Intragroup Conflict and Cooperation. Journal of Social Issues

  • ID: 2247145
  • Book
  • 200 Pages
  • John Wiley and Sons Ltd
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While the goal of problem–solving in groups may be to solve socially constructed problems, intersubjectivity regarding goals and methods as well as the relative status of group members contribute to the emergence of both conflict and cooperation.  Conventionally, cooperation has been seen as adaptive in group problem–solving, while conflict has been seen as maladaptive.   The articles in this volume, however, represent the interrelated processes of conflict and cooperation among group members as complex and nuanced that (independently and jointly) affect group outcomes.
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Tribute to Michele Alexander (Ouellette, J).

Intragroup conflict and cooperation: An introduction (Chizhik, A. W., Shelly, R. K., & Troyer, L).

PART I: Conflict and Cooperation in Diverse Groups.

Conflict and cooperation in diverse workgroups (King, E., Hebl, M., & Beal, D).

Conflict and cooperation on the college campus: A common ingroup identity perspective (Levin, S., Sinclair, S., Sidanius, J., & Van Laar, C).

Speech content and the emergence of inequality in task groups (Shelly, R. K., & Shelly, A. C).

PART II: Influence and Conflict of Factions within Group Decision Making.

How minorities prevail: The context/comparison leniency contract model (Crano, W. D., & Seyranian, V).

Lower–status participation and influence: Task structure matters (Alexander, M. G., Chizhik, A. W., Chizhik, E. W., & Goodman, J).

Of practicalities and perspective: What is fair in group decision–making (Jacobs, E., Christensen, P. N., & Prislin, R)?

Conflict and creativity in groups, (Troyer, L., & Youngreen, R).


Cooperation and conflict within groups: Bridging intragroup and intergroup processes (Dovidio, J. F., Saguy, T., & Shnabel, N).

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Alexander W. Chizhik received his PhD from UCLA and is an Associate Professor of Education at San Diego State University and faculty at the Center for Research in Mathematics and Science Education. His program of research focuses on equity in collaborative group learning and preservice teachers′ attitudes toward social justice education. He is currently working on an NSF–sponsored research project that involves developing a collaborative–learning curriculum for introductory computer science programming courses.

Robert K. Shelly received his PhD from Michigan State University and is Professor of Sociology at Ohio University. His research examines the mechanisms used to communicate status advantages in task groups and the role of social identity in status processes. He has recently co–edited an issue of Sociological Focus on Group Processes and published work in Current Research in Social Psychology on emergence of inequality in learning groups.

Lisa Troyer received her PhD from Stanford and is Professor of Sociology and Senior Associate to the President at the University of Connecticut. Her research focuses on innovation and change in groups and organizations, with a particular emphasis on the role of technology in innovation and change processes. Currently, she is co–investigator on two projects one examining the role of technology and parenting in eliciting prosocial change in teen driving behaviors; and the second involving the use of game–theoretic strategies to generate de–escalation of aggression on a macro scale.

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