Intergroup Contact Research Articles

Living together apart: the effect of boundary-salience on the stability of contact. Evidence from two Portuguese neighbourhoods

ABSTRACT This article explores how boundary salience affects the stability of intergroup contact. The research draws on interviews with 57 residents of Cerco and Pasteleira, two residential areas in Porto (Portugal), which are characterized by administrative, socioeconomic, and ethnic differences. The interviews reveal that, despite their proximity to out-groups and their spaces, some residents avoid contact opportunities to achieve separateness, while others enter into voluntary and involuntary contact. Such individual practices reflect subjective interpretations of boundary salience. The study finds that boundary salience affects the stability of intergroup contact by influencing individuals’ socio-spatial practices. These practices are the most stable and consensual at the extreme poles of boundary salience (i.e. very salient and very blurred), which result in stable forms of either segregation or integration. However, when the salience of boundaries is moderate, individual practices are more inconsistent and sensitive to subjective interpretations and personal experiences, often resulting in fluctuating forms of social mixing.

Contact quality and positive attitudes towards immigrants: The moderation of generalised trust.

In the context of international migration, intergroup contact has been widely recognised as a strategy for enhancing host populations' positive attitudes towards immigrants. However, the moderating factors that influence this association have been relatively understudied. In this research, we propose that generalised trust plays a significant role as a moderator in the relationship between the quality and quantity of intergroup contact and the positive attitudes of Chileans towards Peruvian and Venezuelan immigrants. We hypothesize that both types of contact will be associated with more positive attitudes towards immigrants in hosts with generalised trust (vs. no generalised trust). Using a sample of 916 Chilean participants, we conducted a linear regression analysis to test our hypotheses, and results show us a moderation effect only with contact quality. These findings have theoretical and practical implications, particularly in understanding how the moderation effect of generalised trust can contribute to improving intergroup attitudes.

Stay strong, stay healthy: exploring a predictive model of psychological adaptation among Macau students studying in Mainland China within the postcolonial context.

The prevailing research on adaptation primarily centers around the settlement of international students and immigrants in different cultural environments. However, there is a notable gap in understanding the intra-cultural adaptation process for individuals from postcolonial areas when relocating to their home country. The primary focus of the current study lies in constructing a predictive model that delineates the psychological adaptation experienced by Macau students studying in Mainland China. In total, two hundred and fifty-five Macau students completed a questionnaire which assessed variables falling into two categories: identity-related variables, such as language proficiency and identity, and intergroup-related variables, including intergroup contact and the quality of contact, and psychological adaptation. The findings from the present study revealed that identity and quality of contact continued to make significant contributions to psychological adaptation in intra-cultural environments as in inter-cultural environments, whereas language proficiency and intergroup contact were unrelated to psychological adaptation in intra-cultural adaptation. The present study extended the adaptation research by transporting hypotheses and findings from inter-cultural adaptation and testing their validity and applicability in postcolonial contexts. The findings also provided practical implications for Chinese education institutions and policy-makers.

The role of social norms, intergroup contact, and ingroup favoritism in weight stigma.

Although average body size in the U.S. has increased in recent decades, stigma directed at individuals with higher weight has not diminished. In this study, we explored this phenomenon by investigating the relationship between people's perceived social norms regarding higher weight and their reported levels of weight bias (i.e., anti-fat attitudes). Our predictions for perceived social norms drew on the concepts of intergroup contact and ingroup favoritism, which were also probed in this study. We hypothesized that both greater descriptive norms and more favorable injunctive norms regarding higher weight would be associated with lower reported weight bias. Individuals' quantity and quality of social contact with people with higher weight were also predicted to be associated with lower weight bias. Finally, we predicted that individuals who perceived themselves as heavier would display ingroup favoritism (i.e., report less weight bias). Participants (N = 272) from the United States completed a set of online questionnaires about their perceived social norms, social contact with people with higher weight, and explicit weight bias. We found support for each of these pre-registered predictions (ps < 0.03), and post hoc analyses revealed that quality, but not quantity, of social contact with individuals with higher weight was an important predictor of lower weight bias. Together, these findings provide insight into the social psychology of weight bias and help to lay a theoretical foundation for future efforts to reduce weight stigma.

Supplemental Material for Negativity Bias in Intergroup Contact: Meta-Analytical Evidence That Bad Is Stronger Than Good, Especially When People Have the Opportunity and Motivation to Opt Out of Contact

Supplemental Material for Negativity Bias in Intergroup Contact: Meta-Analytical Evidence That Bad Is Stronger Than Good, Especially When People Have the Opportunity and Motivation to Opt Out of Contact

An Exploration of Student Perception Toward Interprofessional High-Fidelity Clinical Simulation.

