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Mäkinen V, Jasinskaja-Lahti I, Renvik TA, Liebkind K. Testing the Moderating Effect of Anti-Prejudice Motivation and Peer Attitudes on the Effectiveness of a School-Based Vicarious Contact Intervention. J Youth Adolesc 2024; 53:1743-1756. [PMID: 38637463 PMCID: PMC11226504 DOI: 10.1007/s10964-024-01985-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Accepted: 04/08/2024] [Indexed: 04/20/2024]
Abstract
Vicarious contact has often been used for studying prejudice-reduction in school contexts due to its relatively accessible application through written or audiovisual portrayals of positive intergroup contact. However, these interventions may sometimes prove ineffective, thus restricting their ecological validity and independent use in education. To contribute to the understanding of factors that might facilitate or mitigate the efficacy of vicarious contact in reducing ethnic prejudice among adolescents, the present study tested for the moderating effect of anti-prejudice motivation and friends' outgroup attitudes. Participants were Finnish secondary school students (N = 334; M = 13.38 years, SD = 0.53; 48% female; 19% ethnic minority) allocated into cluster-randomized intervention (N = 149) and control (N = 185) groups. Participants in the intervention group took part in 4 × 45-min teacher-led intervention sessions. A pretest-posttest design was employed to assess the outgroup attitudes three weeks before the intervention and the follow-up two weeks after. The results showed that adolescents' intrinsic, but not extrinsic, anti-prejudice motivation and the pre-intervention attitudes of their reciprocal classroom friends positively predicted post-intervention attitudes towards people from different ethnic and cultural groups. However, only extrinsic motivation moderated the intervention effect as the results indicated the intervention to have a detrimental effect on outgroup attitudes among adolescents with less motivation to be non-prejudiced in order to gain social acceptance. This attitudinal backlash among adolescents less susceptible to the social influence of others implies that motivational aspects should not be overlooked when developing school-based intervention programs, especially when social norms are used as a mechanism of attitude change.
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Sandberg DJ, Frisén A, Juang LP, Hwang CP, Syed M. Ethnic-Racial Identity and Attitude Change: Assessments of Outgroup and Diversity Attitudes among Adolescents in Sweden. J Youth Adolesc 2024:10.1007/s10964-024-02024-4. [PMID: 38833035 DOI: 10.1007/s10964-024-02024-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Accepted: 05/21/2024] [Indexed: 06/06/2024]
Abstract
Outgroup and diversity attitudes are important components of intercultural understanding and well-being. Despite the potential of ethnic-racial identity development as a means to foster positive outgroup and diversity attitudes, little is known about its effectiveness in rapidly diversifying contexts such as Sweden. This pre-registered study filled this gap by examining if adolescents taking part in an intervention focused on ethnic-racial identity exploration, the Identity Project, also reported change in outgroup and diversity attitudes, and whether migration background, education type, and ethnic-racial identity development predicted such change. Twenty-three tenth-grade classes in Sweden (N = 509; Mage = 16.28; SDage = 0.80; 66% female; 51% migration background) participated in the intervention and were assessed in four waves over a period of 26 weeks. Whereas ethnic-racial identity exploration and resolution increased for the intervention group, the adolescents reported no change in outgroup and diversity attitudes when compared to a control group. Increases in ethnic-racial identity exploration and resolution co-varied with increases in attitudes, but only at Time 3. The results do not provide support for the link between ethnic-racial identity development and positive outgroup and diversity attitudes, and challenge the notion of attitude change as a cascading effect of the Identity Project intervention in non-US sociocultural contexts. All aspects of the study were pre-registered on the Open Science Framework platform ( https://osf.io/f5896 ).
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Affiliation(s)
- David J Sandberg
- Department of Psychology, University of Gothenburg, Gothenburg, Sweden.
| | - Ann Frisén
- Department of Psychology, University of Gothenburg, Gothenburg, Sweden
| | - Linda P Juang
- Department of Inclusive Education, University of Potsdam, Potsdam, Germany
| | - C Philip Hwang
- Department of Psychology, University of Gothenburg, Gothenburg, Sweden
| | - Moin Syed
- Department of Psychology, University of Minnesota, Minneapolis, MN, USA
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3
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Vrdoljak A, Čorkalo Biruški D, Stanković N, Fasel R, Butera F, Jelić M. Imagining a better world: assessing the immediate and delayed effects of imagined contact on attitudes toward refugees in elementary school. Front Psychol 2024; 15:1294208. [PMID: 38741758 PMCID: PMC11089249 DOI: 10.3389/fpsyg.2024.1294208] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2023] [Accepted: 03/29/2024] [Indexed: 05/16/2024] Open
Abstract
Introduction Preparing host-society children for contact with refugees coming into their classes poses a new and important challenge for countries with little prior experience in integration. Imagined contact is a prejudice-reduction intervention that can be particularly useful in this context. However, its long-term effects and potential age-related variations in its efficacy among primary school children remain understudied. Methods This study investigated the short-term and long-term effects of an imagined contact school intervention on the change in attitudes and contact intentions of 1,544 children aged 7-15. Of these, 827 participated in a four-session-long intervention delivered by their teachers within their regular classes, while 717 served as a comparison group. Short-term effects were assessed approximately one week after the last intervention session, with long-term effects evaluated around two and a half months later. Results Our findings indicate that the imagined contact intervention instigates positive changes in intergroup attitudes and contact intentions in both the short term and long term, but only for the children in the lower grades of primary school. Discussion While the durability of these effects among younger participants holds promise for future use of imagined contact in schools, we also scrutinize potential developmental and methodological explanations of the absence of expected intervention effects among older children.
