Extended contact through story reading in school : Reducing children's prejudice toward the disabled

By Lindsey Cameron, A. Rutland. 2006

349 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/58418c3ed142fc0883be4ad7494602d16ee72512

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Citations in the corpus

Promoting Social Inclusion in Educational Settings: Challenges and Opportunities (2019, background): “In such cases, more indirect approaches where course materials are modified to reflect cross-group relationships (e.g., books featuring friendships between disabled and nondisabled youth; Cameron & Rutland, 2006) may be used.”
When extended contact opens the door to future contact (2011, background): “Thus, separate from the question of whether extended contact improves intergroup attitudes (Cameron & Rutland, 2006; Wright et al., 1997), the present research examines whether extended contact can encourage positive expectancies for future intergroup contact.”
The Dynamics of Acculturation: An Intergroup Perspective (2011, background): “…effects of an “individuating” intervention, particularly among more prejudiced schoolchildren, and by Cameron et al. (2006; see Section 3.5 above) and Cameron and Rutland (2006), who found that an indirect contact intervention that stressed both subgroup and superordinate identities simultaneously…”
Confidence in Contact: A New Perspective on Promoting Cross-Group Friendship Among Children and Adolescents (2016, positive): “…& Huici, 2008), when the group memberships of those involved remain salient (Cameron & Rutland, 2006), when a shared group membership is emphasized (Cameron & Rutland, 2006) and in contexts where there is little opportunity for direct contact (Cameron et al., 2011b; Christ et al., 2010; Vezzali et…”
Reducing prejudice via direct and extended cross-group friendship (2007, background): “Finally, Cameron and Rutland ( 2006 ) had non-disabled children aged between 5 and 10 years take part in a 6-week intervention that involved them being read weekly stories featuring disabled and non-disabled children in friendship contexts.”
The effectiveness of creative bibliotherapy for internalizing, externalizing, and prosocial behaviors in children: a systematic review (2015, background): “Tunney and Boore (2013) Quasi-experimental design Cameron and Rutland (2006) No control group”
Prejudice reduction: what works? A review and assessment of research and practice. (2009, background): “For example, Cameron & Rutland (2006) randomly assigned 253 five- to eleven-year-old English schoolchildren to listen to stories about a nondisabled child’s close friendship with a disabled child.”
Improving intergroup relations through direct, extended and other forms of indirect contact (2011, background): “In addition, 5–10-year-old children who read stories featuring friendships between non-disabled and disabled children displayed more positive attitudes and intended behavior toward children (Cameron & Rutland, 2006).”
Positive and extensive intergroup contact in the past buffers against the disproportionate impact of negative contact in the present (2014, background): “…to a growing interest in the way in which media consumers engage with outgroup media characters (one or more) from a contact theory perspective (Cameron & Rutland, 2006; Ortiz & Harwood, 2007; Schiappa et al., 2005) and learn about intergroup relations through the media (Gómez & Huici, 2008;…”
Promoting children's positive intergroup attitudes towards stigmatized groups: Extended contact and multiple classification skills training (2007, methodology): “This question was addressed in Cameron & Rutland (2006), who also examined the issue of generalization of out-group attitudes following extended contact.”
When and why does extended contact work? (2011, methodology): “The extended contact intervention stories have been described elsewhere (Cameron & Rutland, 2006; Cameron, et al., 2006; Cameron, et al., 2007), and will be outlined here briefly.”
Vicarious intergroup contact effects (2011, background): “Subsequent research using a variety of research methods in different intergroup contexts has provided additional evidence that extended contact improves intergroup relations (e.g., Cameron & Rutland, 2006; De Tezanos-Pinto, Bratt, & Brown, 2010; Paolini, Hewstone, Cairns, & Voci, 2004).”
Imagined contact as a prejudice‐reduction intervention in schools: the underlying role of similarity and attitudes (2014, methodology): “It was hypothesized that the intervention would have no effect on in-group orientation so that the control group and intervention group would hold similar attitudes toward, and willingness for contact with, the in-group (cf. Cameron & Rutland, 2006).”
Direct contact and authoritarianism as moderators between extended contact and reduced prejudice (2011, background): “Moreover, laboratory experiments (Wright et al., 1997) and experimental field studies (Cameron & Rutland, 2006; Liebkind & McAlister, 1999) have demonstrated that extended contact promotes more positive outgroup attitudes.”
Improving intergroup relations with extended and vicarious forms of indirect contact (2014, methodology): “In their study the authors manipulated group representations by allocating children to four experimental conditions, with a decategorisation condition similar to that used in Cameron and Rutland’s (2006) study, described above.”