Suchergebnisse

AbstractIn line with current developments in indirect intergroup contact literature, we conducted a field study using the imagined contact paradigm among high‐status (Italian children) and low‐status (children with foreign origins) group members (N = 122; 53 females, mean age = 7.52 years). The experiment aimed to improve attitudes and behavior toward a different low‐status group, children with disability. To assess behavior, we focused on an objective measure that captures the physical distance between participants and a child with disability over the course of a five‐minute interaction (i.e., while playing together). Results from a 3‐week intervention revealed that in the case of high‐status children imagined contact, relative to a no‐intervention control condition, improved outgroup attitudes and behavior, and strengthened helping and contact intentions. These effects however did not emerge among low‐status children. The results are discussed in the context of intergroup contact literature, with emphasis on the implications of imagined contact for educational settings.