The Psychology of Social and Cultural Diversity
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Notes on Contributors. Series Editor s Preface. 1. Introduction (Richard J. Crisp, University of Kent). Part I: Social Identity. 2 : Social identity complexity and acceptance of diversity (Marilynn B. Brewer). 3: Facilitating the development and integration of multiple social identities: The case of immigrants in Quebec (Catherine E. Amiot and Roxane de la Sablonniere). 4: Costs and benefits of switching among multiple social identities (Margaret Shih, Diana T. Sanchez and Geoffrey C. Ho). Part II: Culture. 5: Multicultural identity: What it is and why it matters (Angela-Minh,Tu D. Nguyen and Veronica Benet-Martinez). 6: What I know in my mind and where my heart belongs: Multicultural identity negotiation and its cognitive consequences (Carmit T. Tadmor, Sun No, Ying-yi Hong and Chi-yue Chiu). Part III: Intergroup Attitudes. 7: Multiculturalism and tolerance: An intergroup perspective (Maykel Verkuyten). 8: Diversity experiences and intergroup attitudes (Christopher L. Aberson). Part IV: Intergroup Relations. 9: The effects of crossed-categorizations in intergroup interaction (Norman Miller, Marija Spanovic, and Douglas Stenstrom). 10: Complexity of superordinate self-categories and ingroup projection (Sven Waldzus). Part V: Group Processes. 11: The categorization-elaboration model of work group diversity: Wielding the double-edged sword (Daan van Knippenberg and Wendy P. van Ginkel). 12: Divided we fall, or united we stand? How identity processes affect faultline perceptions and the functioning of diverse teams (Floor A. Rink and Karen A. Jehn). Part VI: Interventions. 13: Combined effects of intergroup contact and multiple categorization: Consequences for intergroup attitudes in diverse social contexts (Katharina Schmid and Miles Hewstone). 14: The application of diversity-based interventions to policy and practice (Lindsey Cameron and Rhiannon N. Turner). Index.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it