Interracial contact and racial constancy: A multi-site study of racial intergroup bias in 3-5 year old Anglo-British children

145 citations recorded by the source corpus.

How researchers see this paper

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

Interventions to reduce prejudice and enhance inclusion and respect for ethnic differences in early childhood: A systematic review (2012, unknown): “Consequently, a stronger test of contact theory requires assignment to different levels of contact, not based on the child’s predisposition (e.g., Cameron et al., 2006; Leman & Lam, 2008; Rutland et al., 2005; Wright & Tropp, 2005).”
Imagined contact as a prejudice‐reduction intervention in schools: the underlying role of similarity and attitudes (2014, background): “…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).”
A Developmental Science Approach to Reducing Prejudice and Social Exclusion: Intergroup Processes, Social‐Cognitive Development, and Moral Reasoning (2015, background): “…when considering interventions to challenge social exclusion since research suggests that children are more likely to show prejudice and socially exclude if they think their own group condones such actions and they are seen as typical group behavior (Nesdale et al., 2005; Rutland et al., 2005).”