Rosa Hossain

When and why does extended contact work?: The role of high quality direct contact and group norms in the development of positive ethnic intergroup attitudes amongst children

This research examines quasi-experimentally for the first time whether direct contact moderates the extended contact effect amongst children, and whether the extended contact effect is mediated by either in-group or out-group norms about cross-ethnic friendships. We tested two forms of extended contact (Dual identity and Common in-group identity) among ethnic majority children aged 6–11 years (white–English, n = 153) with differing levels of high quality (i.e., cross-ethnic friendships) or low quality (i.e., acquaintances) direct contact with the Indian–English out-group. As expected, the extended contact effect was demonstrated only amongst children who reported less high quality direct contact. Furthermore, we found the effect of extended contact was mediated by out-group norms. We also found evidence of moderated mediation, with the indirect effect of extended contact through in-group norms being significantly stronger amongst older children. The implications for extended contact theory and the future development of prejudice-reduction interventions amongst children are discussed.

Acculturation Attitudes and Social Adjustment in British South Asian Children A Longitudinal Study

A 1-year longitudinal study with three testing points was conducted with 215 British Asian children aged 5 to 11 years to test hypotheses from Berry’s acculturation framework. Using age-appropriate measures of acculturation attitudes and psychosocial outcomes, it was found that (a) children generally favored an “integrationist” attitude, and this was more pronounced among older (8-10 years) than in younger (5-7 years) children and (b) temporal changes in social self-esteem and peer acceptance were associated with different acculturation attitudes held initially, as shown by latent growth curve analyses. However, a supplementary time-lagged regression analysis revealed that children’s earlier “integrationist” attitudes may be associated with more emotional symptoms (based on teachers’ ratings) 6 months later. The implications of these different outcomes of children’s acculturation attitudes are discussed.

Crossing Thresholds: Acculturation and Social Capital in British Asian Children

This chapter draws on a longitudinal study of identity transitions among young children from migrant and host society backgrounds in schools in England. The research included a quantitative study of involving just fewer than 400 schoolchildren aged between 5 and 11 and a qualitative study based on interviews with 32 children who participated in the main study. We outline below some of the key reasons for studying issues of identity and social action among young children from migrant backgrounds and salient theoretical issues and orientations. The chapter includes a brief description of the research project and an examination of the key findings from the quantitative and qualitative studies. We conclude with reflections on the implications of the research for the formulation of educational policies and for developing further theoretical frameworks for work in this area.

Social capital, ethnicity and children’s well-being: Aspects of social capital in the everyday lives of British Punjabi children

This paper discusses the relationship between minority ethnicity, well‐being and childrens social capital in the light of data from a qualitative study on social capital among 32 British Punjabi primary school children. Through a broad overview of social capital literature on ethnic minorities and childrens welfare, the case is made for placing childrens well‐being in a contextual framework that acknowledges the variety and wealth of childrens everyday experiences. Looking at the childrens social networks and future aspirations, the discussion will draw out ways in which social capital processes interact with other aspects of childrens identity, including ethnicity and gender, from a child‐centred perspective. Finally, some exploratory ideas are offered as to how bonding processes may affect childrens psychological well‐being, and how they may be viewed through the concept of ‘emotional capital’.