Improving outgroup attitudes in schools : First steps toward a teacher‐led vicarious contact intervention

Show simple item record Liebkind, Karmela Mäkinen, Viivi M Jasinskaja-Lahti, Inga Renvik (Mähönen), Tuuli Anna Solheim, Erling 2020-11-19T13:30:01Z 2020-11-19T13:30:01Z 2019-02
dc.identifier.citation Liebkind , K , Mäkinen , V M , Jasinskaja-Lahti , I , Renvik (Mähönen) , T A & Solheim , E 2019 , ' Improving outgroup attitudes in schools : First steps toward a teacher‐led vicarious contact intervention ' , Scandinavian Journal of Psychology , vol. 60 , no. 1 , pp. 77-86 .
dc.identifier.other PURE: 119700511
dc.identifier.other PURE UUID: c8895ac2-37ef-44f5-97fe-a5198396bf30
dc.identifier.other Scopus: 85057576879
dc.identifier.other ORCID: /0000-0002-6419-5324/work/55353273
dc.identifier.other WOS: 000459578300010
dc.identifier.other ORCID: /0000-0003-2472-2203/work/58511887
dc.description.abstract Despite the urgent need for promoting positive intergroup relations in schools, research on intergroup relations is not systematically translated into prejudice-reduction interventions. Although prejudice-reduction interventions in schools based on indirect contact have been conducted for decades, they have all been carried out by researchers themselves. In a field experiment in Finland in autumn 2015, we tested for the first time a vicarious contact prejudice-reduction intervention for its effectiveness among adolescents (N = 639) when implemented independently by school teachers instead of researchers. In addition, we tested the extent to which the intervention’s effect depends on initial outgroup attitudes, previous direct outgroup contact experiences, and gender, hypothesizing that the intervention improves outgroup attitudes particularly among adolescents with more negative prior attitudes and less positive prior direct contact, and more among girls than among boys. We found an unanticipated overall deterioration in the outgroup attitudes during intervention in both the experimental and control groups. However, attitudes seemed to deteriorate somewhat less in the experimental than in the control group, and the intervention had a significant positive effect on outgroup attitudes in one experimental subgroup that needed it most: girls who had negative rather than positive outgroup attitudes at the outset. We discuss our results in light of previous research and contextual particularities. en
dc.format.extent 10
dc.language.iso eng
dc.relation.ispartof Scandinavian Journal of Psychology
dc.rights unspecified
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 5144 Social psychology
dc.subject 515 Psychology
dc.subject Adolescence
dc.subject gender
dc.subject outgroup attitudes
dc.subject prejudice-reduction
dc.subject teacher-led intervention
dc.subject vicarious contact
dc.subject BEHAVIOR
dc.subject NORMS
dc.subject GENDER
dc.subject FORMS
dc.title Improving outgroup attitudes in schools : First steps toward a teacher‐led vicarious contact intervention en
dc.type Article
dc.contributor.organization Department of Social Research (2010-2017)
dc.contributor.organization Faculty of Social Sciences
dc.contributor.organization Academic Disciplines of the Faculty of Social Sciences
dc.contributor.organization Social Psychology
dc.contributor.organization University Management
dc.contributor.organization Social Psychologists Studying Intergroup Relations (ESSO)
dc.contributor.organization Helsinki Inequality Initiative (INEQ)
dc.description.reviewstatus Peer reviewed
dc.relation.issn 0036-5564
dc.rights.accesslevel openAccess
dc.type.version acceptedVersion

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