“Experimenting with Social Norms is a valuable summary of fifteen years of important cross-cultural work using methods drawn from experimental economics that places this work in the larger world of behavioral sciences. It is an essential reference for anybody interested in the evolution of cooperation.”

—ROBERT BOYD, Origins Professor, School of Human Evolution and Social Change, Arizona State University

“Experimenting with Social Norms cleverly combines insights from economic experiments and evolutionary approaches to develop cross-cultural foundations for fairness and punishment norms. The treasure trove of information in this volume provides important insights in the role of norms in both small-scale and more complex societies. It will excite the serious scientist and the interested layperson.”

—ERNST FEHR, Professor of Microeconomics and Experimental Economic Research and Chair, Department of Economics, University of Zurich

Questions about the origins of human cooperation have long puzzled and divided scientists. Social norms that foster fair-minded behavior, altruism and collective action undergird the foundations of large-scale human societies, but we know little about how these norms develop or spread, or why the intensity and breadth of human cooperation varies among different populations. What is the connection between social norms that encourage fair dealing and economic growth? How are these social norms related to the emergence of centralized institutions? Informed by a pioneering set of cross-cultural data, Experimenting with Social Norms advances our understanding of the evolution of human cooperation and the expansion of complex societies.

Editors Jean Ensminger and Joseph Henrich present evidence from an exciting collaboration between anthropologists and economists. Using experimental economics games, researchers examined levels of fairness, cooperation, and norms for punishing those who violate expectations of equality across a diverse swath of societies, from hunter-gatherers in Tanzania to a small town in rural Missouri. These experiments tested individuals’ willingness to conduct mutually beneficial transactions with strangers that reap rewards only at the expense of taking a risk on the cooperation of others. The results show a robust relationship between exposure to market economies and social norms that benefit the group over narrow economic self-interest. Levels of fairness and generosity are generally higher among individuals in communities with more integrated markets. Religion also plays a powerful role. Individuals practicing either Islam or Christianity exhibited a stronger sense of fairness, possibly because religions with high moralizing deities, equipped with ample powers to reward and punish, encourage greater prosociality. The size of the settlement also had an impact. People in larger communities were more willing to punish unfairness compared to those in smaller societies. Taken together, the volume supports the hypothesis that social norms evolved over thousands of years to allow strangers in more complex and large settlements to coexist, trade and prosper.

Innovative and ambitious, Experimenting with Social Norms synthesizes an unprecedented analysis of social behavior from an immense range of human societies. The fifteen case studies analyzed in this volume, which include field experiments in Africa, South America, New Guinea, Siberia and the United States, are available for free download on the Foundation’s website.

JEAN ENSMINGER is Edie and Lew Wasserman Professor of Social Sciences at the California Institute of Technology. JOSEPH HENRICH is professor of psychology and economics at the University of British Columbia.

CONTRIBUTORS: Abigail Barr, H. Clark Barrett, Alexander H. Bolyanatz, Juan-Camilo Cardenas, Kathleen Cook, Jean Ensminger, Michael D. Gurven, Edwins Laban Gwako, Kevin J. Haley, Joseph Henrich, Natalie Henrich, Carolyn K. Lesorogol, Frank W. Marlowe, Richard McElreath, Jennifer Morse, Ivo Mueller, David P. Tracer, John P. Ziker

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Front Matter

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1

Introduction, Project History, and Guide to the Volume

Jean Ensminger and Joseph Henrich

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6

Better to Receive Than to Give: Hadza Behavior in Three Experimental Economic Games

Frank W. Marlowe

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7

Cruel to Be Kind: Effects of Sanctions and Third-Party Enforcers on Generosity in Papua New Guinea

David P. Tracer, Ivo Mueller, and Jennifer Morse

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8

The Tsimane' Rarely Punish: An Experimental Investigation of Dictators, Ultimatums, and Punishment

Michael D. Gurven

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9

Fairness Without Punishment: Behavioral Experiments in the Yasawa Islands, Fiji

Joseph Henrich and Natalie Henrich

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10

Economic Game Behavior Among the Shuar

H. Clark Barrett and Kevin J. Haley

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11

Economic Experimental Game Results from the Sursurunga of New Ireland, Papua New Guinea