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Affiliation(s)
- Antonija Vrdoljak
- Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia
| | | | - Nikolina Stanković
- Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia
| | - Rachel Fasel
- Faculty of Social and Political Sciences, University of Lausanne, Lausanne, Switzerland
| | - Fabrizio Butera
- Faculty of Social and Political Sciences, University of Lausanne, Lausanne, Switzerland
| | - Margareta Jelić
- Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia
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Bähr C, Taylor LK. Growing up amid conflict: Implications of the Developmental Peacebuilding Model. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2023; 65:199-234. [PMID: 37481298 DOI: 10.1016/bs.acdb.2023.05.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/24/2023]
Abstract
Worldwide, 420 million children are affected by conflict and over half of all children experience violence every year. Thus, youth are unarguably affected by war and settings of persisting societal violence. Despite often being conceptualized as either powerless victims or violent perpetrators, recent advances in research and international policy recognize young people as key change agents in transforming adverse settings into positive environments. Framed by the Developmental Peacebuilding Model, this paper focuses on predictors, outcomes and intervention points within the family for youth peacebuilding. Recent advances of family-based interventions in diverse, non-WEIRD samples will be highlighted. Rooted in existing knowledge, we conclude with concrete suggestions on how to use secondary data to investigate youth peacebuilding across the globe.
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Affiliation(s)
- Celia Bähr
- Freie Universität Berlin, Berlin, Germany
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5
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Coard SI, Kiang L, Martin Romero MY, Gonzalez LM, Stein GL. Talking through the tough: Identifying facilitating factors to preparation for bias and racial-ethnic discrimination conversations among families from minoritized ethnic-racial groups. FAMILY PROCESS 2023. [PMID: 37019787 DOI: 10.1111/famp.12878] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Revised: 11/01/2022] [Accepted: 02/14/2023] [Indexed: 06/19/2023]
Abstract
Parent-child conversations about race-related issues serve a protective function for minoritized families and are needed to help children of color thrive in the United States (Hughes et al., Advances in Child Development and Behavior, 51, 2016 and 1). Despite the difficulties that parents experience in having such conversations to prepare youth to cope with discrimination (Priest et al., International Journal of Intercultural Relations, 43, 2014 and 139), parents are actively engaging in these courageous conversations with the aim of protecting their youth. In order to fully understand and support parents having these conversations, our study sought to identify conversation facilitators (i.e., strategies currently being implemented and viewed as successful and/or viewed as potentially helpful) to engage in preparation for bias and racial-ethnic discrimination conversations from the perspective of parents and youth. The current qualitative study draws upon focus group data collected from parents and youth from African American, Chinese American, Mexican American, and Indian American (South Asian) families (N = 138 individuals; 30 focus groups). Reflections were transcribed and coded by a racially and ethnically diverse research team using an inductive thematic analysis approach (Braun & Clarke, Qualitative Research in Psychology, 3, 2006 and 77). Shared and unique facilitators to engaging in preparation for bias and racial-ethnic discrimination conversations were identified across the four racial-ethnic groups. Shared facilitators broadly centered on parent-youth relationship quality, conversation characteristics, and quality, and conversation content and relevance. Unique facilitators broadly centered on communication style and needs and conversation content. Shared and unique facilitators warrant more attention to best support minoritized families. The use of findings in developing interventions to support marginalized parents, youth, and families is addressed.
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Affiliation(s)
- Stephanie Irby Coard
- Department of Human Development and Family Studies, University of North Carolina, Greensboro, North Carolina, USA
| | - Lisa Kiang
- Department of Psychology, Wake Forest University, Winston-Salem, North Carolina, USA
| | - Michelle Y Martin Romero
- Department of Public Health Education, University of North Carolina, Greensboro, North Carolina, USA
| | - Laura M Gonzalez
- Department of Teacher Education/Higher Education, University of North Carolina, Greensboro, North Carolina, USA
| | - Gabriela Livas Stein
- Department of Psychology, University of North Carolina, Greensboro, North Carolina, USA
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Cocco VM, Bisagno E, Bernardo GAD, Bicocchi N, Calderara S, Palazzi A, Cucchiara R, Zambonelli F, Cadamuro A, Stathi S, Crisp R, Vezzali L. Let's stay close: An examination of the effects of imagined contact on behavior toward children with disability. SOCIAL DEVELOPMENT 2022. [DOI: 10.1111/sode.12662] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Affiliation(s)
| | - Elisa Bisagno
- University of Modena and Reggio Emilia Reggio Emilia Italy
| | | | | | | | - Andrea Palazzi
- University of Modena and Reggio Emilia Reggio Emilia Italy
| | - Rita Cucchiara
- University of Modena and Reggio Emilia Reggio Emilia Italy
| | | | | | | | | | - Loris Vezzali
- University of Modena and Reggio Emilia Reggio Emilia Italy
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Oľhová S, Lášticová B, Kundrát J, Kanovský M. Using fiction to improve intergroup attitudes: Testing indirect contact interventions in a school context. SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09708-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
AbstractThe 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.
