Jocelyn Dautel
Biographic Data
| ID | 5759409 |
|---|---|
| NAME | Jocelyn Dautel |
| GIVEN NAMES | Jocelyn |
| FAMILY NAME | Dautel |
| SIGNATURE | DAUTEL J |
| AFFILIATIONS | Queen's University Belfast |
| ORCID | 0000-0001-9953-8211 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Exploring Facilitators and Disruptors of Polarization During Adolescence Within Contested Settings: A Case Study of Catholic and Protestant Youth in Northern Ireland
Today’s adolescents must find ways to engage in a shared reality, especially in settings marked by intergroup conflict, as a prerequisite for reducing conflict and building collective solutions to societal problems. Polarization processes (epistemic) have been notably overlooked within this critical developmental period. This qualitative case study addresses this gap by identifying key socializing actors and settings within established theoretica…
Exploring children’s knowledge of Irish and European symbols: A comparison of Irish-medium and English-medium primary school children
Knowledge of symbols, which can be influenced by school ethos, informs identity construction in primary school children. This study aimed to explore Gaelscoil (Irish-medium) and English-medium primary school children’s familiarity with Irish and European symbols. Thirty 9–12-year-old children in Ireland participated in this study; 15 from two Irish-medium and 15 from an English-medium primary school. A draw-and-tell data collection design was use…
The shadow of war: Parental competitive victimhood and children's contact intentions in two post‐accord societies
The effects of political violence are felt across generations; for example, extent of parental competitive victimhood (feeling that one's ingroup was relatively more victimised during the conflict) predicts adolescent's intergroup discrimination. We extend that research to children, born a generation after the height of violence. Participants were 223 family dyads with children aged 7–11 ( M = 9.05, SD = 1.30; 52.4% female): Croatia (n = 82) and …
Children's bias beyond group boundaries: Perceived differences, outgroup attitudes and prosocial behaviour
This study explored how children's perceptions of social group differences relate to attitudes and behaviour towards real‐world outgroups. We examined Arab‐Christian children living in Israel ( N = 231, 52% female, average age 9.8 years) and randomly presented them with either Arab‐Muslim or Jewish outgroup targets. The children performed tasks measuring attitudes and prosocial behaviour towards the outgroup. Additionally, they were asked to desc…
Intergroup resource allocation among children from minority and majority groups in three settings of former conflict
Intergroup resource allocation was examined among 333 children aged 7–11 (51.9% female) within three settings of former intergroup conflict (January–June 2021). Children represented both ethno-religious minority and majority groups (Republic of North Macedonia: Albanians, Macedonians; Croatia: Serbs, Croats; Northern Ireland: Catholics, Protestants), from predominantly White and middle-class families. Ingroup bias in average resource allocation a…
How Do Children Learn Social Categorization and Intergroup Attitudes When They Grow Up in Divided Contexts
This paper explores how group preferences develop among children living in the post-conflict context of Kosovo and how this development shapes children’s willingness to be close to their outgroup peers among the segregated majority (ethnic Albanian) and minority (ethnic Serb) members. The study was conducted in four ethnically divided primary schools, with 220 participants aged 6–10. Children played a series of games and tasks which measured ethn…
Supraordinate identity integration in childhood: Intergroup implications of e thno‐national and supraordinate identification in three divided societies
An overarching, supraordinate identity (e.g., European identity) can enhance intergroup relations if individuals recategorize ingroup and outgroup members into one, unified group. Yet, in conflict‐affected societies, ethno‐national identities may promote negative intergroup attitudes and behaviours. The effects of European and ethno‐national identities in combination have yet to be explored in childhood. If they can be integrated, the inclusivity…
Predictors of out‐group empathy among majority and minority children in a conflict‐affected society
We examined the predictors of out‐group empathy in children growing up in a city devastated during the fall of the Former Yugoslavia. Children ( N = 155; 76 male, 79 female) from both majority (64.5% Croatian) and minority (35.5% Serbian) ethnic groups, ranging from 6 to 11 years old (M = 8.77, SD = 1.15) participated. A multiple‐group path analysis in Mplus found that age, general empathy, quality contact and perceived intergroup conflict relate…
Understanding intergroup conflict: How do children in a divided society perceive group differences
