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Vicarious, extended and imagined intergroup contact: A review of interventions based on indirect contact strategies applied in educational settings

Vicarious, extended and imagined intergroup contact: A review of interventions based on indirect contact strategies applied in educational settings

Stathi, Sofia ORCID: 0000-0002-1218-5239 (2017) Vicarious, extended and imagined intergroup contact: A review of interventions based on indirect contact strategies applied in educational settings. TPM - Testing, Psychometrics, Methodology in Applied Psychology, 24 (1). pp. 3-21. ISSN 1972-6325 (doi:https://doi.org/10.4473/TPM24.1.1)

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Abstract

Although research has shown that interventions within educational contexts based on direct, face-to-face contact are effective in reducing prejudice, they may be difficult to implement. Recent research has demonstrated that also indirect contact is a useful strategy to improve intergroup relations. In the present work, we focus on three forms of indirect contact which have received consistent attention by social psychologists in recent years: vicarious contact, extended contact, imagined contact. The interventions reviewed support indirect contact strategies as effective and flexible means of reducing prejudice within schools. In the final part of the article, we discuss the theoretical and practical implications of our literature review and provide some suggestions for future research.

Item Type: Article
Uncontrolled Keywords: imagined contact, extended contact, vicarious contact, indirect contact, intergroup relations
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: 13 Aug 2019 09:13
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/24194

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