Culture Variation in Ingroup Bias: Exploring the Impact of Cultural Background on Group Identity and Preferences among Chinese Domestic and International Students
Abstract
This study examined the phenomenon of in-group bias among Chinese students from different cultural backgrounds. The study used social identity theory to investigate whether international Chinese students exhibit more substantial in-group bias than American-born Chinese students. The study used a series of questionnaires to assess group identity, attitudes toward in-group and out-group members, and resource allocation preferences. A group of mainland and U.S.-born Chinese students participated in the survey, revealing unique patterns of in-group favoritism. The study results indicated that mainland Chinese students showed higher group identity, more robust positive evaluations of group members, and a tendency to allocate resources to their group.
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