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

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 s...

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Bibliographic Details
Published in:	Journal of applied developmental psychology Vol. 59; pp. 46 - 53
Main Authors:	Berger, Rony, Brenick, Alaina, Lawrence, Samantha E., Coco, Lila, Abu-Raiya, Hisham
Format:	Journal Article
Language:	English
Published:	Norwood Elsevier Inc 01-11-2018 Elsevier Science Ltd
Subjects:	Developmental psychology Efficacy Elementary school children Emotional intelligence Empathy Intergroup contact Intervention Palestinian-Israelis Perspective taking Prejudice Prejudice-reduction Skill development Social cognitive skills training Social education Social emotional skills training Social skills Social studies Stereotypes Sympathy Palestinian-Israelis Social emotional skills training Intergroup contact Social cognitive skills training Prejudice-reduction Elementary school children
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Summary:	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. •Examines longitudinal school-based prejudice reduction interventions•Utilized social-emotional skills and intergroup contact experimental groups•Both skills- and contact-based interventions reduced prejudice.•Many intervention effects were durable at the follow-up.•Prejudice reduction and positive intergroup attitudes possible even in conflict zone.
ISSN:	0193-3973 1873-7900
DOI:	10.1016/j.appdev.2018.04.002