Alexander H. Bolyanatz

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12

Maragoli and Gusii Farmers in Kenya: Strong Collective Action and High Prosocial Punishment

Edwins Laban Gwako

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13

Sharing, Subsistence, and Social Norms in Northern Siberia

John P. Ziker

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14

Gifts or Entitlements: The Influence of Property Rights and Institutions for Third-Party Sanctioning on Behavior in Three Experimental Economic Games

Carolyn K. Lesorogol

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15

Cooperation and Punishment in an Economically Diverse Community in Highland Tanzania

Richard McElreath

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16

Social Preferences Among the People of Sanquianga in Colombia

Juan-Camilo Cardenas

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17

The Effects of Birthplace and Current Context on Other-Regarding Preferences in Accra

Abigail Barr

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18

Prosociality in Rural America: Evidence from Dictator, Ultimatum, Public Goods, and Trust Games

Jean Ensminger and Kathleen Cook

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19

Index

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In many school districts in America, the majority of students in preschools are children of recent immigrants. For both immigrant families and educators, the changing composition of preschool classes presents new and sometimes divisive questions about educational instruction, cultural norms and academic priorities. Drawing from an innovative study of preschools across the nation, Children Crossing Borders provides the first systematic comparison of the beliefs and perspectives of immigrant parents and the preschool teachers to whom they entrust their children.

Children Crossing Borders presents valuable evidence from the U.S. portion of a landmark five-country study on the intersection of early education and immigration. The volume shows that immigrant parents and early childhood educators often have differing notions of what should happen in preschool. Most immigrant parents want preschool teachers to teach English, prepare their children academically, and help them adjust to life in the United States. Many said it was unrealistic to expect a preschool to play a major role in helping children retain their cultural and religious values. The authors examine the different ways that language and cultural differences prevent immigrant parents and school administrations from working together to achieve educational goals. For their part, many early education teachers who work with immigrant children find themselves caught between two core beliefs: on one hand, the desire to be culturally sensitive and responsive to parents, and on the other hand adhering to their core professional codes of best practice. While immigrant parents generally prefer traditional methods of academic instruction, many teachers use play-based curricula that give children opportunities to be creative and construct their own knowledge. Worryingly, most preschool teachers say they have received little to no training in working with immigrant children who are still learning English.

For most young children of recent immigrants, preschools are the first and most profound context in which they confront the conflicts between their home culture and the United States. Policymakers and educators, however, are still struggling with how best to serve these children and their parents. Children Crossing Borders provides valuable research on these questions, and on the ways schools can effectively and sensitively incorporate new immigrants into the social fabric.

JOSEPH TOBIN is professor in the educational theory and practice department at the University of Georgia.

ANGELA ARZUBIAGA is associate professor of justice and social inquiry at Arizona State University School of Social Transformation.

JENNIFER KEYS ADAIR is assistant professor of early childhood education at the University of Texas, Austin.

In the wake of the September 11 attacks, the U.S. government adopted a series of counterterrorism policies that radically altered the prevailing balance between civil liberties and security. These changes allowed for warrantless domestic surveillance, military commissions at Guantanamo Bay and even extralegal assassinations. Now, more than a decade after 9/11, these sharply contested measures appear poised to become lasting features of American government. What do Americans think about these policies? Where do they draw the line on what the government is allowed to do in the name of fighting terrorism? Drawing from a wealth of survey and experimental data, Whose Rights? explores the underlying sources of public attitudes toward the war on terror in a more detailed and comprehensive manner than has ever been attempted.

