Imagined contact as a prejudice‐reduction intervention in schools: The underlying role of similarity and attitudes

Stathi, Sofia and Cameron, Lindsey and Hartley, Bonny and Bradford, Shona (2014) Imagined contact as a prejudice‐reduction intervention in schools: The underlying role of similarity and attitudes. Journal of Applied Social Psychology, 44 (8). pp. 536-546. ISSN 0021-9029. (doi:https://doi.org/10.1111/jasp.12245) (Full text available)

PDF
Download (227kB) Preview
[img]
Preview
Official URL
http://dx.doi.org/10.1111/jasp.12245

Abstract

The present research tested a prejudice‐reduction intervention based on imagined contact. White children imagined interacting with a child from an ethnic out‐group (Asian) once a week for 3 weeks, or did not take part in this activity (control group). Compared with the control group, children who engaged in imagined contact subsequently showed more positive attitudes, greater perceived similarity, and willingness for intergroup contact. The effect of the intervention on willingness for contact was mediated by positive attitude change. Implications for imagined‐contact theory and the development of prejudice‐reduction techniques for schools are discussed.

Item Type: Article
Uncontrolled keywords: prejudice‐reduction, White children's attitudes, intergroup contact theory, positive attitude change, imagined-contact, willingness for contact, intervention, ingroup-outgroup, Asian children
Subjects: H Social Sciences
Divisions: Faculties > Social Sciences > School of Psychology
Depositing User: Lindsey Cameron
Date Deposited: 20 Nov 2014 13:44 UTC
Last Modified: 08 Jun 2015 10:57 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/45059 (The current URI for this page, for reference purposes)
  • Depositors only (login required):

Downloads

Downloads per month over past year