Literaturnachweis - Detailanzeige
| Autor/inn/en | Olhová, Simona; Lášticová, Barbara; Kundrát, Josef; Kanovský, Martin |
|---|---|
| Titel | Using Fiction to Improve Intergroup Attitudes: Testing Indirect Contact Interventions in a School Context |
| Quelle | In: Social Psychology of Education: An International Journal, 26 (2023) 1, S.81-105 (25 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Olhová, Simona) ORCID (Lášticová, Barbara) ORCID (Kundrát, Josef) ORCID (Kanovský, Martin) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1381-2890 |
| DOI | 10.1007/s11218-022-09708-4 |
| Schlagwörter | Foreign Countries; Migrants; Population Groups; Travel; Migration; Minority Groups; Ethnic Groups; Intergroup Relations; Elementary School Students; Student Attitudes; Grade 6; Intervention; Fiction; Control Groups; Social Bias; Attitude Change; Slovakia |
| Abstract | The aim of the study was to evaluate the efficacy of an intervention using indirect intergroup contact for improving intergroup attitudes in schools, in particular anti-Roma prejudice. Vicarious contact--a form of indirect intergroup contact--can be experienced through fictional book characters, who can serve as positive role models in terms of intergroup attitude improvement. A vicarious contact experiment was conducted with sixth grade students (N = 177) from three Slovak elementary schools, using passages from the Harry Potter series. A "three-group pretest-posttest design" was adopted; experimental condition 1 involved reading passages without subsequent discussion, experimental condition 2 involved reading the same passages followed by a discussion, while the control group was not involved in any activities. There was a significant improvement of intergroup attitudes in experimental condition 2 compared to the control group, while condition 1 did not show any such improvement. The first contribution of the study is in tackling conceptually distinct mediators of the intervention's effect--perspective taking and narrative transportation. The second contribution is in demonstrating the added value of discussion in interventions focused on prejudice reduction in schools. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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