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Fu R, Leff SS, Carroll I, Brizzolara-Dove S, Campbell K. Racial Microaggressions and Anti-Racism: A Review of the Literature with Implications for School-Based Interventions and School Psychologists. SCHOOL PSYCHOLOGY REVIEW 2022; 53:1-16. [PMID: 38487040 PMCID: PMC10936695 DOI: 10.1080/2372966x.2022.2128601] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Accepted: 09/18/2022] [Indexed: 10/31/2022]
Abstract
Many racial-ethnic minoritized individuals are repeatedly exposed to subtle actions reflecting racial slights, termed racial microaggressions (RMAs), which are associated with adjustment problems in early adult and adult populations. Early adolescence represents a unique developmental period when minoritized youth begin their racial-ethnic identity exploration and are subjected to stereotypes and prejudice, thereby making them vulnerable to RMAs. Based upon the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist, a systematic literature search, screening and review of RMA literature focusing on high schoolers and younger youth was conducted and yielded 54 publications. This paper reviewed the publications and identified gaps in the field such as the need for systematic research on early adolescents including the frequency and severity of RMAs and the important contributions of peers, parents and teachers for RMA victims, and the need for more evidence-based programming for middle schoolers. Findings suggest that developing school-based microaggression anti-racism programs is clearly needed for minoritized and White youth.
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Affiliation(s)
- Rui Fu
- The Center for Violence Prevention at Children's Hospital of Philadelphia, Philadelphia, PA
| | - Stephen S Leff
- The Center for Violence Prevention at Children's Hospital of Philadelphia, Philadelphia, PA
- The Perelman School of Medicine at The University of Pennsylvania, Philadelphia, PA, USA
| | - Ian Carroll
- The Center for Violence Prevention at Children's Hospital of Philadelphia, Philadelphia, PA
| | - Shelby Brizzolara-Dove
- The Center for Violence Prevention at Children's Hospital of Philadelphia, Philadelphia, PA
| | - Kenisha Campbell
- The Center for Violence Prevention at Children's Hospital of Philadelphia, Philadelphia, PA
- The Perelman School of Medicine at The University of Pennsylvania, Philadelphia, PA, USA
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McCall CS, Romero ME, Yang W, Weigand T. A Call for Equity-Focused Social-Emotional Learning. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2093125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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10
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Tassinari M, Aulbach MB, Jasinskaja-Lahti I. The use of virtual reality in studying prejudice and its reduction: A systematic review. PLoS One 2022; 17:e0270748. [PMID: 35834584 PMCID: PMC9282653 DOI: 10.1371/journal.pone.0270748] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2021] [Accepted: 06/16/2022] [Indexed: 11/23/2022] Open
Abstract
This systematic review provides an up-to-date analysis of existing literature about Virtual Reality (VR) and prejudice. How has VR been used in studying intergroup attitudes, bias and prejudice, are VR interventions effective at reducing prejudice, and what methodological advantages and limitations does VR provide compared to traditional methods are the questions we aim to answer. The included studies had to use VR to create an interaction with one or more avatars belonging to an outgroup, and/or embodiment in an outgroup member; furthermore, they had to be quantitative and peer-reviewed. The review of the 64 included studies shows the potential of VR contact to improve intergroup relations. Nevertheless, the results suggest that under certain circumstances VR contact can increase prejudice as well. We discuss these results in relation to the intergroup perspective (i.e., minority or majority) and target minority groups used in the studies. An analysis of potential mediators and moderators is also carried out. We then identify and address the most pressing theoretical and methodological issues concerning VR as a method to reduce prejudice.
