Considerable research on intergroup relations emphasizes attitudes, motivations, and emotions that lead to reduction of prejudice. While factors that actively promote positive intergroup interactions have been emerging, a central theoretical framework has not been formally proposed. To address this gap, we engage a positive psychology lens to explore how and why people overcome their internalized biases to seek out successful and positive intergroup relations, looking to the positive counterparts of traditional prejudice-reduction models to begin building a framework of understanding. We reviewed the literature on values that guide intergroup behavior. After scanning 16,820 records that emerged in PsycInfo using keywords “egalitarian,” “non-prejudice,” and “intergroup,” we assessed 138 articles for eligibility. Among the relevant articles (N = 47), we analyzed authors’ definitions, methods of measurement, types of processes, and outcomes associated with egalitarian and non-prejudice values as they related to intergroup behavior. Overall, there was notable variability in how researchers conceptualized and observed egalitarianism. We discuss the five broad categories of egalitarianism (prejudice reduction, positive expression, concern for others, low social-dominance orientation, and universal orientation) and how they relate to positive or negative, and approach or avoidant outcomes. We propose a centralized model for studying positive values in intergroup contexts moving forward.

Among humans, simply looking at infants can activate affiliative and nurturant behaviors. However, it remains unknown whether mere exposure to infants also activates other aspects of the caregiving motivational system, such as generalized defensiveness in the absence of immediate threats. Here, we demonstrate that simply viewing faces of infants (especially from the ingroup) may heighten vigilance against social threats and support for institutions that purportedly maintain security. Across two studies, participants viewed and rated one among several image types (between-subjects design): infants, adult males, adult females, and puppies in Study 1, and infants of varying racial/ethnic groups (including one's ingroup) and puppies in Study 2. Following exposure to one of these image types, participants completed measures of intergroup bias from a range of outgroups that differed in perceived threat, belief in a dangerous world, right-wing authoritarianism and social-political conservatism (relative to liberalism). In Study 1 (United States), stronger affiliative reactions to images of infants (but not adults or puppies) predicted stronger perceptions of a dangerous world, endorsement of right-wing authoritarianism, and support for social-political conservatism (relative to liberalism). Study 2 (Italy) revealed that exposure to images of ingroup infants (compared to outgroup infants) increased intergroup bias against outgroups that are characterized as threatening (immigrants and Arabs) and increased conservatism. These findings suggest a predisposed preparedness for social vigilance in the mere suggested presence of infants e.g., viewing images, even in the absence of salient external threats.

This study explores the impact of multi-user interaction, group work, and simulations within virtual worlds on language learning and the development of intergroup empathy. Two distinct research projects were conducted, involving a total of 241 participants aged 19-45. The language learning study engaged 116 participants in diverse interactive experiences, while the intercultural study had 125 participants collaborating in multicultural groups and participating in perspective-taking simulations. Both studies employed qualitative data collection methods, including surveys, interviews, and observations. The findings suggest that the combination of networking strategies, collaborative learning, and simulations within virtual worlds contributes to improvements in learners' language proficiency, confidence, and empathy towards diverse social groups. Participants reported increased motivation and engagement, attributed to the immersive and interactive nature of the virtual environments. The studies highlight the importance of collaboration and reflection in facilitating language acquisition and intercultural understanding. Technical challenges were identified as potential barriers to implementation. The results demonstrate the potential of virtual worlds to enhance language education and foster empathy in diverse societies, offering valuable insights for educators and researchers. However, the findings may be limited by the specific contexts and sample sizes of the studies, warranting further research to explore the generalizability and long-term impact of virtual world interventions. not exaggerate the main conclusions.