Influenced by social identity theory, psychologists have focused primarily on the role of shared identity in leading people to engage in collective action. In this study, we are concerned with the factors that lead individuals who do not share a collective identity to act in solidarity with an outgroup. We explored this question by looking at the narratives and motives that brought non-Palestinian university students to participate in collective action for Palestine. In-depth interviews with campus activists and a yearlong observation of campus debates over the Israeli-Palestinian conflict suggested a number of motives for solidarity activism. First, activists drew parallels between their in-group collective narrative and the collective narrative of the Palestinians. Second, an intersectional narrative of identity increased activist self-efficacy by highlighting the ways that activists were both marginalized and privileged. Third, activists explained their affinity to these narratives as rooted in personal experiences with marginalization and discrimination. A final motive arose through the practice of coalition building that further empowered students of different minority groups. Findings from this study contribute to an understanding of the current surge in Palestinian solidarity activism on college campuses in the United States.

中文翻译：

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交叉联盟：支持巴勒斯坦的非巴勒斯坦活动家。

受社会认同理论的影响，心理学家主要关注共享认同在引导人们参与集体行动方面的作用。在这项研究中，我们关注导致不具有集体身份的个人与外群体团结一致的因素。我们通过研究促使非巴勒斯坦大学生参与巴勒斯坦集体行动的叙述和动机来探讨这个问题。对校园活动家的深入采访和对以巴冲突的校园辩论的长达一年的观察表明了团结激进主义的一些动机。首先，活动家将他们的群体内集体叙事与巴勒斯坦人的集体叙事进行了比较。第二，通过强调活动家被边缘化和享有特权的方式，身份的交叉叙述提高了活动家的自我效能。第三，活动家将他们对这些叙述的亲和力解释为植根于边缘化和歧视的个人经历。最后一个动机是通过建立联盟的做法产生的，这进一步增强了不同少数群体学生的能力。这项研究的结果有助于了解当前美国大学校园中巴勒斯坦团结激进主义的激增。最后一个动机是通过建立联盟的做法产生的，这进一步增强了不同少数群体学生的能力。这项研究的结果有助于了解当前美国大学校园中巴勒斯坦团结激进主义的激增。最后一个动机是通过建立联盟的做法产生的，这进一步增强了不同少数群体学生的能力。这项研究的结果有助于了解当前美国大学校园中巴勒斯坦团结激进主义的激增。