In an analysis that deftly deploys the tools of political science and psychology, Whose Rights? addresses a vexing puzzle: Why does the counterterrorism agenda persist even as 9/11 recedes in time and the threat from Al Qaeda wanes? Authors Clem Brooks and Jeff Manza provocatively argue that American opinion, despite traditionally showing strong support for civil liberties, exhibits a “dark side” that tolerates illiberal policies in the face of a threat. Surveillance of American citizens, heightened airport security, the Patriot Act and targeted assassinations enjoy broad support among Americans, and these preferences have remained largely stable over the past decade. There are, however, important variations: Waterboarding and torture receive notably low levels of support, and counterterrorism activities sanctioned by formal legislation, as opposed to covert operations, tend to draw more favor. To better evaluate these trends, Whose Rights? examines the concept of “threat-priming” and finds that getting people to think about the specter of terrorism bolsters anew their willingness to support coercive measures. A series of experimental surveys also yields fascinating insight into the impact of national identity cues. When respondents are primed to think that American citizens would be targeted by harsh counterterrorism policies, support declines significantly. On the other hand, groups such as Muslims, foreigners, and people of Middle Eastern background elicit particularly negative attitudes and increase support for counterterrorism measures. Under the right conditions, Brooks and Manza show, American support for counterterrorism activities can be propelled upward by simple reminders of past terrorism plots and communication about disliked external groups.

Whose Rights? convincingly argues that mass opinion plays a central role in the politics of contemporary counterterrorism policy. With their clarity and compelling evidence, Brooks and Manza offer much-needed insight into the policy responses to the defining conflict of our age and the psychological impact of terrorism.

CLEM BROOKS is professor of sociology at Indiana University, Bloomington.

JEFF MANZA is professor of sociology at New York University.

Due to continuing immigration and increasing racial and ethnic inclusiveness, higher education institutions in the United States are likely to grow ever more diverse in the 21st century. This shift holds both promise and peril: Increased inter-ethnic contact could lead to a more fruitful learning environment that encourages collaboration. On the other hand, social identity and on-campus diversity remain hotly contested issues that often raise intergroup tensions and inhibit discussion. How can we help diverse students learn from each other and gain the competencies they will need in an increasingly multicultural America? Dialogue Across Difference synthesizes three years’ worth of research from an innovative field experiment focused on improving intergroup understanding, relationships and collaboration. The result is a fascinating study of the potential of intergroup dialogue to improve relations across race and gender.

First developed in the late 1980s, intergroup dialogues bring together an equal number of students from two different groups – such as people of color and white people, or women and men – to share their perspectives and learn from each other. To test the possible impact of such courses and to develop a standard of best practice, the authors of Dialogue Across Difference incorporated various theories of social psychology, higher education, communication studies and social work to design and implement a uniform curriculum in nine universities across the country. Unlike most studies on intergroup dialogue, this project employed random assignment to enroll more than 1,450 students in experimental and control groups, including in 26 dialogue courses and control groups on race and gender each. Students admitted to the dialogue courses learned about racial and gender inequalities through readings, role-play activities and personal reflections. The authors tracked students’ progress using a mixed-method approach, including longitudinal surveys, content analyses of student papers, interviews of students, and videotapes of sessions. The results are heartening: Over the course of a term, students who participated in intergroup dialogues developed more insight into how members of other groups perceive the world. They also became more thoughtful about the structural underpinnings of inequality, increased their motivation to bridge differences and intergroup empathy, and placed a greater value on diversity and collaborative action. The authors also note that the effects of such courses were evident on nearly all measures. While students did report an initial increase in negative emotions – a possible indication of the difficulty of openly addressing race and gender – that effect was no longer present a year after the course. Overall, the results are remarkably consistent and point to an optimistic conclusion: intergroup dialogue is more than mere talk. It fosters productive communication about and across differences in the service of greater collaboration for equity and justice.

Ambitious and timely, Dialogue Across Difference presents a persuasive practical, theoretical and empirical account of the benefits of intergroup dialogue. The data and research presented in this volume offer a useful model for improving relations among different groups not just in the college setting but in the United States as well.

PATRICIA GURIN is Nancy Cantor Distinguished University Professor Emerita of Psychology and Women’s Studies at the University of Michigan.

BIREN (RATNESH) A. NAGDA is associate professor of social work and Director of the Intergroup Dialogue, Education & Action (IDEA) Center at University of Washington.

XIMENA ZUNIGA is associate professor of social justice education at University of Massachusetts, Amherst.