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11
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Vezzali L, Trifiletti E, Wölfer R, Di Bernardo GA, Stathi S, Cocco VM, Cadamuro A, Shamloo SE, Hewstone M. Sequential models of intergroup contact and social categorization: An experimental field test of integrated models. GROUP PROCESSES & INTERGROUP RELATIONS 2022. [DOI: 10.1177/13684302221104921] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Research has proposed different models of how contact situations should be structured to maximize contact effects, focusing in particular on the role of categorization during contact. We conducted two experimental field interventions ( Ns = 247 and 247) to test models that integrate different levels of categorization. Each of the tested models was contrasted against a no-intervention control condition. In both studies, we assessed effects shortly after the intervention (1 week later; i.e., posttest) and then after approximately 6 months (i.e., follow-up). In the first study, results generally supported the model where categorization precedes decategorization, showing effects on major dependent measures highlighted in research on intergroup contact: quantity and quality of contact, cross-group friendships, intergroup anxiety (marginal effect at follow-up), outgroup attitudes (only at follow-up). Evidence for follow-up effects for this model was, however, weaker in Study 2, where the delayed effects of the intervention emerged only indirectly, via changes in contact quality, outgroup attitudes, and approach behavioral intentions at posttest. Comparisons of the other two models (decategorization then categorization; and simultaneous categorization and decategorization) with the control condition (only in Study 1) provided weaker and inconsistent results.
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12
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Vergani M, Mansouri F, Orellana L. Terrorism concern and persistence of negative attitudes towards Islam and Muslims. JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY 2022. [DOI: 10.1002/casp.2633] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Matteo Vergani
- Alfred Deakin Institute for Citizenship and Globalisation Deakin University Burwood Victoria Australia
| | - Fethi Mansouri
- Alfred Deakin Institute for Citizenship and Globalisation Deakin University Burwood Victoria Australia
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13
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A test of the maintenance of the effects of imagined contact framed with supportive social norms as a teacher-led field intervention. J Sch Psychol 2022; 92:324-333. [DOI: 10.1016/j.jsp.2022.04.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2021] [Revised: 02/10/2022] [Accepted: 04/17/2022] [Indexed: 11/20/2022]
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14
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Reducing implicit prejudice towards migrants in fifth grade pupils: efficacy of a multi-faceted school-based program. SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09688-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
AbstractThis study evaluated the impact of a school-based program designed to reduce implicit prejudice towards migrants in fifth-grade school children. The program used empathy and perspective taking and direct and indirect contact as strategies to reduce ethnic prejudice. Multiple activities were used, including drawings by migrant children as instruments to promote inclusive behaviors. One hundred and five students were divided into two groups (control, experimental), and the children in each completed the Child-IAT (Implicit Association Test) before and after the program, to measure their implicit prejudice. Only the experimental group participated in the program. The results showed a significant reduction in the implicit prejudice in the experimental group after the educational program, but not in the control group. The results are discussed considering the practical implications of such a school program.
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Tropp LR, White F, Rucinski CL, Tredoux C. Intergroup Contact and Prejudice Reduction: Prospects and Challenges in Changing Youth Attitudes. REVIEW OF GENERAL PSYCHOLOGY 2022. [DOI: 10.1177/10892680211046517] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Intergroup contact has long been lauded as a key intervention to reduce prejudice and improve intergroup attitudes among youth. In this review, we summarize classic perspectives and new developments in the intergroup contact literature, highlighting both prospects and challenges associated with achieving desired youth outcomes through contact. First, we review literature showing how positive intergroup outcomes can be facilitated through cultivating optimal conditions for contact, as well as by attending to youth’s emotional responses to contact. We then discuss how desired contact outcomes may be inhibited by limited understanding of ways in which contact strategies may affect youth across developmental stages, as well as by limited focus on societal inequalities and intergroup conflict, which require examination of outcomes beyond prejudice reduction. We also review growing bodies of research on indirect contact strategies—such as extended contact, vicarious contact, and online contact—showing many options that can be used to promote positive relations among youth from diverse backgrounds, beyond the contact literature’s traditional focus on face-to-face interaction. We conclude this review by acknowledging how understanding both prospects and challenges associated with implementing contact strategies can enhance our capacity to prepare youth to embrace group differences and build more inclusive societies.
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Affiliation(s)
- Linda R. Tropp
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, MA, USA
| | - Fiona White
- School of Psychology, University of Sydney, Sydney, NSW, Australia
| | - Christina L. Rucinski
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, MA, USA
| | - Colin Tredoux
- Department of Psychology, University of Cape Town, Rondebosch, Western Cape, South Africa
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Wang C, Cocco VM, Vezzali L. Testing the association of positive and negative extended contact with intergroup contact intentions in China: The mediating role of intergroup anger, empathy, and happiness. JOURNAL OF APPLIED SOCIAL PSYCHOLOGY 2022. [DOI: 10.1111/jasp.12860] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Changcheng Wang
- School of Social and Behavioral Sciences Nanjing University Nanjing China
| | - Veronica Margherita Cocco
- Dipartimento di Discipline Umanistiche, Sociali e delle Imprese Culturali University of Parma Parma Italy
| | - Loris Vezzali
- Faculty of Medicine University of Modena and Reggio Emilia Reggio Emilia Italy
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Beelmann A, Lutterbach S. Developmental Prevention of Prejudice: Conceptual Issues, Evidence-Based Designing, and Outcome Results. REVIEW OF GENERAL PSYCHOLOGY 2021. [DOI: 10.1177/10892680211056314] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This article reviews conceptual and empirical issues on the developmental prevention of prejudice in childhood and adolescence. Developmental prejudice prevention is defined as interventions that intentionally change and promote intergroup attitudes and behavior by systematically recognizing theories and empirical results on the development of prejudice in young people. After presenting a general conception of designing evidence-based interventions, we will discuss the application of this model in the field of developmental prejudice prevention. This includes the legitimation, a developmental concept of change, and the derivation of intervention content and implementation. Finally, we summarized recent evaluations results by reviewing meta-analytical evidence of programs and discuss important issues of future research and practice.
