When and why does extended contact work? The role of high quality direct contact and group norms in the development of positive ethnic intergroup attitudes amongst children

Cameron, L. and Rutland, A. and Hossain, R. and Petley, R. (2011) When and why does extended contact work? The role of high quality direct contact and group norms in the development of positive ethnic intergroup attitudes amongst children. Group Processes and Intergroup Relations, 14 (2). pp. 193-206. ISSN 1368-4302 . (Full text available)

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http://dx.doi.org/10.1177/1368430210390535

Abstract

This research examines quasi-experimentally for the first time whether direct contact moderates the extended contact effect amongst children, and whether the extended contact effect is mediated by either in-group or out-group norms about cross-ethnic friendships. We tested two forms of extended contact (Dual identity and Common in-group identity) among ethnic majority children aged 6–11 years (white–English, n = 153) with differing levels of high quality (i.e., cross-ethnic friendships) or low quality (i.e., acquaintances) direct contact with the Indian–English out-group. As expected, the extended contact effect was demonstrated only amongst children who reported less high quality direct contact. Furthermore, we found the effect of extended contact was mediated by out-group norms. We also found evidence of moderated mediation, with the indirect effect of extended contact through in-group norms being significantly stronger amongst older children. The implications for extended contact theory and the future development of prejudice-reduction interventions amongst children are discussed.

Item Type: Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Faculties > Social Sciences > School of Psychology
Depositing User: Adam Rutland
Date Deposited: 11 Nov 2011 09:52
Last Modified: 25 Jun 2012 14:11
Resource URI: http://kar.kent.ac.uk/id/eprint/28389 (The current URI for this page, for reference purposes)
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