Interprofessional education is recognized for its potential for collaboration and teamwork, reflecting clinical practice; however, existing literature for simulation-based interprofessional education does not include Physician Associate (PA) students. This initiative aimed to explore the students' perception of interprofessional clinical simulation for PA students and allied health professional (AHP) students as part of our program development. A high-fidelity simulation session was designed and conducted for volunteering students from the PA, paramedic science, and physiotherapy courses. We used a mixed-method electronic questionnaire consisting of 15 statements rated on a numerical rating scale (0-5) and four open-ended questions with unlimited free-text responses to explore student perceptions. Inductive thematic analysis was used for qualitative analysis. The session design was underpinned by Allport's (intergroup) contact hypothesis with an emphasis on mutual intergroup differentiation. Forty-six students participated in the simulation teaching, with 48% (n = 22) providing feedback. Overall student perception was mainly positive toward the interprofessional simulation; however, some barriers to learning were recognized. Based on the evaluation of our initiative and existing literature, we propose 5 top tips to promote an effective learning experience for students. (1) Understand the importance of interprofessional collaboration. (2) Establish clear roles. (3) Plan the scenarios in advance. (4) Maintain equal status between groups. (5) Provide clear instructions and expectations. To our knowledge, this is the first study of high-fidelity interprofessional simulation involving PA and AHP students. We successfully explored student perception which highlighted aspects that can impact learning. This pilot study demonstrated that interprofessional simulation is a feasible and acceptable form of learning for our students and highlighted how to improve future interprofessional simulation teaching sessions.

‘Keep Europe for the Europeans’. The Role of Threat Perceptions and Intergroup Contact for Explaining Attitudes towards Immigrants in Hungary

‘Keep Europe for the Europeans’. The Role of Threat Perceptions and Intergroup Contact for Explaining Attitudes towards Immigrants in Hungary

Military Culture's Influence on Enlistment Advice for Potential Military Recruits: An Application of Allport's Intergroup Contact Theory

Military Culture's Influence on Enlistment Advice for Potential Military Recruits: An Application of Allport's Intergroup Contact Theory

Research on the Construction of Ethnic Interlocking Communities from the Perspective of Intergroup Contact—Taking the “Ethnic Unity, One Family” Project of S Community as an Example

Research on the Construction of Ethnic Interlocking Communities from the Perspective of Intergroup Contact—Taking the “Ethnic Unity, One Family” Project of S Community as an Example

THE EFFECT OF ONLINE IN-GAME INTERGENERATIONAL CONTACT ON AGEISM TOWARD THE OPPOSITE GENERATION

Abstract Previous research indicated that online games represent a unique context of intergroup contact but may enhance prejudice toward outgroup players during gameplay. Despite the growing number of older gamers and increasing opportunities of online in-game intergenerational contact, few study have focused on the online in-game intergenerational contact and its effect on ageism. To address such research gap, we designed an online quiz game by manipulating in-game intergenerational contact type (competition vs. cooperation) and game outcome (win vs. loss). 148 young participants (Mage = 22.71, SD = 2.88) and 155 older participants (Mage = 65.4, SD = 4.23) were recruited and randomly assigned into the four experimental conditions to play with a virtual game partner of opposite generation. Positive and negative dimensions of age-stereotype perception, individual’s cooperative orientation, and potential covariates were measured. Results showed significant intergenerational contact type × outcome × cooperative orientation effects on the perception of negative old-age-stereotype among younger participants and positive young-age-stereotype among older participants. Younger participants showed significant more negative old-age-stereotypes under competition loss (vs. win) condition, but older participants showed significant more positive young-age-stereotypes under cooperation loss (vs. win) condition. The findings indicated the negative impact of intergenerational competition among younger participants in the online game context, and also suggested the internalized self-ageism among older participants. Moreover, the boundary condition of personal factors revealed, that the effects of in-game intergenerational contact were only significant among those of lower (vs. higher) cooperative orientation. Our study also offered practical implications on designing gamified intergenerational-based intervention.

Transcending the classroom: (de)stigmatising foreign cultures through foreign language teaching

ABSTRACT Using intergroup contact and stigma management communication theories, this work examines the effect of cultural teaching and learning in Spanish language classes on cultural stigma, social distance, and ethnocentrism. Additionally, this study examines how individuals respond to positive and negative messages about foreigners. Survey results indicate cultural integration in the foreign language classroom was associated with increased cultural knowledge and, indirectly, decreased cultural stigma and social distance toward those from foreign cultures. The findings of this study extend prior intergroup contact work by demonstrating the potential for exposure to a culture, rather than its members, to decrease stigma.

