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Social Identity and Social Value Orientations

Aksoy, O; (2020) Social Identity and Social Value Orientations. In: Buskens, V and Corten, R and Snijders, C, (eds.) Advances in the Sociology of Trust and Cooperation Theory, Experiments, and Field Studies. (pp. 295-306). Walter de Gruyter GmbH & Co KG: Berlin, Germany. Green open access

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Abstract

This study provides an extension of the social value orientation model and a tool, other-other Decomposed Games, to quantify the influence of social iden- tity on social value orientations. Social identity is induced experimentally using the minimal group paradigm. Subsequently, the weights subjects add to the outcomes of outgroup others relative to ingroup others and to the absolute difference between the outcomes of ingroup and outgroup others are estimated. Results are compared to a control condition in which social identity is not induced. Results show that when the outgroup is better off than the ingroup, the average subject is spiteful: they derive negative utility from the outcomes of the outgroup other. When the ougroup is worse off than the ingroup, the average subject attaches similar weights to the outcomes of outgroup and ingroup others. There is also significant variation across subjects with respect to the level of ingroup bias.

Type: Book chapter
Title: Social Identity and Social Value Orientations
ISBN: 3110647494
ISBN-13: 9783110647495
Open access status: An open access version is available from UCL Discovery
DOI: 10.1515/9783110647495
Publisher version: https://doi.org/10.1515/9783110647495
Additional information: This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International License. For details go to: http://creativecommons.org/licenses/by-nc-nd/4.0/.
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/10126344
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