Improving implicit and explicit intergroup attitudes using imagined contact: An experimental intervention with elementary school children

The aim of this study was to test the effectiveness of imagined intergroup contact (Crisp & Turner, 2009) on elementary school children’s explicit and implicit intergroup attitudes. Italian 5th-graders participated in a 3-week intervention involving imagining meeting an unknown immigrant peer in...

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Bibliographic Details
Published in:Group processes & intergroup relations 2012-03, Vol.15 (2), p.203-212
Main Authors: Vezzali, Loris, Capozza, Dora, Giovannini, Dino, Stathi, Sofia
Format: Article
Language:English
Subjects:
Attitudes
Behavior
Behavioural psychology
Children
Elementary school students
Elementary Schools
Experiments
Group dynamics
Imagination
Immigrant students
Immigrants
Intergroup Relations
Intervention
Measurement
Noncitizens
Prejudice
Primary schools
Self Disclosure
Social Contact
Studies
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Summary:The aim of this study was to test the effectiveness of imagined intergroup contact (Crisp & Turner, 2009) on elementary school children’s explicit and implicit intergroup attitudes. Italian 5th-graders participated in a 3-week intervention involving imagining meeting an unknown immigrant peer in various situations. Approximately 1 week after the last session, they completed measures of self-disclosure and behavioral intentions toward immigrants. Furthermore, they were administered a measure of implicit prejudice. Results showed that those taking part in the intervention, compared to participants in a control condition, revealed more positive behavioral intentions and implicit attitudes toward immigrants. Moreover, self-disclosure mediated the effect of imagined contact on outgroup behavioral intentions. Theoretical and practical implications of findings are discussed.
ISSN:1368-4302
1461-7188
DOI:10.1177/1368430211424920