Extended contact has demonstrated its effectiveness in promoting more positive intergroup attitudes among children in previous experimental research. The current project evaluates the use of extended contact interventions involving story-telling in two novel school settings: the United States (N = 213) and Italy (N = 222) among children aged 5-12 years. Findings indicate support for the effectiveness of the interventions in these two locations among younger minority and majority children but call into question the durability of positive outcomes. Applications and implications are discussed.
Telling tales in school: Extended contact interventions in the classroom / Aronson, K.; Stefanile, C.; Matera, C.; Nerini, A.; Grisolaghi, J; Romani, G.; Massai, F.; Antonelli, P.; Ferraresi, L.; Brown, R.. - In: JOURNAL OF APPLIED SOCIAL PSYCHOLOGY. - ISSN 0021-9029. - STAMPA. - 46:(2016), pp. 229-241. [10.1111/jasp.12358]
Telling tales in school: Extended contact interventions in the classroom
STEFANILE, CRISTINA;MATERA, CAMILLA;NERINI, AMANDA;GRISOLAGHI, JACOPO;
2016
Abstract
Extended contact has demonstrated its effectiveness in promoting more positive intergroup attitudes among children in previous experimental research. The current project evaluates the use of extended contact interventions involving story-telling in two novel school settings: the United States (N = 213) and Italy (N = 222) among children aged 5-12 years. Findings indicate support for the effectiveness of the interventions in these two locations among younger minority and majority children but call into question the durability of positive outcomes. Applications and implications are discussed.File | Dimensione | Formato | |
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