Improving implicit and explicit intergroup attitudes using imagined contact: An experimental intervention with elementary school children

Vezzali, Loris, Capozza, Dora, Giovanni, Dino and Stathi, Sofia (2011) Improving implicit and explicit intergroup attitudes using imagined contact: An experimental intervention with elementary school children. Group Processes and Intergroup Relations, 15 (2). pp. 203-212. ISSN 1368-4302 (print), 1461-7188 (online)

Abstract

The aim of this study was to test the effectiveness of imagined intergroup contact (Crisp & Turner, 2009) on elementary school children’s explicit and implicit intergroup attitudes. Italian 5th-graders participated in a 3-week intervention involving imagining meeting an unknown immigrant peer in various situations. Approximately 1 week after the last session, they completed measures of self-disclosure and behavioral intentions toward immigrants. Furthermore, they were administered a measure of implicit prejudice. Results showed that those taking part in the intervention, compared to participants in a control condition, revealed more positive behavioral intentions and implicit attitudes toward immigrants. Moreover, self-disclosure mediated the effect of imagined contact on outgroup behavioral intentions. Theoretical and practical implications of findings are discussed.

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