ABSTRACT
This chapter examines the psychological consequences of being identified and labelled as a member of a group and the effects for group members of being grouped and their relationships with others in their ingroup and with members of another group. It also examines the facts about and outcomes of some of the more obvious forms discriminatory and segregational practices within education. The chapter illustrates this with data about the differential treatment of some groups of young people but also in relation to the ways teachers are derogated and 'othered'. It offers the relevant psychological theories and empirical evidence that grounds intergroup dynamics, bias and prejudice. The chapter argues that education is one critical component of society in which work to enhance interpersonal, intergroup and intercultural relationships may be initiated and sustained. It concludes with a brief overview of strategies that can ameliorate the effects of intergroup and intercultural discrimination.