Outgroup perceptions are a fundamental element of social categorization, particularly in contexts of intergroup conflict. Social Identity Development Theory argues that perceived differences between groups is the first step in ethnic identity development. This understanding of social categories among children may have implications for negative intergroup attitudes or even prejudice. Our study explores how Jews (N=180) and Arab-Muslims (N=207) in …
Out-group prosocial giving during childhood: The role of in-group preference and out-group attitudes in a divided society
Amid protracted conflict, children are raised in divided contexts that shape the development of their intergroup attitudes and behaviors. Social identity development theory (SIDT) suggests that in-group preference may contribute to more negative out-group attitudes and behaviors in middle childhood. In such contexts, in-group favoritism may shape resource distribution, a key indicator of prosocial behavior. This study examined the predictors of r…
Essentialist beliefs affect children's outgroup empathy, attitudes and prosocial behaviours in a setting of intergroup conflict
Empathy for salient outgroups can promote positive intergroup attitudes and prosocial behaviours. Less is known about which factors may promote empathy, particularly among children, in contexts of intergroup conflict. Empathy may depend on underlying cognitions, such as social essentialist beliefs, that is, believing that certain social categories have an underlying essence that causes members to share observable and non‐observable properties. Th…
Children’s outgroup giving in settings of intergroup conflict: The developmental role of ingroup symbol preference
Understanding when children develop a sense of group boundaries has implications for conflict and its resolution. Integrating social identity development theory and the developmental peace-building model, we investigated whether preferences for ethno-religious ingroup symbols mediate the link from child age to outgroup prosocial giving among 5- to 11-year-old children from both majority and minority backgrounds in three settings of protracted int…
Children’s Ethno-National Flag Categories in Three Divided Societies
Flags are conceptual representations that can prime nationalism and allegiance to one’s group. Investigating children’s understanding of conflict-related ethno-national flags in divided societies sheds light on the development of national categories. We explored the development of children’s awareness of, and preferences for, ethno-national flags in Northern Ireland, Kosovo, and the Republic of North Macedonia. Children displayed early categoriza…
Symbols and labels: Children's awareness of social categories in a divided society
AIMS: How and when children develop an understanding of group boundaries have implications for conflict resolution. When social divisions are not perceptually distinct, symbols become particularly important. Framed by the Social Identity Development Theory, this study was designed to assess children's categorization of symbols with conflict-related group labels. METHOD: In Northern Ireland, 218 children (M = 8.14, SD = 1.83, range 5-11 years old)…
Empathy to action: Child and adolescent out‐group attitudes and prosocial behaviors in a setting of intergroup conflict
The paper explored how to promote constructive intergroup relations among children and young people in a context of protracted conflict. Across two studies, the Empathy–Attitudes–Action model was examined in middle childhood and adolescence. More specifically, we tested the relations among dispositional empathy, out‐group attitudes, and prosocial behaviors for youth born after the peace agreement in Northern Ireland. In one correlational (Study 1…
Children’s understanding of ethnic group symbols: Piloting an instrument in the Republic of North Macedonia
Assessing children’s awareness of ethnic identity and group boundaries is important in conflict-affected societies. For example, in the Republic of North Macedonia (RNM), tense interethnic relations remain and can be seen in the largely separate living patterns, particularly in schools. This brief report analyses data from 194 children (57.7% female, 42.3% male; 45.9% Macedonian, 54.1% Albanian) in primary school. A series of one sample t-tests, …
Intergroup resource distribution among children living in segregated neighborhoods amid protracted conflict
Even after a peace agreement, children often grow up within societies characterized by division and simmering intergroup tensions. In Northern Ireland, segregated Protestant and Catholic neighborhoods occur side by side, separated by ‘peace walls’ or physical barriers that demarcate ‘interface’ areas, which have higher levels of violence compared to non-interface areas. The study explored the impact of living in interface and non-interface neighb…
