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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Guerra, R., Waldzus, S., Lopes, D., Popa-Roch, M. , Lloret, B. & Gaertner, S. L. (2021). Little “We’s”: how common identities improve behavior differently for ethnic majority and minority children. Group Processes and Intergroup Relations. 24 (3), 488-510
Exportar Referência (IEEE) 
A. R. Guerra et al.,  "Little “We’s”: how common identities improve behavior differently for ethnic majority and minority children", in Group Processes and Intergroup Relations, vol. 24, no. 3, pp. 488-510, 2021
Exportar BibTeX 
@article{guerra2021_1734932301089,
	author = "Guerra, R. and Waldzus, S. and Lopes, D. and Popa-Roch, M.  and Lloret, B. and Gaertner, S. L.",
	title = "Little “We’s”: how common identities improve behavior differently for ethnic majority and minority children",
	journal = "Group Processes and Intergroup Relations",
	year = "2021",
	volume = "24",
	number = "3",
	doi = "10.1177/1368430220902533",
	pages = "488-510",
	url = "https://journals.sagepub.com/toc/gpia/0/0"
}
Exportar RIS 
TY  - JOUR
TI  - Little “We’s”: how common identities improve behavior differently for ethnic majority and minority children
T2  - Group Processes and Intergroup Relations
VL  - 24
IS  - 3
AU  - Guerra, R.
AU  - Waldzus, S.
AU  - Lopes, D.
AU  - Popa-Roch, M. 
AU  - Lloret, B.
AU  - Gaertner, S. L.
PY  - 2021
SP  - 488-510
SN  - 1368-4302
DO  - 10.1177/1368430220902533
UR  - https://journals.sagepub.com/toc/gpia/0/0
AB  - This field experiment tested whether inducing common inclusive representations (i.e., one group, dual identity) during contact influences intergroup relations differently for ethnic majority and minority children by changing their metaperceptions and intergroup emotions differently. White (N = 113) and Black (N = 111) 8- to 10-year-old children were exposed to interactive mixed-ethnicity sessions in schools emphasizing either categorization as one group (national group), dual identity (national group with ethnic subgroups), or two ethnic groups. Overall, as predicted, for White children, one-group, but not dual-identity perceptions, improved behavioral intentions by influencing metaperceptions. For Black children, dual-identity, but not one-group, perceptions improved behavioral intentions through metaperceptions. Contrary to the expected, both dual-identity and one-group perceptions were associated with White and Black children’s intergroup emotions.
ER  -