The role of intergroup contact in predicting children's interethnic attitudes: Evidence from meta-analytic and field studies.

By Linda R. Tropp, M. Prenovost. 2008

174 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9e680f531988b098d85b786323e6c8fa841da0e0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Imagined contact as a prejudice‐reduction intervention in schools: the underlying role of similarity and attitudes (2014, unknown): “…3 years of age through to adolescence, and in multiple social contexts (e.g., Aboud, Mendelson, & Purdy, 2003; Feddes, Noack, & Rutland, 2009; Jackson, Barth, Powell, & Lochman, 2006; Rutland, Cameron, Bennett, & Ferrell, 2005; Tropp & Prenovost, 2008; Wagner, Van Dick, Pettigrew, & Christ, 2003).”
How social experience is related to children's intergroup attitudes (2010, background): “1 ¼ yes, the two characters are friends; 0 ¼ no, the two characters are not friends Interestingly, we did not find that intergroup contact reduced outgroup negativity (only ingroup bias), which differs from the traditional intergroup contact findings (Tropp & Prenovost, 2008).”
Preventing prejudice and improving intergroup attitudes: A meta-analysis of child and adolescent training programs (2014, background): “This result clearly corresponds to the contact literature in which supervision (or taking an active role) by an authoritative person is assumed to be one of the beneficial conditions during intergroup contact (Tropp & Prenovost, 2008).”
A Developmental Science Approach to Reducing Prejudice and Social Exclusion: Intergroup Processes, Social‐Cognitive Development, and Moral Reasoning (2015, background): “…this research has supported the " contact hypothesis, " as shown by a recent meta-analysis of studies examining the influence of contact on children's intergroup attitudes which found that contact between children of different groups corresponds with less prejudice (Tropp & Prenovost, 2008).”
Interventions to reduce prejudice and enhance inclusion and respect for ethnic differences in early childhood: A systematic review (2012, unknown): “Once again, Wright and Tropp found positive effects on ethnic majority but not minority children (see Tropp & Prenovost, 2008), and Rutland was able to assess only the former.”
Social antecedents of children's implicit prejudice: Direct contact, extended contact, explicit and implicit teachers' prejudice (2012, background): “An impressive number of studies over the past 50 years consistently showed that contact is indeed effective in favouring harmonious intergroup relations among adults and children (Pettigrew & Tropp, 2006; Tropp & Prenovost, 2008).”