Abstract
Globally, our social worlds are becoming increasingly racially and ethnically diverse. Despite this, little attention has been given to how children negotiate this diversity. In this study we examine whether a value-in-diversity storybook intervention encourages young children to engage in intergroup contact with racially diverse peers. The lunchroom seating behaviour of 4- to 6-year-olds attending three racially diverse primary schools was recorded at three different points during a one-week period. Seating behaviour was coded based on the race of the children and levels of segregation were calculated (Campbell et al., 1996). Before hearing the story, we observed racial self-segregation; children were more likely to sit with same-race peers. However, immediately following the story, children were no longer significantly racially segregated. This effect was not maintained; up to 48 hours later children again showed evidence of racial self-segregation. Our findings suggest that exposure to racially diverse peers alone is not sufficient for promoting intergroup contact. We argue that it is vital to develop sustainable teacher-led interventions if we are to harness the potential of diverse school settings for bolstering intergroup relations.
Original language | English |
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Pages (from-to) | 318-387 |
Number of pages | 7 |
Journal | Journal of Community and Applied Social Psychology |
Volume | 27 |
Issue number | 5 |
Early online date | 16 May 2017 |
DOIs | |
Publication status | Published - Sept 2017 |
Research Groups and Themes
- SoE Centre for Psychological Approaches for Studying Education
Keywords
- diversity
- intergroup contact
- intergroup behaviour
- children
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Dive into the research topics of 'Stories that move them: Changing children’s behaviour toward diverse peers'. Together they form a unique fingerprint.Profiles
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Professor Shelley McKeown Jones
- School of Education - Honorary Professor
- Centre for Psychological Approaches for Studying Education
- Migration Mobilities Bristol
Person: Member, Honorary and Visiting Academic