As one of the fastest-growing segments of the American population, the children of immigrants are poised to reshape the country’s political future. The massive rallies for immigration rights in 2006 and the recent push for the DREAM Act, both heavily supported by immigrant youth, signal the growing political potential of this crucial group. While many studies have explored the political participation of immigrant adults, we know comparatively little about what influences civic participation among the children of immigrants. Coming of Political Age persuasively argues that schools play a central role in integrating immigrant youth into the political system. The volume shows that the choices we make now in our educational system will have major consequences for the country’s civic health as the children of immigrants grow and mature as citizens.

Coming of Political Age draws from an impressive range of data, including two large surveys of adolescents in high schools and interviews with teachers and students, to provide an insightful analysis of trends in youth participation in politics. Although the children of both immigrant and native-born parents register and vote at similar rates, the factors associated with this likelihood are very different. While parental educational levels largely explain voting behavior among children of native-born parents, this volume demonstrates that immigrant children’s own education, in particular their exposure to social studies, strongly predicts their future political participation. Learning more about civic society and putting effort into these classes may encourage an interest in politics, suggesting that the high school civics curriculum remains highly relevant in an increasingly disconnected society. Interestingly, although their schooling predicts whether children of immigrants will vote, how they identify politically depends more on family and community influences. As budget cuts force school administrators to realign academic priorities, this volume argues that any cutback to social science programs may effectively curtail the political and civic engagement of the next generation of voters.

While much of the literature on immigrant assimilation focuses on family and community, Coming of Political Age argues that schools—and social science courses in particular—may be central to preparing the leaders of tomorrow. The insights and conclusions presented in this volume are essential to understand how we can encourage more participation in civic action and improve the functioning of our political system.

REBECCA M. CALLAHAN is assistant professor of education at the University of Texas at Austin.

CHANDRA MULLER is professor of sociology at the University of Texas at Austin.

Beginning in the 1990s, the geography of Latino migration to and within the United States started to shift. Immigrants from Central and South America increasingly bypassed the traditional gateway cities to settle in small cities, towns, and rural areas throughout the nation, particularly in the South. One popular new destination—Nashville, Tennessee—saw its Hispanic population increase by over 400 percent between 1990 and 2000. Nashville, like many other such new immigrant destinations, had little to no history of incorporating immigrants into local life. How did Nashville, as a city and society, respond to immigrant settlement? How did Latino immigrants come to understand their place in Nashville in the midst of this remarkable demographic change? In Nashville in the New Millennium, geographer Jamie Winders offers one of the first extended studies of the cultural, racial, and institutional politics of immigrant incorporation in a new urban destination.

Moving from schools to neighborhoods to Nashville’s wider civic institutions, Nashville in the New Millennium details how Nashville’s long-term residents and its new immigrants experienced daily life as it transformed into a multicultural city with a new cosmopolitanism. Using an impressive array of methods, including archival work, interviews, and participant observation, Winders offers a fine-grained analysis of the importance of historical context, collective memories and shared social spaces in the process of immigrant incorporation. Lacking a shared memory of immigrant settlement, Nashville’s long-term residents turned to local history to explain and interpret a new Latino presence. A site where Latino day laborers gathered, for example, became a flashpoint in Nashville’s politics of immigration in part because the area had once been a popular gathering place for area teenagers in the 1960s and 1970s. Teachers also drew from local historical memories, particularly the busing era, to make sense of their newly multicultural student body. They struggled, however, to help immigrant students relate to the region’s complicated racial past, especially during history lessons on the Jim Crow era and the Civil Rights movement. When Winders turns to life in Nashville’s neighborhoods, she finds that many Latino immigrants opted to be quiet in public, partly in response to negative stereotypes of Hispanics across Nashville. Long-term residents, however, viewed this silence as evidence of a failure to adapt to local norms of being neighborly.

Filled with voices from both long-term residents and Latino immigrants, Nashville in the New Millennium offers an intimate portrait of the changing geography of immigrant settlement in America. It provides a comprehensive picture of Latino migration’s impact on race relations in the country and is an especially valuable contribution to the study of race and ethnicity in the South.

JAMIE WINDERS is associate professor of geography at Syracuse University.