has a wider importance. If and when it is or should be used is significant. In terms of access to social protection (including social and humanitarian assistance), the rights-based discourse means there is no difference between refugees and others who fail to receive the protection to which they are entitled, such as Internally Displaced People (IDPs). This introduces two key tensions, both of which we explore in this paper. The first concerns the identification of the institution responsible for fulfilling the right, as determined in state-led/formal humanitarian system of social protection. The second concerns the alternatives displaced people may identify when Northern mandated forms of social protection fail, or when the conditions for the enjoyment of that protection are too onerous. These alternatives constitute a second system of social protection. We conclude that although they are unequal, both systems are currently necessary, even as a language of rights is only appropriate in relation to the first tension. Ultimately greater coordination and collaboration between the two systems is necessary.
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna i Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), listopad 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
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