Empathy to action: Child and adolescent out‐group attitudes and prosocial behaviors in a setting of intergroup conflict
The paper explored how to promote constructive intergroup relations among children and young people in a context of protracted conflict. Across two studies, the Empathy–Attitudes–Action model was examined in middle childhood and adolescence. More specifically, we tested the relations among dispositional empathy, out‐group attitudes, and prosocial behaviors for youth born after the peace agreement in Northern Ireland. In one correlational (Study 1…
Intergroup resource distribution among children living in segregated neighborhoods amid protracted conflict
Even after a peace agreement, children often grow up within societies characterized by division and simmering intergroup tensions. In Northern Ireland, segregated Protestant and Catholic neighborhoods occur side by side, separated by ‘peace walls’ or physical barriers that demarcate ‘interface’ areas, which have higher levels of violence compared to non-interface areas. The study explored the impact of living in interface and non-interface neighb…
Children’s outgroup giving in settings of intergroup conflict: The developmental role of ingroup symbol preference
Understanding when children develop a sense of group boundaries has implications for conflict and its resolution. Integrating social identity development theory and the developmental peace-building model, we investigated whether preferences for ethno-religious ingroup symbols mediate the link from child age to outgroup prosocial giving among 5- to 11-year-old children from both majority and minority backgrounds in three settings of protracted int…
Children’s understanding of ethnic group symbols: Piloting an instrument in the Republic of North Macedonia
Assessing children’s awareness of ethnic identity and group boundaries is important in conflict-affected societies. For example, in the Republic of North Macedonia (RNM), tense interethnic relations remain and can be seen in the largely separate living patterns, particularly in schools. This brief report analyses data from 194 children (57.7% female, 42.3% male; 45.9% Macedonian, 54.1% Albanian) in primary school. A series of one sample t-tests, …
The shadow of war: Parental competitive victimhood and children's contact intentions in two post‐accord societies
The effects of political violence are felt across generations; for example, extent of parental competitive victimhood (feeling that one's ingroup was relatively more victimised during the conflict) predicts adolescent's intergroup discrimination. We extend that research to children, born a generation after the height of violence. Participants were 223 family dyads with children aged 7–11 ( M = 9.05, SD = 1.30; 52.4% female): Croatia (n = 82) and …
Understanding intergroup conflict: How do children in a divided society perceive group differences
Outgroup perceptions are a fundamental element of social categorization, particularly in contexts of intergroup conflict. Social Identity Development Theory argues that perceived differences between groups is the first step in ethnic identity development. This understanding of social categories among children may have implications for negative intergroup attitudes or even prejudice. Our study explores how Jews (N=180) and Arab-Muslims (N=207) in …
Symbols and labels: Children's awareness of social categories in a divided society
AIMS: How and when children develop an understanding of group boundaries have implications for conflict resolution. When social divisions are not perceptually distinct, symbols become particularly important. Framed by the Social Identity Development Theory, this study was designed to assess children's categorization of symbols with conflict-related group labels. METHOD: In Northern Ireland, 218 children (M = 8.14, SD = 1.83, range 5-11 years old)…
How Do Children Learn Social Categorization and Intergroup Attitudes When They Grow Up in Divided Contexts
This paper explores how group preferences develop among children living in the post-conflict context of Kosovo and how this development shapes children’s willingness to be close to their outgroup peers among the segregated majority (ethnic Albanian) and minority (ethnic Serb) members. The study was conducted in four ethnically divided primary schools, with 220 participants aged 6–10. Children played a series of games and tasks which measured ethn…
Children’s Ethno-National Flag Categories in Three Divided Societies
Flags are conceptual representations that can prime nationalism and allegiance to one’s group. Investigating children’s understanding of conflict-related ethno-national flags in divided societies sheds light on the development of national categories. We explored the development of children’s awareness of, and preferences for, ethno-national flags in Northern Ireland, Kosovo, and the Republic of North Macedonia. Children displayed early categoriza…
