Intergroup contact and the projection of positivity

Three studies investigated whether intergroup contact reduces prejudice, in part, via the extension of positive attributes that define the self to the outgroup. Study 1 found that positive intergroup contact predicted self-outgroup overlap, and this overlap mediated the contact–attitude relationship. This mediational path was specific to outgroup, but not ingroup, attitudes. In Study 2 we found that it was the attribution of specifically positive, as opposed to negative, traits that mediated the contact–attitude relationship in a model that also included intergroup anxiety. In Study 3 an elaborated model was supported, in which perceived self-other similarity mediated the effects of positive contact on the attribution of positive self-traits. We discuss the findings in the context of recent advances in Intergroup Contact Theory.     

Indirect contact through book reading: Improving adolescents' attitudes and behavioral intentions toward immigrants

A study was conducted to test the effects of indirect contact through book reading on the improvement of Italian students' attitudes, stereotypes, and behavioral intentions toward immigrants. The results indicated that adolescents who read a book concerning intercultural topics, compared to those who read a book unrelated to intercultural themes or to those who did not read any book, showed improved intergroup attitudes, reduction in stereotyping, more positive intergroup behavioral intentions, and an increased desire to engage in future contact. Furthermore, the effects of indirect contact were mediated by increased inclusion of other in the self and reduced group identification. Theoretical and practical implications of the findings are discussed. © 2011 Wiley Periodicals, Inc.     

Communities of practice and participatory action research: the formation of a synergy for the development of museum programmes for early childhood

This study explores the integration of two key ideas and working frameworks: a community of educational practice formed by the synergy between a natural history museum and a university department of pre-school education, which undertook participatory action research aimed at the creation of innovative museum programmes for young children. Data analysis and the evaluation of the research process show that the community was able to bring its situated knowledge into question and interrogate propositional knowledge by means of re-evaluating the learning targets, the nature of children’s activity, the nature of interaction between adults and learners, and the nature of resources used in existing and newly designed programmes offered to young children. Participatory action research enabled the community to monitor the implementation of theory with scientific rigour and formulate a new ‘knowledge strategy’, which in theoretical terms will guide future developments.