What are some motivating factors that prompt an individual to activate an identity and take action?

In Group Entitlement, Anger, and Participation in Intergroup Violence, Christopher Claassen discusses the emotional conditions which are associated with intergroup violence. Claassen determines that anger is the best explanation for intergroup violence. He also mentions that there are four rival explanations: fear, hatred, contempt, and resentment. The four other explanations prove to be relevant but are less significant than anger in motivating intergroup violence. Claassen hypothesizes that “intergroup anger increases an individual’s intention to participate in intergroup violence” and “perceived violations of group entitlements result in increased levels of intergroup anger”. His work demonstrates that violations of group entitlements will increase levels of intergroup anger while intergroup anger will increase the likelihood of intergroup violence.

Our last reading addressed underlying conditions which lead ethnic groups to rebel. Claassen’s research focuses on violence in intergroup conflict without as much focus on ethnic groups. His primary example is violence toward immigrant workers in South Africa; however, his research analyzes intergroup conflict in general as opposed to with an ethnic focus. I appreciated Claassen’s emphasis on anger producing intergroup violence. He also mentions that often the leaders of violent rebellions have no means to reward their followers. His point highlights the fact that groups consider violence when they lack other resources for change. The reward comes from the rebellion itself and not the leader’s wealth.

Individuals activate an identity and take action when that identity is unrecognized or there are “perceived violations of group entitlements” (134) as Claassen said. I agree with Claassen’s second hypothesis. There are legitimate perceptions of group entitlement violation which often constitute some sort of rebellion. Yet even illegitimate perceptions of group entitlement violation can lead to some sort of rebellion. When people feel their rights are suppressed, they are likely to be frustrated or angry regardless of the accuracy of their perception.

Conflicts amongst youth in schools are an example of misperceiving a group entitlement violation. I remember in seventh grade my music teacher made my class memorize an album of classical music for our final exam. We had to know a variety of information about each song. The teacher gave us the assignment on our first day of class. From that point forward, my classmates felt that she was violating our entitlement to “an easy music class”. Regardless, the teacher was entitled to design the course and we were required to complete the assignments in order to pass the class. Due to the outrage caused by the perception that the course was too difficult, my classmates and I were mischievous for the rest of the semester. We tormented our teacher believing that she treated us unfairly. Anger is a powerful emotion which can easily inspire action. Our class exemplified how perceptions of entitlement violation cause anger.

Anger and frustration are an essential part of how identity is activated. Claassen’s writing statistically and descriptively supports this point. If my class were happy with the music curriculum, we would have felt that our identity as students was understood. We also would have felt less inclined to torment our poor teacher. Identities are activated in response to a need for change or recognition.