Intergroup resource distribution among children living in segregated neighborhoods amid protracted conflict
Even after a peace agreement, children often grow up within societies characterized by division and simmering intergroup tensions. In Northern Ireland, segregated Protestant and Catholic neighborhoods occur side by side, separated by ‘peace walls’ or physical barriers that demarcate ‘interface’ areas, which have higher levels of violence compared to non-interface areas. The study explored the impact of living in interface and non-interface neighb…
Empathy to action: Child and adolescent out‐group attitudes and prosocial behaviors in a setting of intergroup conflict
The paper explored how to promote constructive intergroup relations among children and young people in a context of protracted conflict. Across two studies, the Empathy–Attitudes–Action model was examined in middle childhood and adolescence. More specifically, we tested the relations among dispositional empathy, out‐group attitudes, and prosocial behaviors for youth born after the peace agreement in Northern Ireland. In one correlational (Study 1…
Children’s understanding of ethnic group symbols: Piloting an instrument in the Republic of North Macedonia
Assessing children’s awareness of ethnic identity and group boundaries is important in conflict-affected societies. For example, in the Republic of North Macedonia (RNM), tense interethnic relations remain and can be seen in the largely separate living patterns, particularly in schools. This brief report analyses data from 194 children (57.7% female, 42.3% male; 45.9% Macedonian, 54.1% Albanian) in primary school. A series of one sample t-tests, …
Children’s Ethno-National Flag Categories in Three Divided Societies
Flags are conceptual representations that can prime nationalism and allegiance to one’s group. Investigating children’s understanding of conflict-related ethno-national flags in divided societies sheds light on the development of national categories. We explored the development of children’s awareness of, and preferences for, ethno-national flags in Northern Ireland, Kosovo, and the Republic of North Macedonia. Children displayed early categoriza…
Symbols and labels: Children's awareness of social categories in a divided society
AIMS: How and when children develop an understanding of group boundaries have implications for conflict resolution. When social divisions are not perceptually distinct, symbols become particularly important. Framed by the Social Identity Development Theory, this study was designed to assess children's categorization of symbols with conflict-related group labels. METHOD: In Northern Ireland, 218 children (M = 8.14, SD = 1.83, range 5-11 years old)…
Out-group prosocial giving during childhood: The role of in-group preference and out-group attitudes in a divided society
Amid protracted conflict, children are raised in divided contexts that shape the development of their intergroup attitudes and behaviors. Social identity development theory (SIDT) suggests that in-group preference may contribute to more negative out-group attitudes and behaviors in middle childhood. In such contexts, in-group favoritism may shape resource distribution, a key indicator of prosocial behavior. This study examined the predictors of r…
Essentialist beliefs affect children's outgroup empathy, attitudes and prosocial behaviours in a setting of intergroup conflict
Empathy for salient outgroups can promote positive intergroup attitudes and prosocial behaviours. Less is known about which factors may promote empathy, particularly among children, in contexts of intergroup conflict. Empathy may depend on underlying cognitions, such as social essentialist beliefs, that is, believing that certain social categories have an underlying essence that causes members to share observable and non‐observable properties. Th…
Children’s outgroup giving in settings of intergroup conflict: The developmental role of ingroup symbol preference
Understanding when children develop a sense of group boundaries has implications for conflict and its resolution. Integrating social identity development theory and the developmental peace-building model, we investigated whether preferences for ethno-religious ingroup symbols mediate the link from child age to outgroup prosocial giving among 5- to 11-year-old children from both majority and minority backgrounds in three settings of protracted int…
Predictors of out‐group empathy among majority and minority children in a conflict‐affected society
We examined the predictors of out‐group empathy in children growing up in a city devastated during the fall of the Former Yugoslavia. Children ( N = 155; 76 male, 79 female) from both majority (64.5% Croatian) and minority (35.5% Serbian) ethnic groups, ranging from 6 to 11 years old (M = 8.77, SD = 1.15) participated. A multiple‐group path analysis in Mplus found that age, general empathy, quality contact and perceived intergroup conflict relate…
