Influence of segregation versus mixing: Intergroup contact and attitudes among White-British and Asian-British students in high schools in Oldham, England

Hewstone, Miles; Ramiah, Ananthi Al; Schmid, Katharina; Floe, Christina; Zalk, Maarten van; Wölfer, Ralf; New, Rachel

doi:10.1177/1477878518779879

Cited by 40 publications

(41 citation statements)

References 31 publications

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“…Despite the “promise of contact,” direct (face‐to‐face) contact is often not feasible in real world. The absence of direct intergroup contact might be a result of lack of opportunities for contact as is the case in geographically segregated settings such as segregated schools (e.g., Hewstone et al, ; Hughes, Campbell, Lolliot, Hewstone, & Gallagher, ) and segregated neighborhoods (e.g., Schmid, Hewstone, Hughes, Jenkins, & Cairns, ). Even when contact is (made) feasible, psychological obstacles like anxiety about meeting, or being around, members of the outgroup (Stephan & Stephan, ) and not having confidence in one’s ability to successfully carry out an intergroup interaction (contact self‐efficacy) (see Mazziotta, Mummendey, & Wright, ), may get into the way of pursuing and having intergroup contact.…”

Section: Introductionmentioning

confidence: 99%

The week after: Do the effects of imagined contact last over time?

Ιωάννου

2019

J Applied Social Pyschol

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The vast majority of studies assessing the prejudice reduction properties of imagined contact have focused so far on the immediate effects of the intervention. In an attempt to contribute to the literature examining the long-term effects of imagined contact, the two studies reported in this paper tested the immediate and long-term effects of imagined contact on outgroup attitudes, intergroup anxiety, and behavioral intentions in Experiment 1, and also on contact self-efficacy in Experiment 2. Both studies were conducted in a context of entrenched intergroup conflict, Cyprus. The results supported the effectiveness of imagined contact in eliciting more positive attitudes, lower levels of anxiety, more positive behavioral intentions, and higher contact self-efficacy when these were measured immediately after contact. However, evidence for the endurance of these effects was systematically found only for outgroup attitudes and intergroup anxiety. While these results speak to the ability of imagined contact to lead to long-term changes in important and commonly studied intergroup outcomes, lack of consistent evidence regarding its ability to yield lasting changes on variables pertaining to intended behavior toward the outgroup compose a challenge for the intervention.

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Section: Introductionmentioning

confidence: 99%

The week after: Do the effects of imagined contact last over time?

Ιωάννου

2019

J Applied Social Pyschol

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“…It is likely that school closures have had a disproportionate negative impact on young people’s cross-group friendships, compared with same-group friendships. This is because cross-group friendships in childhood are, in the first place, less common than same-group friendships (Aboud & Sankar, 2007; Hewstone et al, 2018), and they are also more difficult to initiate and sustain (Aboud & Sankar, 2007). Cross-group friendships also rely on having the opportunity to meet in multiple contexts in the wider community, outside of the school setting, and engaged in less-structured activities (Aboud & Sankar, 2007; Stringer et al, 2009).…”

Section: Lessons From Research In Formal Settingsmentioning

confidence: 99%

Lessons from developmental science to mitigate the effects of the COVID-19 restrictions on social development

Cameron

Tenenbaum

2021

Group Processes & Intergroup Relations

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Since the COVID-19 pandemic and the resulting social restrictions, children’s peer interactions have been altered. Peer interactions help children learn from each other to develop their understanding of conversation, emotion, and group norms. In addition, friendships can reduce intergroup bias and prejudice and increase independence. In this article, we review the ways that peers contribute to children’s cognitive and social development in informal and formal settings. Although restrictions are necessary to control the spread of the virus, social restrictions do not have to be to the detriment of peer relations. Based on evidence in developmental psychology, we end with suggestions for parents, teachers, and schools for how to continue to enable children to engage in peer interactions safely throughout future restrictions.

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“…Osler 2007;Flint and Robinson 2009), notably the contested question of whether faith schools are cohesive or divisive (e.g. Dwyer and Parutis 2013;Hewstone et al 2018). Other researchers have focused on the inter-relationship between pupils' beliefs and school ethos.…”

Section: Grand Theories and Local Contextsmentioning

confidence: 99%

Schools and their local religious contexts: building a framework of negotiations through qualitative meta-synthesis

Fancourt

Ipgrave

2019

Research Papers in Education

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In this article, we consider the relationships between schools and their local religious contexts and develop a new empiricallyinformed middle-level theory for analysing these relationships as a complex framework of negotiations. This framework is based on a meta-synthesis of qualitative data from forty-five case-studies of schools in Great Britain and Northern Ireland, which were conducted by researchers at University of Warwick between 2009 and 2015 as part of three major projects. The synthesis design was in three stages. First, two main overarching descriptive nodes were identified, each with two sub-nodes: schoolcomprising school ethos and religious education; local contextcomprising local patterns of belief and pupil religiosity. Second, these four subnodes were paired with each other to form six dyads of negotiation: four illustrated 'direct contextualisation', and two illustrated 'indirect contextualisation'. The data were re-analysed through this six-fold framework. Examples of each dyad are set out, illustrating both straightforward and challenging circumstances. The value of this dyadic framework for negotiation is considered, in relation to research, policy and practice, especially in theorising contextualisation. Finally, we underline the value of qualitative meta-synthesis in theory generation.

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Influence of segregation versus mixing: Intergroup contact and attitudes among White-British and Asian-British students in high schools in Oldham, England

Cited by 40 publications

References 31 publications

The week after: Do the effects of imagined contact last over time?

The week after: Do the effects of imagined contact last over time?

Lessons from developmental science to mitigate the effects of the COVID-19 restrictions on social development

Schools and their local religious contexts: building a framework of negotiations through qualitative meta-synthesis

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