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Crosscutting circles in a social dilemma: Effects of social identity and inequality on cooperation

Aksoy, O; (2019) Crosscutting circles in a social dilemma: Effects of social identity and inequality on cooperation. Social Science Research , 82 pp. 148-163. 10.1016/j.ssresearch.2019.04.009. Green open access

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Abstract

I investigate experimentally the effects of heterogeneity in social identities and inequality in resources on cooperative behavior in a social dilemma. The experiment also varies the overlap between social identity and resources. The results show that both heterogeneity in social identities and inequality in resources reduce cooperation. When social identity and unequal resources are crossed orthogonally, the existence of composite group memberships mitigates the negative effects of inequality, but not of heterogeneity in social identities. When social identity and unequal resources overlap, cooperation decreases substantially among the participants with low resources, in both ingroup and outgroup interactions. My results also show that participants who are assigned to advantaged roles cooperate significantly less than those who are assigned to disadvantaged roles.

Type: Article
Title: Crosscutting circles in a social dilemma: Effects of social identity and inequality on cooperation
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.ssresearch.2019.04.009
Publisher version: https://doi.org/10.1016/j.ssresearch.2019.04.009
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: cooperation, social dilemmas, heterogeneity, inequality, crosscutting circles
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10072587
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