Page 207 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 207
contact-based interventions to reduce ethnic prejudice ...
*Stathi, S., Cameron, L., Hartley, B., & Bradford, S. (2014). Imagined contact as
a prejudice-reduction intervention in schools: the underlying role of sim-
ilarity and attitudes. Journal of Applied Social Psychology, 44(8), 536–546.
https://doi.org/10.1111/jasp.12245
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test
performance of African Americans. Journal of Personality and Social
Psychology, 69(5), 797–811. https://doi.org/10.1037/0022-3514.69.5.797
Tobler, A. L., Maldonado-Molina, M. M., Staras, S. A., O’Mara, R. J., Livingston,
M. D., & Komro, K. A. (2013). Perceived racial/ ethnic discrimination,
problem behaviors, and mental health among minority urban youth.
Ethnicity & Health, 18, 337–349. https://doi.org/10.1080/13557858.2012.730
609
Tropp, L. R., & Ramiah, A. A. (2017). Contact strategies for improving inter-
group relations among youth. The Wiley Handbook of Group Processes in
Children and Adolescents, 353–372. https://doi.org/10.1002/9781118773123.
ch17
Tufanaru C., Munn Z., Aromataris E., Campbell J., & Hopp L. (2017). Chapter
3: Systematic reviews of effectiveness. In E. Aromataris in Z. Munn (eds.),
Joanna Briggs Institute Reviewer’s Manual (4–9). The Joanna Briggs
Institute. https://reviewersmanual.joannabriggs.org/
Turner, R. N., Hewstone, M., Voci, A., Paolini, S., & Christ, O. (2007).
Reducing prejudice via direct and extended cross-group friend-
ship. European Review of Social Psychology, 18(1), 212–255. https://doi.
org/10.1080/10463280701680297
Ülger, Z., Dette-Hagenmeyer, D. E., Reichle, B., & Gaertner, S. L. (2018).
Improving outgroup attitudes in schools: A meta-analytic review. Journal
of School Psychology, 67, 88–103. https://doi.org/10.1016/j.jsp.2017.10.002
UNHCR. (2018). Global trends: forced displacement in 2017. https://www.un-
hcr.org/statistics/unhcrstats/5b27be547/unhcr-global-trends-2017.html
*Vezzali, L., Capozza, D., Giovannini, D., & Stathi, S. (2011). Improving
implicit and explicit intergroup attitudes using imagined con-
tact: An experimental intervention with elementary school children.
Group Processes & Intergroup Relations, 15(2), 203–212. https://doi.
org/10.1177/1368430211424920
*Vezzali, L., Di Bernardo, G. A., Stathi, S., Visintin, E. P., & Hewstone, M.
(2018). Using intercultural videos of direct contact to implement vicarious
contact: A school-based intervention that improves intergroup attitudes.
207
*Stathi, S., Cameron, L., Hartley, B., & Bradford, S. (2014). Imagined contact as
a prejudice-reduction intervention in schools: the underlying role of sim-
ilarity and attitudes. Journal of Applied Social Psychology, 44(8), 536–546.
https://doi.org/10.1111/jasp.12245
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test
performance of African Americans. Journal of Personality and Social
Psychology, 69(5), 797–811. https://doi.org/10.1037/0022-3514.69.5.797
Tobler, A. L., Maldonado-Molina, M. M., Staras, S. A., O’Mara, R. J., Livingston,
M. D., & Komro, K. A. (2013). Perceived racial/ ethnic discrimination,
problem behaviors, and mental health among minority urban youth.
Ethnicity & Health, 18, 337–349. https://doi.org/10.1080/13557858.2012.730
609
Tropp, L. R., & Ramiah, A. A. (2017). Contact strategies for improving inter-
group relations among youth. The Wiley Handbook of Group Processes in
Children and Adolescents, 353–372. https://doi.org/10.1002/9781118773123.
ch17
Tufanaru C., Munn Z., Aromataris E., Campbell J., & Hopp L. (2017). Chapter
3: Systematic reviews of effectiveness. In E. Aromataris in Z. Munn (eds.),
Joanna Briggs Institute Reviewer’s Manual (4–9). The Joanna Briggs
Institute. https://reviewersmanual.joannabriggs.org/
Turner, R. N., Hewstone, M., Voci, A., Paolini, S., & Christ, O. (2007).
Reducing prejudice via direct and extended cross-group friend-
ship. European Review of Social Psychology, 18(1), 212–255. https://doi.
org/10.1080/10463280701680297
Ülger, Z., Dette-Hagenmeyer, D. E., Reichle, B., & Gaertner, S. L. (2018).
Improving outgroup attitudes in schools: A meta-analytic review. Journal
of School Psychology, 67, 88–103. https://doi.org/10.1016/j.jsp.2017.10.002
UNHCR. (2018). Global trends: forced displacement in 2017. https://www.un-
hcr.org/statistics/unhcrstats/5b27be547/unhcr-global-trends-2017.html
*Vezzali, L., Capozza, D., Giovannini, D., & Stathi, S. (2011). Improving
implicit and explicit intergroup attitudes using imagined con-
tact: An experimental intervention with elementary school children.
Group Processes & Intergroup Relations, 15(2), 203–212. https://doi.
org/10.1177/1368430211424920
*Vezzali, L., Di Bernardo, G. A., Stathi, S., Visintin, E. P., & Hewstone, M.
(2018). Using intercultural videos of direct contact to implement vicarious
contact: A school-based intervention that improves intergroup attitudes.
207
