Changing children's intergroup attitudes towards stigmatised groups : testing theoretically derived prejudice-reduction interventions

The aim of this thesis was to design and evaluate theoretically derived prejudice- reduction interventions for children (5 to 11 years) as a means of obtaining more effective prejudice-reduction interventions and advancing psychological theories of prejudice. In the thesis, the potential contribution of psychology to the intervention literature in terms of theoretical models and methodological issues is discussed and its contribution to the intervention literature to date is analysed.

The interventions tested are multiple classification skills training and a number of versions of extended contact, which were derived from different models of inter-group contact. Interventions were evaluated using measures of out- and in-group attitude, intended behaviour, affect and implicit bias. Throughout the thesis it is hypothesised that, following the interventions, children will hold more favourable out-group attitudes. It is predicted that, of the extended contact models, the ‘inter-group’ and ‘dual identity’ versions will be the most effective. It is also hypothesised that the extended contact effect will be mediated by ‘inclusion of other in the self and perceived norms, and will be moderated by age and identity. It is expected that implicit bias will be reduced following interventions, but only in the older age group.

The results of four experimental studies are presented and the hypotheses are considered in each chapter. In summary, the findings show strong support for the use of extended contact, especially ‘dual identity’ and ‘inter-group’ extended contact, as a prejudice reduction tool in children aged 5 to 11 years. There is little support for the multiple-classification skills training intervention. Results indicate that extended contact is mediated by ‘inclusion of other in the self and is moderated by in-group identity. Perceived in-group norm does not appear to be a mediator of extended contact. The theoretical and practical implications of these findings are discussed. It is concluded that by incorporating psychological theories into prejudice-reduction interventions, and by considering psychological issues in the implementation and evaluation of these interventions, this can lead to effective prejudice-reduction tools and also advance psychological theories of prejudice.