Suchergebnisse

AbstractWe examined the effectiveness of an imagery‐based strategy designed to reduce prejudice in preschoolers in Italy. Three studies involving different target groups (disabled children, Black children) were conducted within Italian preschools. Children (4–6 years) were asked to imagine and draw meeting an outgroup member (Studies 1 and 2) or to imagine writing a letter to an outgroup member (Study 3). Results revealed that preschoolers in the experimental condition, relative to a control group, reported less intergroup bias in the form of contact intentions and resource allocation as well as greater behavioral inclusiveness; effects were mediated by improved intergroup attitudes. Our findings are important in understanding ways that promote positive intergroup relations in ways that align with the interests of young children.

AbstractIn this theory‐driven experimental field intervention, we used vicarious intergroup contact, a popular prejudice‐reduction strategy, to fight stigma‐based bullying. We focused on the role of peer norms, manipulated by asking participants to work individually or collectively in reinforcing activities following vicarious contact (operationalized as story reading). Participants were 346 Italian 4th‐5thgrade primary school children (48% females). Participants were allocated to a 2 (Target: outgroup vs. ingroup vicarious contact) × 2 (reinforcing activities: collective vs. individual) experimental design. Results revealed that outgroup (vs. ingroup) vicarious contact was indirectly associated with greater intentions to react to name‐calling and socially exclusionary behavior (two common forms of bullying) toward foreign children, only when participants collectively negotiated responses to reinforcing activities.

AbstractIn line with current developments in indirect intergroup contact literature, we conducted a field study using the imagined contact paradigm among high‐status (Italian children) and low‐status (children with foreign origins) group members (N = 122; 53 females, mean age = 7.52 years). The experiment aimed to improve attitudes and behavior toward a different low‐status group, children with disability. To assess behavior, we focused on an objective measure that captures the physical distance between participants and a child with disability over the course of a five‐minute interaction (i.e., while playing together). Results from a 3‐week intervention revealed that in the case of high‐status children imagined contact, relative to a no‐intervention control condition, improved outgroup attitudes and behavior, and strengthened helping and contact intentions. These effects however did not emerge among low‐status children. The results are discussed in the context of intergroup contact literature, with emphasis on the implications of imagined contact for educational settings.