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

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

Stathi, Sofia, Cameron, Lindsey, 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 (Print), 1559-1816 (Online) (doi:10.1111/jasp.12245)

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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: imagined contact, prejudice-reduction intervention, school, attitudes
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Faculty / Department / Research Group: Faculty of Education & Health
Faculty of Education & Health > Department of Psychology, Social Work & Counselling
Last Modified: 15 Nov 2017 11:38
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/12057

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