Ethnic Prejudice in Young Children in Indonesia: Intervention Attempts Using Multicultural Friendship Stories

Brown, Christia Spears; Tam, Michelle; Aboud, Frances E.

doi:10.1007/s13158-018-0214-z

Cited by 15 publications

(12 citation statements)

References 26 publications

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“…Note also that field interventions are often multicomponent and that multicomponent interventions tend to produce stronger effects (Beelman & Heinemann, 2014). The discussion is an important part of field interventions (also those addressing bullying of individuals belonging to disadvantaged groups; Earnshaw et al, 2018), and although it may strengthen their effects (Fisher, 1968), this is not necessarily the case (Brown, Tam, & Aboud, 2018;Creel, Rimal, Mkandawire, Böse, & Brown, 2011). As an example, Johnson and Aboud (2013) found that the effect of reading storybooks to children aged 5-8 years did not change depending on the extent to which the researcher reinforced the message (conceptually, a condition similar to an intervention followed by a discussion).…”

Section: Discussionmentioning

confidence: 99%

“…Note that field interventions are often multicomponent and that multicomponent interventions tend to produce stronger effects (Beelmann & Heinemann, 2014). The discussion is an important part of field interventions (also those addressing bullying of individuals belonging to disadvantaged groups; Earnshaw et al, 2018), and although it may strengthen their effects (Fisher, 1968), this is not necessarily the case (C. S. Brown, Tam, & Aboud, 2018; Creel, Rimal, Mkandawire, Böse, & Brown, 2011).…”

Section: Discussionmentioning

confidence: 99%

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Don’t hurt my outgroup friend: A multifaceted form of imagined contact promotes intentions to counteract bullying

Vezzali

Birtel

Bernardo

et al. 2019

Group Processes & Intergroup Relations

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A growing body of research has shown that imagined intergroup contact can improve outgroup attitudes. The aim of the present study was to examine the effectiveness of a multifaceted form of imagined contact in counteracting bullying in school children, and additionally to test the underlying processes of this effect. Two hundred and fifteen Italian elementary school children took part in a 3-week intervention, where they were asked to imagine a scenario in which they become friends with an unknown disabled child, interact in various social settings, and react to forms of discrimination toward the newly acquired friend. After each session, they discussed collectively what they had imagined. The dependent measures were administered 1 week after the last session. Results revealed that inclusion of an outgroup member in the self mediated the effect of imagined contact on intentions to counteract social exclusion and bullying of disabled children, as well as helping intentions. Imagined contact also promoted greater willingness for outgroup contact via more positive outgroup attitudes and empathy. Our findings are important in delineating new forms of imagined contact, and understanding ways to promote behaviors that defend victims of social exclusion and bullying in school environments.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Don’t hurt my outgroup friend: A multifaceted form of imagined contact promotes intentions to counteract bullying

Vezzali

Birtel

Bernardo

et al. 2019

Group Processes & Intergroup Relations

View full text Add to dashboard Cite

show abstract

“…However, Indonesia is a plural nation consisted of various ethnic groups and religions where Muslims are the majority religion (Indonesia.go.id, 2018). Prior studies have shown a positive correlation between diversity and empathy (Brown, Tam, & Aboud, 2018). Another study showed empathy improvement after participating in diversity courses (Remer, 2008).…”

Section: Introductionmentioning

confidence: 94%

Diversity and Children’s Empathy: The Mediating Role of Parent’s Prejudice

Rohmah¹,

Salim²

2020

Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019)

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The high cases of aggressive behavior in the Indonesian primary school indicate the low empathy of children. One of the factors that influence empathy development is the social environment. Furthermore, Indonesian society is very diverse as the social environment of children. Therefore, this study aim was to see the relationship between diversity and child's empathy. Several previous studies provided evidence of a correlation between diversity and prejudice. Some studies also proposed that prejudice attitude of children and parent predicts each other. Additionally, prior researches proved the correlation between prejudice and empathy. Therefore, this study also intended to investigate the mediating role of parent's prejudice attitude on the relationship between diversity and child's empathy. Participants of this research were 233 pairs of parent and child in Jakarta. We measured the variables using the adapted Kids' Empathy Development Scale, the adaptation of blatant prejudice scale, and the scale of opportunities for contact. This study showed that the direct effect of diversity on children empathy was not statistically significant, but the parent's prejudice attitude confirmed to mediate the relationship. Our findings indicate that diversity does not directly affect children's empathy, but diversity influences the parents' prejudice attitude which then affects the children's empathy.

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“…The result showed that children who often told the inclusive stories tend to be tolerant to another ethnic. It is different with children who are rarely told or informed about the inclusive things [7].…”

Section: A Culture Acculturationmentioning

confidence: 99%

Culture Acculturation between Batak Ethnic and Chinese Ethnic

Yasnita¹,

Raharjo²,

Nadiroh³

2018

Proceedings of the Annual Civic Education Conference (ACEC 2018)

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This study discuss how culture acculturation take place between Batak ethnic and Chinese ethnic. Teachers who come from Batak ethnic in this school become the newcomer and Chinese ethnic as the host. This study about intercultural adaptation refer to model system which is elaborated by Ruben, namely interrelatedness between personal communication and social communication comprising interpersonal communication and mass communication which is not separated from communication environment to measure communication competence among teachers who come from Batak ethnic in Chinese ethnic environment. The approach used in this study is qualitative approach with flow model of analysis. The study result showed that Batak ethnic is well-known by their harsh character and not easily influenced but in fact they can adapt and experience acculturation which is supported by the potential of acculturation of Batak ethnic toward Chinese ethnic, among others are the similarity in culture values and in religion, and the most important thing is the support from school environment which is very conducive and support intercultural adaptation, because anyway acculturation cannot take place without acceptance from the host environment. Another more interesting thing is that they had absorbed the values of Batak ethnic but strive to maintain their own cultural identity. Finally, this study show how school can become acculturation space to shape intercultural personality.

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Ethnic Prejudice in Young Children in Indonesia: Intervention Attempts Using Multicultural Friendship Stories

Cited by 15 publications

References 26 publications

Don’t hurt my outgroup friend: A multifaceted form of imagined contact promotes intentions to counteract bullying

Don’t hurt my outgroup friend: A multifaceted form of imagined contact promotes intentions to counteract bullying

Diversity and Children’s Empathy: The Mediating Role of Parent’s Prejudice

Culture Acculturation between Batak Ethnic and Chinese Ethnic

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