Understanding intergroup conflict: How do children in a divided society perceive group differences
Outgroup perceptions are a fundamental element of social categorization, particularly in contexts of intergroup conflict. Social Identity Development Theory argues that perceived differences between groups is the first step in ethnic identity development. This understanding of social categories among children may have implications for negative intergroup attitudes or even prejudice. Our study explores how Jews (N=180) and Arab-Muslims (N=207) in …
Intergroup resource allocation among children from minority and majority groups in three settings of former conflict
Intergroup resource allocation was examined among 333 children aged 7–11 (51.9% female) within three settings of former intergroup conflict (January–June 2021). Children represented both ethno-religious minority and majority groups (Republic of North Macedonia: Albanians, Macedonians; Croatia: Serbs, Croats; Northern Ireland: Catholics, Protestants), from predominantly White and middle-class families. Ingroup bias in average resource allocation a…
How Do Children Learn Social Categorization and Intergroup Attitudes When They Grow Up in Divided Contexts
This paper explores how group preferences develop among children living in the post-conflict context of Kosovo and how this development shapes children’s willingness to be close to their outgroup peers among the segregated majority (ethnic Albanian) and minority (ethnic Serb) members. The study was conducted in four ethnically divided primary schools, with 220 participants aged 6–10. Children played a series of games and tasks which measured ethn…
Supraordinate identity integration in childhood: Intergroup implications of e thno‐national and supraordinate identification in three divided societies
An overarching, supraordinate identity (e.g., European identity) can enhance intergroup relations if individuals recategorize ingroup and outgroup members into one, unified group. Yet, in conflict‐affected societies, ethno‐national identities may promote negative intergroup attitudes and behaviours. The effects of European and ethno‐national identities in combination have yet to be explored in childhood. If they can be integrated, the inclusivity…
Exploring children’s knowledge of Irish and European symbols: A comparison of Irish-medium and English-medium primary school children
Knowledge of symbols, which can be influenced by school ethos, informs identity construction in primary school children. This study aimed to explore Gaelscoil (Irish-medium) and English-medium primary school children’s familiarity with Irish and European symbols. Thirty 9–12-year-old children in Ireland participated in this study; 15 from two Irish-medium and 15 from an English-medium primary school. A draw-and-tell data collection design was use…
The shadow of war: Parental competitive victimhood and children's contact intentions in two post‐accord societies
The effects of political violence are felt across generations; for example, extent of parental competitive victimhood (feeling that one's ingroup was relatively more victimised during the conflict) predicts adolescent's intergroup discrimination. We extend that research to children, born a generation after the height of violence. Participants were 223 family dyads with children aged 7–11 ( M = 9.05, SD = 1.30; 52.4% female): Croatia (n = 82) and …
Children's bias beyond group boundaries: Perceived differences, outgroup attitudes and prosocial behaviour
This study explored how children's perceptions of social group differences relate to attitudes and behaviour towards real‐world outgroups. We examined Arab‐Christian children living in Israel ( N = 231, 52% female, average age 9.8 years) and randomly presented them with either Arab‐Muslim or Jewish outgroup targets. The children performed tasks measuring attitudes and prosocial behaviour towards the outgroup. Additionally, they were asked to desc…
Exploring Facilitators and Disruptors of Polarization During Adolescence Within Contested Settings: A Case Study of Catholic and Protestant Youth in Northern Ireland
Today’s adolescents must find ways to engage in a shared reality, especially in settings marked by intergroup conflict, as a prerequisite for reducing conflict and building collective solutions to societal problems. Polarization processes (epistemic) have been notably overlooked within this critical developmental period. This qualitative case study addresses this gap by identifying key socializing actors and settings within established theoretica…
Psychology (15 works) · Social Psychology (14 works) · Social and Intergroup Psychology (13 works) · Developmental psychology (11 works) · Cultural Differences and Values (9 works) · Social Psychology (8 works) · Group conflict (7 works) · Ingroups and outgroups (7 works) · Prosocial behavior (6 works) · Sociology (6 works)