Article (Unspecified) http://sro.sussex.ac.uk Aronson, Krista Maywalt and Brown, Rupert (2013) Acculturation and social attitudes among majority children. International Journal of Intercultural Relations, 37 (3). pp. 313-322. ISSN 0147-1767 This version is available from Sussex Research Online: http://sro.sussex.ac.uk/52956/ This document is made available in accordance with publisher policies and may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the URL above for details on accessing the published version. Copyright and reuse:Sussex Research Online is a digital repository of the research output of the University.Copyright and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable, the material made available in SRO has been checked for eligibility before being made available.Copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. a b s t r a c tContemporary research emphasises the dynamic intergroup nature of acculturation processes involving both immigrants and nationals. Using data from a sample of 372 U.S. national children (aged 6-9 years), we examine the relationship between acculturation attitudes, conceptualized as desire for cultural maintenance and desire for intergroup contact between immigrants and nationals, and attitudes towards Somali immigrants (intended behaviour, prejudice, perceived norms and intergroup anxiety). Prosocial behaviours were highest among children who simultaneously endorsed cultural maintenance and intergroup contact attitudes. These findings and their implications are discussed.

Extended contact has demonstrated its effectiveness in promoting more positive intergroup attitudes among children in previous experimental research. The current project evaluates the use of extended contact interventions involving story‐telling in two novel school settings: the United States (N = 213) and Italy (N = 222) among children aged 5–12 years. Findings indicate support for the effectiveness of the interventions in these two locations among younger minority and majority children but call into question the durability of positive outcomes. Applications and implications are discussed.

Books depicting underrepresented racial or cultural groups and the messages they convey offer vehicles for change. But not all messages have the same impact, and thought should be given to which messages are used when and for what purpose. Our research contributes to the national conversation about diverse children's books by illuminating nine themes dominant in fiction and narrative nonfiction picture books (K-3) published between 2008-2015 featuring characters who are Asian/Pacific Islander, black/African/African American, Central and South American (Hispanic/Latinx), Middle Eastern/North African/Arab, First/Native Nations, and bi-/multiracial. We also provide insight into the messages communicated by the relative prevalence of characters portrayed in each theme from each group. Inviting those who use books with children to turn their attention to overarching messages, we provide a model of how these themes can be used to interrogate a collection and its nuances of representation.

most known for his influential and highly cited Multidimensional Model of Racial Identity (MMRI), is one of the most prolific and foundational Black scholars in psychology. From racial identity theory development and measurement to conceptual and methodological innovations in studying the lived experiences of Black people, Sellers' scholarship centers on the lives of Black communities. Sellers' mentorship and contributions to the professional development of scholars and professionals of color have supported and catalyzed new intergenerational knowledge building by these scholars, ensuring a perpetuating and far-reaching legacy in psychology. In this article, we: (a) celebrate Sellers' enduring contribution to the racial identity literature and its profound impact on psychology as a discipline as well as numerous subfields of psychology, (b) outline his contributions to the racial socialization literature, (c) describe methodological innovations in racial identity and racial socialization research advanced through his scholarship, and (d) summarize his con-

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