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Affiliation(s)
- Andreas Beelmann
- Institute of Psychology, Department of Research Synthesis, Intervention, Evaluation, Friedrich Schiller University Jena, Jena, Germany
| | - Sebastian Lutterbach
- Institute of Psychology, Department of Research Synthesis, Intervention, Evaluation, Friedrich Schiller University Jena, Jena, Germany
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18
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Crooks CV, Kubishyn N, Noyes A, Kayssi G. Engaging peers to promote well‐being and inclusion of newcomer students: A call for equity‐informed peer interventions. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22623] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Affiliation(s)
- Claire V. Crooks
- Centre for School Mental Health, Faculty of Education Western University London Ontario Canada
| | - Nataliya Kubishyn
- Centre for School Mental Health, Faculty of Education Western University London Ontario Canada
| | - Amira Noyes
- Centre for School Mental Health, Faculty of Education Western University London Ontario Canada
| | - Gina Kayssi
- Centre for School Mental Health, Faculty of Education Western University London Ontario Canada
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Hsieh W, Faulkner N, Wickes R. What reduces prejudice in the real world? A meta-analysis of prejudice reduction field experiments. BRITISH JOURNAL OF SOCIAL PSYCHOLOGY 2021; 61:689-710. [PMID: 34775630 DOI: 10.1111/bjso.12509] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2020] [Accepted: 10/27/2021] [Indexed: 11/27/2022]
Abstract
Despite advances to promote acceptance and equity in many countries, prejudice remains a significant social problem. Promoting intergroup harmony requires knowledge about what works to reduce prejudice in community settings. This meta-analysis of field experiments reveals the most effective intervention types and conditions for reducing negative attitudes towards minority groups in real-world settings. Across 69 intervention arms and 24,378 participants, results reveal that prejudice reduction interventions are effective at improving attitudes towards minority groups in real-world settings (d = 0.51, 95% CI [0.33; 0.68]). The prediction interval was -0.90 to 1.92. In this case, the prediction interval was particularly wide because of the high degree of heterogeneity detected in effect size. Subgroup analyses indicate that less commonly explored approaches, such as perceived variability, may have larger effect sizes than contact-based interventions. Still, more research is needed to confirm the effects of these less-researched approaches. Additionally, results show that interventions are more effective for school and college cohorts than for adults, and that the effects of prejudice reduction interventions endure over time.
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Affiliation(s)
- Wing Hsieh
- BehaviourWorks Australia, Monash Sustainable Development Institute, Monash University, Melbourne, Victoria, Australia
| | - Nicholas Faulkner
- BehaviourWorks Australia, Monash Sustainable Development Institute, Monash University, Melbourne, Victoria, Australia
| | - Rebecca Wickes
- The Monash Migration and Inclusion Centre, Faculty of Arts, Monash University, Melbourne, Victoria, Australia
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Konings R, Thijs J, Geerlings J. Children's supportive attitudes toward refugees during the European refugee crisis of 2015. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101355] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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21
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Mäkinen V, Jasinskaja‐Lahti I, Renvik TA, Cocco VM, Lášticová B, Vezzali L, Liebkind K. The role of the perceived engagement of the facilitator in a vicarious contact intervention: A school‐based field experiment in three countries. JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY 2021. [DOI: 10.1002/casp.2579] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Affiliation(s)
- Viivi Mäkinen
- Faculty of Social Sciences University of Helsinki Helsinki Finland
| | | | | | | | - Barbara Lášticová
- Institute for Research in Social Communication Slovak Academy of Sciences Bratislava Slovakia
| | - Loris Vezzali
- Faculty of Medicine University of Modena and Reggio Emilia Modena Italy
| | - Karmela Liebkind
- Faculty of Social Sciences University of Helsinki Helsinki Finland
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Smith EM, Minescu A. The imaginary friends of my friends: Imagined contact interventions which highlight supportive social norms reduce children’s antirefugee bias. GROUP PROCESSES & INTERGROUP RELATIONS 2021. [DOI: 10.1177/13684302211002899] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Fostering inclusive attitudes among children in host classrooms is key to integrating refugee children. A field experiment tests the prejudice reduction effects of a teacher-led activity integrating imagined intergroup contact and normative influence. To enhance the effectiveness of imagined contact, scenarios include supportive ingroup norms. In 29 classes, 545 children ( Mage = 10.88, SD = 0.96) were randomly assigned to one of five conditions: standard imagined contact, imagined contact encouraged by family, class peers, or religious ingroups, or a control. Children in all norm-framed imagined contact conditions had significantly less antirefugee bias compared with the control. The class-peer norm frame significantly reduced affective and cognitive facets of bias. The family norm frame reduced affective bias, and the religious norm frame reduced cognitive bias. Standard imagined contact did not differ from the control. Potential mediating pathways are explored. These findings illustrate the utility of incorporating norms into imagined contact interventions to reduce antirefugee bias among schoolchildren.
