Comparing the effectiveness and durability of contact- and skills-based prejudice reduction approaches

Rony Berger, Alaina Brenick, Samantha E. Lawrence, Lila Coco, Hisham Abu-Raiya

Research output: Contribution to journalArticlepeer-review

Abstract

This investigation compared the efficacy and durability of two prejudice reduction approaches: social-emotional skills training and intergroup contact. 148 5th grade Palestinian-Israeli students in the ethnically-mixed city of Jaffa were randomly assigned to one of three conditions. Members of the skills-based classes engaged in activities that aimed to cultivate perspective-taking, empathy, and compassion; members of the contact classes met with Jewish-Israeli peers; and members of the control group engaged in a general social studies program. Outcomes were measured a week before, immediately after, and 6 months following completion of the program. Results showed that the effects of both interventions were significantly larger than of those of the control group; both interventions increased readiness for contact with, and decreased emotional prejudice, expectations about negative outgroup behaviors, and stereotyping of Jewish-Israeli peers.

Original languageEnglish
Pages (from-to)46-53
Number of pages8
JournalJournal of Applied Developmental Psychology
Volume59
DOIs
StatePublished - 1 Nov 2018

Keywords

  • Elementary school children
  • Intergroup contact
  • Palestinian-Israelis
  • Prejudice-reduction
  • Social cognitive skills training
  • Social emotional skills training

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