Aronson et al., 2016: Learning about immigrant lives and cultures increased interest among young children in interacting with immigrant children over 3 weeks and reduced anxiety among American children over 10 weeks
Reference:
Aronson, K. M., Stefanile, C., Matera, C., Nerini, A., Grisolaghi, J., Romani, G., ... & Brown, R. (2016). Telling tales in school: Extended contact interventions in the classroom. Journal of Applied Social Psychology, 46(4), 229-241.
Download PDFSummary:
In samples of (1) predominantly White second- and third-grade children in the United States and (2) ethnically diverse 8-9 year-old Italian children, those who read 5-6 weekly storybooks including immigrant protagonists (Somali or African and Chinese) and relevant cultural information (e.g., religious holidays, food) reported greater interest in interacting with immigrant children 2-3 weeks after the intervention ended with the greatest effects among younger children (2nd-graders and 8 year-olds). The younger children in the US sample, also reported less anxiety about interacting with immigrant children up to 9-10 weeks later; the Italian sample, however, showed the opposite pattern for anxiety.
Psychological Process:
How?
Psychological Question Addressed
What connections do I have/could I have with other groups?What connections do I have/could I have with other groups?Psychological Question Addressed
What connections do I have/could I have with other groups?Psychological Process 2:
Psychological Process 3:
Social Area:
Intergroup relationships
Intervention Technique:
Prompting with information