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International Journal of Behavioral Development
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Promoting children's positive intergroup attitudes towards stigmatized groups: Extended contact and multiple classification skills training

Lindsey Cameron

University of Kent, UK, L.Cameron{at}kent.ac.uk

Adam Rutland

University of Kent, UK

Rupert Brown

University of Sussex, UK

Two studies were conducted to evaluate interventions, based upon the extended contact hypothesis and multiple classification skills training, which aimed to promote children's positive intergroup attitudes towards two stigmatized groups. Study 1 tested whether extended contact and multiple classification skills training changed out-group attitudes towards the disabled among 6—9 year-old children. Out-group attitudes were significantly more positive only in the extended contact condition compared to the control. Study 2 involved four conditions: control, extended contact, modified multiple classification skills training and a combination of both interventions. Again, only the 6—11 year-old children who experienced the extended contact interventions (extended contact and combined) showed significantly more positive attitudes towards the refugee out-group compared to the control. The implications of these findings for the development of prejudice-reduction strategies in children will be discussed.

Key Words: children • classification skills • extended contact • intergroup attitudes • multiple classification skills

International Journal of Behavioral Development, Vol. 31, No. 5, 454-466 (2007)
DOI: 10.1177/0165025407081474
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 International Journal of Behavioral DevelopmentHome page
A. Rutland, D. Abrams, and S. Levy
Introduction: Extending the conversation: Transdisciplinary approaches to social identity and intergroup attitudes in children and adolescents
International Journal of Behavioral Development, September 1, 2007; 31(5): 417 - 418.
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