Social antecedents of children's implicit prejudice: Direct contact, extended contact, explicit and implicit teachers' prejudice

By Loris Vezzali, D. Giovannini, D. Capozza. 2012

87 citations recorded by the source corpus.

Recent research has shown that children display implicit prejudice at least by age six (Baron & Banaji, 2006). In the present study, we investigated some potential antecedents of children's implicit intergroup attitudes: direct contact, extended contact, explicit and implicit racial attitudes of children's favourite teacher. Participants were Italian elementary school students. Results showed that, unexpectedly, direct contact increased negative implicit attitudes toward immigrants; extended contact reduced implicit prejudice only among those with less direct contact experiences. In addition, teachers' implicit (but not explicit) prejudice predicted children's implicit prejudice. Theoretical and practical implications of the findings are discussed, together with the importance of the social environment in the formation of children's implicit intergroup attitudes.

Subfields: Political Science and International Relations, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c31fe5650b0387ed296bd1fc5d23f0ebd8647324

Citations in the corpus

• The greatest magic of Harry Potter: Reducing prejudice (2015, unknown): “, Bilali & Vollhardt, 2013) and book reading in particular (Johnson, Huffman, & Jasper, 2014; Johnson, Jasper, Griffin, & Huffman, 2013; Vezzali et al., 2012) have been shown to be associated with reduced prejudice.”
• Confidence in Contact: A New Perspective on Promoting Cross-Group Friendship Among Children and Adolescents (2016, unknown): “Among a younger sample of Italian primary school children, Vezzali et al. (2012a) similarly found that extended contact was positively related to attitudes toward immigrants.”