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McClain MB, Callan GL, Harris B, Floyd RG, Haverkamp CR, Golson ME, Longhurst DN, Benallie KJ. Methods for addressing publication bias in school psychology journals: A descriptive review of meta-analyses from 1980 to 2019. J Sch Psychol 2021; 84:74-94. [DOI: 10.1016/j.jsp.2020.11.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Revised: 08/20/2020] [Accepted: 11/17/2020] [Indexed: 11/24/2022]
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Shonkoff JP, Slopen N, Williams DR. Early Childhood Adversity, Toxic Stress, and the Impacts of Racism on the Foundations of Health. Annu Rev Public Health 2021; 42:115-134. [PMID: 33497247 DOI: 10.1146/annurev-publhealth-090419-101940] [Citation(s) in RCA: 100] [Impact Index Per Article: 33.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Inequalities in health outcomes impose substantial human and economic costs on all societies-and the relation between early adversity and lifelong well-being presents a rich scientific framework for fresh thinking about health promotion and disease prevention broadly, augmented by a deeper focus on how racism influences disparities more specifically. This review begins with an overview of advances in the biology of adversity and resilience through an early childhood lens, followed by an overview of the unique effects of racism on health and a selective review of findings from related intervention research. This article presents a framework for addressing multiple dimensions of the public health challenge-including institutional/structural racism, cultural racism, and interpersonal discrimination-and concludes with the compelling need to protect the developing brain and other biological systems from the physiological disruptions of toxic stress that can undermine the building blocks of optimal health and development in the early childhood period.
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Affiliation(s)
- Jack P Shonkoff
- Center on the Developing Child, Harvard University, Cambridge, Massachusetts 02138, USA.,Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Harvard University, Boston, Massachusetts 02115, USA; , , .,Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts 02138, USA.,Harvard Medical School, Harvard University, Boston, Massachusetts 02115, USA
| | - Natalie Slopen
- Center on the Developing Child, Harvard University, Cambridge, Massachusetts 02138, USA.,Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Harvard University, Boston, Massachusetts 02115, USA; , ,
| | - David R Williams
- Center on the Developing Child, Harvard University, Cambridge, Massachusetts 02138, USA.,Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Harvard University, Boston, Massachusetts 02115, USA; , , .,Department of African and African American Studies and Department of Sociology, Harvard University, Cambridge, Massachusetts 02138-3654, USA
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Alnahdi GH, Elhadi A, Schwab S. The positive impact of knowledge and quality of contact on university students' attitudes towards people with intellectual disability in the Arab world. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 106:103765. [PMID: 32882614 DOI: 10.1016/j.ridd.2020.103765] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2020] [Revised: 06/23/2020] [Accepted: 08/14/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND This study examines undergraduate students' attitudes towards people with intellectual disability (PWID) in relation to their frequency of contact with people with intellectual disability, the quality of this contact, and their knowledge of intellectual disability (ID). METHOD The study sample comprised 1001 undergraduate students (458 male students [46 %]; 543 female students [54 %]; mean age = 20.6 years) from Saudi Arabia and Egypt. The Arabic version of the Mental Retardation Attitude Inventory-Revised (MRAI-R) was used to examine attitudes towards PWID. RESULTS Knowledge about ID, quality of contact with PWID, and gender were significant predictors of attitudes. Frequency of contact, as well as having relatives with a disability, were not significant predictors of attitudes. No differences were found between participants from the two countries. CONCLUSION The results of the study indicate that high-quality contact is a major predictor of students' attitudes. Therefore, society needs to ensure more than just simple forms of contact between people with and without disabilities.
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Affiliation(s)
- Ghaleb H Alnahdi
- Department of Special Education, College of Education, Prince Sattam bin Abdulaziz University, Alkharj, Saudi Arabia.
| | - Ayman Elhadi
- Department of Special Education, College of Education, Prince Sattam bin Abdulaziz University, Alkharj, Saudi Arabia
| | - Susanne Schwab
- Center for Teacher Education, University of Vienna, Vienna, Austria; North-West University, Vanderbijlpark, South Africa
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Longitudinal evaluation of friendship project: A multicultural – antiracist program for elementary school children. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-00842-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
AbstractThis study presents the results of the evaluation of Friendship Project-Greek version (FP-GR), a school based multicultural and anti-racist program aiming to develop intercultural skills and positive intergroup relationships, as well as familiarize and sensitize children with refugees’ life circumstances and difficulties. The aim of the study was to adapt FP in the Greek context and evaluate its longitudinal effectiveness in Greek students. The sample of the present research consisted of 314 children aged 9–12 years from six elementary schools in Athens and Crete, Greece. Students were randomly assigned to condition (intervention or control group) and the effectiveness of the program was examined through three measurements (before, at the end of the intervention and 3 months later). Data analyses (Repeated measures ANCOVA’s, Confirmatory Factor Analyses) were conducted using SPSS 25 and Mplusv.8.0. Results showed that FP-GR influenced participants’ general attitudes towards refugees, affected their xenophobic and intolerant attitudes but did not seem to have any significant impact on participants’ altruism. These results provide initial evidence that the FP-GR is an effective school-based prejudice-reduction program that promotes inclusive education for refugee-background elementary school children. Suggestions for the improvement of specific elements of FP-GR are also provided.
