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 language | American English |
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Pages (from-to) | 46-53 |
Number of pages | 8 |
Journal | Journal of Applied Developmental Psychology |
Volume | 59 |
DOIs | |
State | Published - 1 Nov 2018 |
Keywords
- Elementary school children
- Intergroup contact
- Palestinian-Israelis
- Prejudice-reduction
- Social cognitive skills training
- Social emotional skills training
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology