2018
DOI: 10.1016/j.jsp.2017.10.002
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Improving outgroup attitudes in schools: A meta-analytic review

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Cited by 71 publications
(101 citation statements)
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“…Prejudice interventions in children have shown to be particularly effective when including intergroup contact (Allport, ) or education and anti‐bias communication (Bigler & Liben, ), although effects can vary according to age and target outgroup (for reviews see Aboud et al, ; Raabe & Beelmann, ; Skinner & Meltzoff, ; Ülger et al, ). In line with the social‐cognitive developmental perspective on prejudice (Rutland et al, ), these interventions with a focus on changing children’s context in turn influence emotional and cognitive processes (e.g., higher empathy, fewer stereotypes) (Aboud et al, ) to counteract the development of prejudice.…”
Section: Prejudice Interventions In Childhoodmentioning
confidence: 99%
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“…Prejudice interventions in children have shown to be particularly effective when including intergroup contact (Allport, ) or education and anti‐bias communication (Bigler & Liben, ), although effects can vary according to age and target outgroup (for reviews see Aboud et al, ; Raabe & Beelmann, ; Skinner & Meltzoff, ; Ülger et al, ). In line with the social‐cognitive developmental perspective on prejudice (Rutland et al, ), these interventions with a focus on changing children’s context in turn influence emotional and cognitive processes (e.g., higher empathy, fewer stereotypes) (Aboud et al, ) to counteract the development of prejudice.…”
Section: Prejudice Interventions In Childhoodmentioning
confidence: 99%
“…Educational programs to reduce prejudice are often implemented by practitioners based on their experience without input from academics on empirical evidence and evaluation (Cameron & Turner, ). Furthermore, a meta‐analysis of 50 studies between 1995 and 2015 of anti‐prejudice interventions in schools (age of 4 onwards) suggested that interventions led by researchers produce positive outgroup attitudes but not when implemented by teachers, and that one‐to‐one interventions are more effective than classroom‐wide interventions (Ülger et al, ). The effectiveness of the interventions depended on the type of theoretical orientation and age group.…”
Section: Prejudice Interventions In Childhoodmentioning
confidence: 99%
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“…role-playing, simulation games, group exercises) to promote positive attitudes towards minorities and intergroup relations (Beelmann and Heinemann 2014). Finally, we documented the extent to which implementation relied on teachers or external experts, considering the need to qualify and empower teachers (Peeters and Sharmahd 2014;Ülger et al 2018). We attended to level of education, by comparing interventions targeting ECEC and primary education, the earlier levels within most education systems.…”
mentioning
confidence: 99%