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Strohmeier D, Stefanek E, Yanagida T, Solomontos-Kountouri O. Fostering Cross-Cultural Friendships with the ViSC Anti-bullying Program. ADVANCES IN IMMIGRANT FAMILY RESEARCH 2020. [DOI: 10.1007/978-3-030-42303-2_12] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
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Gönültaş S, Mulvey K. Social-Developmental Perspective on Intergroup Attitudes towards Immigrants and Refugees in Childhood and Adolescence: A Roadmap from Theory to Practice for an Inclusive Society. Hum Dev 2019. [DOI: 10.1159/000503173] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Grapin SL, Griffin CB, Naser SC, Brown JM, Proctor SL. School-Based Interventions for Reducing Youths’ Racial and Ethnic Prejudice. ACTA ACUST UNITED AC 2019. [DOI: 10.1177/2372732219863820] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Minoritized youth encounter racial and ethnic prejudice and discrimination in a variety of settings, including schools. Prejudice refers to harboring negative attitudes and beliefs toward targeted social groups; discrimination reflects translating those attitudes into actions that marginalize targeted groups. Exposure to racial and ethnic discrimination has been associated with numerous detrimental outcomes for youth, including poorer mental health outcomes and lower levels of academic performance. This article describes the nature of racial and ethnic discrimination encountered by minoritized youth as well as its impact on these populations. It also reviews research on prejudice reduction interventions for youth, with a focus on those interventions designed for school settings. In light of existing research, several policy recommendations support high-quality, evidence-based programming in schools.
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Lokhande M, Reichle B. Acculturation and school adjustment of children and youth from culturally diverse backgrounds: Predictors and interventions for school psychology. J Sch Psychol 2019; 75:1-7. [PMID: 31474276 DOI: 10.1016/j.jsp.2019.06.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
In recent decades, classrooms in many countries have become more culturally diverse. However, students from ethnic minorities and students with immigrant backgrounds are at greater risk of lower social, psychological, and academic adjustment than their native peers. Therefore, schools all over the world are challenged by the question of how to help diverse students adjust to school independent of their ethnic background and family resources. The current special issue focuses on how schools and school psychologists can support positive interethnic attitudes and positive relationships in ethnically diverse classrooms as well as individual well-being, belonging, and academic achievement as different facets of school adjustment. The special issue includes three studies with empirical findings on the role of contextual and individual factors for school adjustment among minority and majority youth in diverse school contexts: Geerlings, Thjis, and Verkuyten study the modeling of outgroup attitudes via teachers' attitudes and more or less consistent behavior, Guerra, Rodrigues, Aguiar, Carmona, Alexandre, and Costa Lopes focus on the interplay of acculturation strategies and of perceived discrimination with school achievement and well-being. Caravita, Strohmeier, Salmivalli, and Di Blasio compare bullying and moral disengagement processes in majority and minority children. Five other studies report evaluations of evidence-based interventions that were tested among ethnically diverse youth in different school settings in two European countries, in Israel, and in the US - two on prejudice reduction (Brenick, Lawrence, Carvalheiro & Berger; Mäkinen, Liebkind, Jasinskaja-Lahti, & Renvik), and three on the effects of 'wise interventions' - self-affirmation and belonging interventions - on trust in teachers and behavioral conduct (Binning et al.), on students' sense of belonging and academic outcomes (Marksteiner, Janke, & Dickhäuser), and on math performance of students (Lokhande & Müller). The evaluation studies show differential effects across contexts and samples that point toward important mechanisms and moderators that may help practitioners adjust these programs to specific contexts.
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Affiliation(s)
- Mohini Lokhande
- Expert Council of German Foundations on Integration and Migration, Berlin, Germany.
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Albarello F, Crocetti E, Rubini M. Prejudice and Inclusiveness in Adolescence: The Role of Social Dominance Orientation and Multiple Categorization. Child Dev 2019; 91:1183-1202. [PMID: 31368142 DOI: 10.1111/cdev.13295] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This study examined the relations of multiple categorization and social dominance orientation with adolescents' prejudice against migrants and identification with the human group over time. Participants were 304 Northern-Italian late adolescents (61.84% female, Mage = 17.49) involved in a three-wave longitudinal study (with 3 months interval between waves). Results showed that multiple categorization was negatively linked to prejudice at a later time, whereas social dominance orientation was positively associated with it; prejudice also negatively affected multiple categorization and positively affected social dominance orientation at a later time. Moreover, prejudice mediated the effects of multiple categorization and social dominance orientation on human identification. These findings have important implications suggesting the construens effect of multiple categorization for enhancing social inclusiveness.
