A teacher-led vicarious contact intervention in culturally mixed classrooms with in- and outgroup role models of intergroup friendship.

Abstract

Existing prejudice-reduction interventions in schools mainly target majority students and are mostly conducted by researchers, which limits their use for anti-discriminatory practices in culturally mixed schools. We tested a teacher-led intervention aiming at prejudice-reduction among both minority and majority adolescents through vicarious contact. The effects of indirect vicarious contact rest on observed ingroup role models of intergroup contact who have positive attitudes towards the outgroup, and vice versa. However, the specific impact of vicarious contact exerted by outgroup role models in comparison with ingroup role models has never been studied in interventions conducted in naturalistic school settings. To fill these gaps, a field experiment was conducted among secondary school students in Finland (Nmajority\u202f=\u202f437; Nminority\u202f=\u202f146). The experiment consisted of two stages, between which the ethnic status of the role models (majority vs minority) in stories read during the intervention sessions was changed. This was done to explore the impact of the in- and outgroup role models after the first stage, and to test the overall effect of the intervention on out-group attitudes and perceived in- and outgroup norms after participants were presented with both majority and minority storytellers after the second stage. The intervention affected the perceived outgroup norms among the minority participants as they perceived norms prevailing in the majority group to be more positive after the intervention. However, the ethnic status of the role models made no difference for any outcome variable. Ways to implement scientific knowledge into practice by providing research-based tools for multicultural education are discussed.