On This Page:ToggleStudy ProcedureRealistic Conflict TheoryCritical EvaluationKey Takeaways
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The hypotheses tested were:
Study Procedure
Phase 1: In-group Formation (5-6 Days)
Phase 2: Group Conflict (4-5 Days)
During the subsequent two-day cooling-off period, the boys listed features of the two groups. The boys tended to characterize their own in-group in very favorable terms, and the other out-group in very unfavorable terms.
Keep in mind that the participants in this study were well-adjusted boys, not street gang members. This study clearly shows that conflict between groups can trigger prejudiced attitudes and discriminatory behavior. This experiment confirmed Sherif’s realistic conflict theory.
Phase 3: Conflict Resolution (6-7 Days)
The Problem of Securing a MovieThe next superordinate goal to be introduced was a favorite feature-length movie for boys of their age. Two films had been chosen in consultation with children’s movie experts and brought to the camp along with other stimulus materials.
In the afternoon, the boys were called together, and the staff suggested the possibility of watching either “Treasure Island” or “Kidnapped”: Both groups yelled approval of these films.
After some discussion, one Rattler said, “Everyone that wants Treasure Island raise their hands.” The majority of members in both groups gave enthusiastic approval to “Treasure Island” even though a few dissensions were expressed to this choice.
Then the staff announced that securing the film would cost $15 and the camp could not pay the whole sum!
After much discussion, it was suggested that both groups would pay $3.50 and the camp would pay the balance.
This was accepted even though, as a couple of homesick Eagles had gone home, the contribution per person per group was unequal.
At supper that night, there were no objections to eating together. Some scuffling and sticking chewing gum on each other occurred between members of the two groups, but it involved fewer boys on both sides than were usually involved in such encounters.
The next superordinate goal to be introduced was a favorite feature-length movie for boys of their age. Two films had been chosen in consultation with children’s movie experts and brought to the camp along with other stimulus materials.
In the afternoon, the boys were called together, and the staff suggested the possibility of watching either “Treasure Island” or “Kidnapped”: Both groups yelled approval of these films.
After some discussion, one Rattler said, “Everyone that wants Treasure Island raise their hands.” The majority of members in both groups gave enthusiastic approval to “Treasure Island” even though a few dissensions were expressed to this choice.
Then the staff announced that securing the film would cost $15 and the camp could not pay the whole sum!
After much discussion, it was suggested that both groups would pay $3.50 and the camp would pay the balance.
This was accepted even though, as a couple of homesick Eagles had gone home, the contribution per person per group was unequal.
At supper that night, there were no objections to eating together. Some scuffling and sticking chewing gum on each other occurred between members of the two groups, but it involved fewer boys on both sides than were usually involved in such encounters.
Realistic Conflict Theory
Critical Evaluation
Key Takeaways
References
Further InformationAllport’s Intergroup Contact Hypothesis: Its History and InfluenceAslam, Alex. “War and Peace and Summer Camp.” Nature, vol. 556, 17 Apr. 2018, pp. 306-307.
Further Information
Allport’s Intergroup Contact Hypothesis: Its History and InfluenceAslam, Alex. “War and Peace and Summer Camp.” Nature, vol. 556, 17 Apr. 2018, pp. 306-307.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
