Imagined contact as a prejudice‐reduction intervention in schools: the underlying role of similarity and attitudes

By S. Stathi, Lindsey Cameron, Bonny L. Hartley, Shona Bradford. 2014

95 citations recorded by the source corpus.

The present research tested a prejudice-reduction intervention based on imagined contact. White children imagined interacting with a child from an ethnic out-group (Asian) once a week for 3 weeks, or did not take part in this activity (control group). Compared with the control group, children who engaged in imagined contact subsequently showed more positive attitudes, greater perceived similarity, and willingness for intergroup contact. The effect of the intervention on willingness for contact was mediated by positive attitude change. Implications for imagined-contact theory and the development of prejudice-reduction techniques for schools are discussed.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d9030737bd0b6294c2459dc9259663c5f940ae58

Citations in the corpus

• Confidence in Contact: A New Perspective on Promoting Cross-Group Friendship Among Children and Adolescents (2016, unknown): “…anxiety (e.g., Turner et al., 2007a), promotes self-efficacy regarding contact (Stathi et al., 2011) and greater perceived intergroup similarity (Stathi et al., 2014), and results in more positive friendship intentions (Cameron et al., 2011a; Turner et al., 2011) and friendly behaviors during…”