Page 206 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 206
positive youth development in contexts
and minority youth in Finland. Journal of Community & Applied Social
Psychology, 24(4), 325–339. https://doi.org/10.1002/casp.2168
Miles, E., & Crisp, R. J. (2013). A meta-analytic test of the imagined contact hy-
pothesis. Group Processes & Intergroup Relations, 17(1), 3–26. https://doi.
org/10.1177/1368430213510573
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred report-
ing items for systematic reviews and meta-analyses: The PRISMA state-
ment. PLOS Medicine, 6(7). https://doi.org/10.1371/journal.pmed1000097
Paluck, E. L., & Green, D. P. (2009). Prejudice reduction: What works? A review
and assessment of research and practice. Annual Review of Psychology,
60(1), 339–367. https://doi.org/10.1146/annurev.psych.60.110707.163607
Paolini, S., Hewstone, M., & Cairns, E. (2007). Direct and indirect intergroup
friendship effects: Testing the moderating role of the affective and cogni-
tive bases of prejudice. Personality and Social Psychology Bulletin, 33, 1406
– 1420. https://doi.org/10.1177/0146167207304788
Pettigrew, T. F., Christ, O., Wagner, U., & Stellmacher, J. (2007). Direct and in-
direct intergroup contact effects on prejudice: A normative interpretation.
International Journal of Intercultural Relations, 31(4), 411–425. https://doi.
org/10.1016/j.ijintrel.2006.11.003
Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup con-
tact theory. Journal of Personality and Social Psychology, 90(5), 751–783.
https://doi.org/10.1037/0022-3514.90.5.751
Raabe, T., & Beelmann, A. (2011). Development of ethnic, racial, and nation-
al prejudice in childhood and adolescence: A multinational meta-anal-
ysis of age differences. Child Development, 82(6), 1715–1737. https://doi.
org/10.1111/j.1467-8624.2011.01668.x
Richardson, J. T. (2018). Understanding the under-attainment of ethnic mi-
nority students in UK higher education: The known knowns and the
known unknowns. In J. Arday, & H. S. Mirza (eds.), Dismantling
Race in Higher Education (87–102). Palgrave Macmillan. https://doi.
org/10.1007/978-3-319-60261-5
Richardson, W. S., Wilson, M. C., Nishikawa, J., & Hayward, R. S. (1995).
The well-built clinical question: a key to evidence-based decisions. ACP
Journal Club, 123(3), A12. https://doi.org/10.7326/ACPJC-1995-123-3-A12
Stains, M., & Vickrey, T. (2017). Fidelity of implementation: An overlooked
yet critical construct to establish effectiveness of evidence-based instruc-
tional practices. CBE—Life Sciences Education, 16(1), 1–11. https://doi.
org/10.1187/cbe.16-03-0113
206
and minority youth in Finland. Journal of Community & Applied Social
Psychology, 24(4), 325–339. https://doi.org/10.1002/casp.2168
Miles, E., & Crisp, R. J. (2013). A meta-analytic test of the imagined contact hy-
pothesis. Group Processes & Intergroup Relations, 17(1), 3–26. https://doi.
org/10.1177/1368430213510573
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred report-
ing items for systematic reviews and meta-analyses: The PRISMA state-
ment. PLOS Medicine, 6(7). https://doi.org/10.1371/journal.pmed1000097
Paluck, E. L., & Green, D. P. (2009). Prejudice reduction: What works? A review
and assessment of research and practice. Annual Review of Psychology,
60(1), 339–367. https://doi.org/10.1146/annurev.psych.60.110707.163607
Paolini, S., Hewstone, M., & Cairns, E. (2007). Direct and indirect intergroup
friendship effects: Testing the moderating role of the affective and cogni-
tive bases of prejudice. Personality and Social Psychology Bulletin, 33, 1406
– 1420. https://doi.org/10.1177/0146167207304788
Pettigrew, T. F., Christ, O., Wagner, U., & Stellmacher, J. (2007). Direct and in-
direct intergroup contact effects on prejudice: A normative interpretation.
International Journal of Intercultural Relations, 31(4), 411–425. https://doi.
org/10.1016/j.ijintrel.2006.11.003
Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup con-
tact theory. Journal of Personality and Social Psychology, 90(5), 751–783.
https://doi.org/10.1037/0022-3514.90.5.751
Raabe, T., & Beelmann, A. (2011). Development of ethnic, racial, and nation-
al prejudice in childhood and adolescence: A multinational meta-anal-
ysis of age differences. Child Development, 82(6), 1715–1737. https://doi.
org/10.1111/j.1467-8624.2011.01668.x
Richardson, J. T. (2018). Understanding the under-attainment of ethnic mi-
nority students in UK higher education: The known knowns and the
known unknowns. In J. Arday, & H. S. Mirza (eds.), Dismantling
Race in Higher Education (87–102). Palgrave Macmillan. https://doi.
org/10.1007/978-3-319-60261-5
Richardson, W. S., Wilson, M. C., Nishikawa, J., & Hayward, R. S. (1995).
The well-built clinical question: a key to evidence-based decisions. ACP
Journal Club, 123(3), A12. https://doi.org/10.7326/ACPJC-1995-123-3-A12
Stains, M., & Vickrey, T. (2017). Fidelity of implementation: An overlooked
yet critical construct to establish effectiveness of evidence-based instruc-
tional practices. CBE—Life Sciences Education, 16(1), 1–11. https://doi.
org/10.1187/cbe.16-03-0113
206
