Developing a More Inclusive Social Identity: An Elementary School Intervention

By M. Houlette, S. Gaertner, Kelly M. Johnson, Brenda S. Banker, Blake M. Riek, John F. Dovidio. 2004

174 citations recorded by the source corpus.

Subfields: Gender Studies, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e15aaf18b3b34ba65d8fb96440ec87af2c02b6b7

How researchers see this paper

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

In Gender Studies

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Field Experiments on Discrimination (2016, background): “The curriculum addresses not just racial/ethnic bias, but biases based on other factors such as gender, (45)See Houlette et al. (2004) for re-categorization, Rokeach (1971) and Rokeach (1973) for value consistency, Katz and Zalk (1978) and Katz (2000) for cognitive retraining, and Lustig (2003) for ”
Weight stigma is stressful. A review of evidence for the Cyclic Obesity/Weight-Based Stigma model. (2014, background): “Children as young as 3 years describe overweight children as “mean,” “stupid,” “lazy,” and “ugly” (Cramer & Steinwert, 1998), and biases based on body size, compared to race and sex, are the most resistant to change to intervention in first- and second-graders (Houlette et al., 2004).”
Prejudice in Schools: Promotion of an Inclusive Culture and Climate (2010, background): “Cooperative learning (Aronson & Patnoe, 1997; Houlette et al., 2004; Slavin & Cooper, 1999): more inclusive behavior, increased school performance, empathy, and perspective-taking.”
Confidence in Contact: A New Perspective on Promoting Cross-Group Friendship Among Children and Adolescents (2016, unknown): “Houlette et al. (2004) evaluated the Green circle program, an elementary school-based intervention program designed to widen children’s circle of inclusion to include people from different social groups, with a key goal of showing children that one can belong to a different group from someone else…”
Field experiments across the social sciences (2017, background): “Many of these interventions are implemented in educational settings.15 For example, school-age children and college students alike respond favorably to programs designed to widen their circles of inclusion (Houlette et al. 2004, Nagda et al. 2006).”
Included but Invisible? Subtle Bias, Common Identity, and the Darker Side of “We” (2016, background): “Interventions to reduce bias against members of underrepresented groups frequently emphasize the importance of inclusiveness and overarching commonalities among groups (Houlette et al., 2004; Stephan & Stephan, 2001).”
Prejudice reduction: what works? A review and assessment of research and practice. (2009, background): “Over the course of 12 hour-long sessions, instructors in 61 randomly assigned first- and second-grade classrooms led discussions about sex, race, and body size exclusion from the “green circle of community” (Houlette et al. 2004), versus an enhanced program, versus no program.”
Friendship and identity in a language-integrated school (2007, background): “In most studies, only one identity is questioned; however, Gaertner and colleagues (e.g. Houlette et al., 2004) propose that multiple or inclusive identities have greater intergroup benefits.”
Understanding and Addressing Contemporary Racism: From Aversive Racism to the Common Ingroup Identity Model (2005, methodology): “This collaboration with the Green Circle staff provided an applied opportunity to test the general principles of the Common Ingroup Identity model and also offered the Green Circle program an evaluation of their intervention’s effectiveness (see Houlette et al., 2004).”
Interventions to reduce prejudice and enhance inclusion and respect for ethnic differences in early childhood: A systematic review (2012, unknown): “One study on inclusive identity found that the main identity message was not adopted (Houlette et al., 2004).”
Another view of “we”: Majority and minority group perspectives on a common ingroup identity (2007, background): “, high schools, banking mergers, and blended families; see Gaertner, Bachman, Dovidio, & Banker, 2001), including anti-bias programmes with children (Houlette et al., 2004), ANOTHER VIEW OF ‘‘WE’’ 299”