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Mäkinen V, Liebkind K, Jasinskaja-Lahti I, Renvik TA. A teacher-led vicarious contact intervention in culturally mixed classrooms with in- and outgroup role models of intergroup friendship. J Sch Psychol 2019; 75:27-40. [DOI: 10.1016/j.jsp.2019.07.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2018] [Revised: 05/28/2019] [Accepted: 07/02/2019] [Indexed: 11/30/2022]
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Guerra R, Rodrigues RB, Aguiar C, Carmona M, Alexandre J, Lopes RC. School achievement and well-being of immigrant children: The role of acculturation orientations and perceived discrimination. J Sch Psychol 2019; 75:104-118. [DOI: 10.1016/j.jsp.2019.07.004] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2018] [Revised: 06/15/2019] [Accepted: 07/02/2019] [Indexed: 11/26/2022]
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Preaching and practicing multicultural education: Predicting students' outgroup attitudes from perceived teacher norms and perceived teacher-classmate relations. J Sch Psychol 2019; 75:89-103. [PMID: 31474284 DOI: 10.1016/j.jsp.2019.07.003] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2018] [Revised: 06/13/2019] [Accepted: 07/02/2019] [Indexed: 11/23/2022]
Abstract
Research on the role of teachers in bringing about positive interethnic attitudes among their students has largely focused on the norms teachers express about cultural diversity in the classroom without considering teacher's enactment of these norms in their relationships with students. The current study assessed to what extent students' ethnic outgroup attitudes are affected by perceived positive teacher norms about cultural diversity, together with perceived positive teacher-classmate interactions that may serve as an example to students. We investigated whether and how teacher norms and practices interact to affect students' attitudes, and whether these effects may differ for minority and majority students. Data was gathered in two waves among 186 native (majority) Dutch students, and 129 students with a Turkish-Dutch, or Moroccan-Dutch (minority) background in 29 4th-6th grade classrooms. Results showed that both majority and minority students expressed more positive attitudes towards ethnic outgroups when they perceived their teacher to have a positive relationship with their majority classmates, but only when supported by positive teacher norms. Ethnic majority students had more favorable outgroup attitudes when perceiving positive teacher relationships with minority classmates, but only in the absence of positive teacher norms. These results indicate that students in culturally diverse classrooms consider their teachers' interpersonal relationships with classmates to inform their own attitudes about ethnic outgroups.
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Abstract
Racism in various forms exists worldwide. In Australia, racism is inextricably linked to the history of Australian immigrants and early setters. Although the Australian education system has adopted inclusive education, evidence shows several incidents of racial exclusion. With the public education system experiencing an increased cultural diversity in student population, schools are required to develop inclusive education policies. While policies related to disability inclusion have been in practice for many years, only recently has there been an increasing awareness of racial inclusion. This research paper explores the importance of racial inclusion in education by examining the causes and effects of racial exclusion in the Australian education context. This paper considers existing practices at the national level and in schools to explore racial discrimination. It identifies the factors contributing towards racism and proposes a framework employing key strategies at the macro, meso and micro levels to achieve racial inclusion in education. It also suggests opportunities based on research to strengthen the response against racism.
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Birtel MD, Di Bernardo GA, Stathi S, Crisp RJ, Cadamuro A, Vezzali L. Imagining contact reduces prejudice in preschool children. SOCIAL DEVELOPMENT 2019. [DOI: 10.1111/sode.12374] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Michèle D. Birtel
- Department of Psychology, Social Work and Counselling University of Greenwich London United Kingdom
| | | | - Sofia Stathi
- Department of Psychology, Social Work and Counselling University of Greenwich London United Kingdom
| | - Richard J. Crisp
- Department of Psychology Durham University Durham United Kingdom
| | - Alessia Cadamuro
- Department of Education and Humanities University of Modena and Reggio Emilia Modena Italy
| | - Loris Vezzali
- Department of Education and Humanities University of Modena and Reggio Emilia Modena Italy
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Liebkind K, Mäkinen V, Jasinskaja-Lahti I, Renvik TA, Solheim EF. Improving outgroup attitudes in schools: First steps toward a teacher-led vicarious contact intervention. Scand J Psychol 2018; 60:77-86. [DOI: 10.1111/sjop.12505] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2018] [Accepted: 10/08/2018] [Indexed: 11/29/2022]
Affiliation(s)
- Karmela Liebkind
- Social Psychology; Faculty of Social Sciences; University of Helsinki; Finland
| | - Viivi Mäkinen
- Social Psychology; Faculty of Social Sciences; University of Helsinki; Finland
| | | | | | - Erling F. Solheim
- Social Psychology; Faculty of Social Sciences; University of Helsinki; Finland
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