Page 184 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 184
positive youth development in contexts
& Heinemann, 2014) and interventions to reduce prejudice in children and
adolescents in educational contexts (Ülger et al., 2018).
In contrast, the present study focuses narrowly on contact-based in-
terventions aimed at reducing ethnic prejudice against refugees, individ-
uals with a migratory background and other ethnic minorities in primary
and secondary school. The review only encompasses contact-based in-
terventions since they were initially meant to tackle ethnic prejudice and
have been shown to be the most effective in a variety of different settings
(Pettigrew & Tropp, 2006), while also concentrating on implementation in
school contexts because this is the primary source of intergroup contact for
children and adolescents (Ülger et al., 2018).
According to the aim of the present literature review, we explored the
following questions:
1. Are contact-based interventions effective in reducing prejudice
against refugees, individuals with a migratory background, and
other ethnic minorities in the school context?
2. Do contact-based interventions vary in their effectiveness in re-
ducing ethnic prejudice, depending on the type of intergroup
contact?
3. Which characteristics of the contact-based interventions add
to their effectiveness in reducing ethnic prejudice in the school
context?
4. On which aspects of ethnic prejudice do contact-based interven-
tions have the greatest effect? Does the effect depend on the type
of intergroup contact?
Method
Search strategy
The search strategy consisted of identifying relevant articles in the multi-
disciplinary databases Scopus, Web Of Science and Google Scholar, as con-
ducted on 15.6.2020. Search terms were partly based on the PICOS inclu-
sion criteria (Richardson et al., 1995). Articles had to be related to ethnic
prejudice (prejudice, discrimination, xenophobia, “ethnic prejudice”, bias,
attitude) or prejudice against ethnic minorities (migrants, immigrants,
refugees, “ethnic minority”), they had to be based on intergroup contact
(contact, “intergroup contact”, “vicarious contact”, “imagined contact”,
184
& Heinemann, 2014) and interventions to reduce prejudice in children and
adolescents in educational contexts (Ülger et al., 2018).
In contrast, the present study focuses narrowly on contact-based in-
terventions aimed at reducing ethnic prejudice against refugees, individ-
uals with a migratory background and other ethnic minorities in primary
and secondary school. The review only encompasses contact-based in-
terventions since they were initially meant to tackle ethnic prejudice and
have been shown to be the most effective in a variety of different settings
(Pettigrew & Tropp, 2006), while also concentrating on implementation in
school contexts because this is the primary source of intergroup contact for
children and adolescents (Ülger et al., 2018).
According to the aim of the present literature review, we explored the
following questions:
1. Are contact-based interventions effective in reducing prejudice
against refugees, individuals with a migratory background, and
other ethnic minorities in the school context?
2. Do contact-based interventions vary in their effectiveness in re-
ducing ethnic prejudice, depending on the type of intergroup
contact?
3. Which characteristics of the contact-based interventions add
to their effectiveness in reducing ethnic prejudice in the school
context?
4. On which aspects of ethnic prejudice do contact-based interven-
tions have the greatest effect? Does the effect depend on the type
of intergroup contact?
Method
Search strategy
The search strategy consisted of identifying relevant articles in the multi-
disciplinary databases Scopus, Web Of Science and Google Scholar, as con-
ducted on 15.6.2020. Search terms were partly based on the PICOS inclu-
sion criteria (Richardson et al., 1995). Articles had to be related to ethnic
prejudice (prejudice, discrimination, xenophobia, “ethnic prejudice”, bias,
attitude) or prejudice against ethnic minorities (migrants, immigrants,
refugees, “ethnic minority”), they had to be based on intergroup contact
(contact, “intergroup contact”, “vicarious contact”, “imagined contact”,
184