How positive and negative intergroup contact jointly inform minority support for social change: The role of system-fairness beliefs.

Research suggests that positive contact with majorities may 'sedate' (undermine) minority support for social change, while negative contact may promote it. However, most studies to date have examined both forms of contact separately, which may not give an accurate picture of their effects. This study examines the joint effects and interplay of positive and negative contact on minority support for social change, and the role of system-fairness beliefs across seven ethnic minority samples in six countries (N = 790). Multigroup Structural Equation Modelling showed that negative contact predicted higher minority support for social change. Positive contact predicted both less support for social change indirectly via enhanced system-fairness beliefs, and more support for social change directly. Except for one national context, the total effects of positive contact were either non-significant or significantly positive. This shows that increased system-fairness beliefs can explain sedative effects of positive contact, and that positive contact may also promote support for social change. We conclude that sedative effects of positive contact may be overestimated by not considering negative contact.

Intergroup Contact, Perceived Attitudes, and Immigrants’ Attitudes Towards Locals: The Case of Immigrants Living in Finland

Research on immigrant-host attitudes in Finland has flourished significantly over the past two decades. However, most of this research has focused on Finnish attitudes towards immigrants. Studies that examine immigrants’ perception of the type of attitudes Finns have towards immigrants and immigrants’ own attitude toward Finns are hard to come by. This study examines the relationship between intergroup contact and the perception immigrants have about the type of attitudes Finns have towards immigrants. In addition, it further explores the extent to which the perception immigrants have of Finnish attitudes towards immigrants predicts immigrants’ attitudes towards Finns. In a sample of 104 immigrants and through the use of surveys, this study finds that positive contact experiences with Finns are positively related to favorable perceptions of Finnish attitudes towards immigrants, while negative contact experiences are negatively related to favorable perceptions of Finnish attitudes towards immigrants in Finland. In addition, the perception immigrants have of Finnish attitudes towards immigrants significantly predicted immigrants’ attitudes towards Finns. Implications and recommendations for future research are also discussed.

The more diverse the better: Identifying with a diverse neighbourhood mother community predicts greater intergroup contact

AbstractAlthough it has been shown that identification with a neighbourhood community can support intergroup relations within the community by providing resources to cope with intergroup contact, previous research has not investigated how the perceived diversity of the neighbourhood identity influences this process. This study extends research on neighbourhood identification by focusing on a specific group (mothers of small children), examining how and when identification with other mothers living in the same neighbourhood is related to intergroup contact with local outgroup mothers. We examined this in a survey study, for which we collected data from both Finnish majority and immigrant mothers at public maternal and child healthcare centres (N = 733). Our study showed that identification with the neighbourhood mother community was positively associated with intergroup contact, partly via perceived social support from other neighbourhood mothers for both Finnish majority and immigrant mothers. Our study additionally revealed that the perceived proportion of outgroup mothers in the local mother community moderated the relationship between identification and intergroup contact for both groups. Our findings highlight the significance of considering perceived diversity for determining when identification will support intergroup contact. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.

Intergroup contact in Japan: An exploration of direct, E-contact, and mass-mediated modalities among Japanese and international students

This study explored relationship between intergroup contact and willingness to interact with each other among Japanese and international students in Japan, focusing on three contact modalities: direct, E-contact, and mass-mediated contact, from perspectives of both groups. The research identified unique relationships between contact types and intergroup anxiety and common ingroup identity as mediating variables. Key findings include (1) divergent paths between all three contact modalities with intergroup anxiety and common ingroup identity, (2) a more pronounced link between positive contact and interaction willingness among Japanese students, and (3) the dominance of positive over negative contact in predicting interaction willingness. Exceptions to the latter two findings were also explored. The study’s nuanced insights offer valuable contributions to the field, guiding effective strategies in improving intergroup attitudes among domestic and international students.

International Student Mobility: Exploring the Psychological Effects on Identity Awareness on a Global Perspective

This paper delves into the multifaceted landscape of international student exchanges, illuminating their transformative power on identity formation, psychological resilience, cross-cultural competencies, and professional growth. Against a backdrop of increasing globalization, the education landscape has witnessed a surge in students seeking opportunities abroad. Drawing upon the intergroup contact theory, this essay explores how these educational voyages stimulate shifts in students identities as they navigate the cultural kaleidoscope, incorporating new values while preserving their traditional roots. Psychological challenges encountered during exchanges, including acculturative stress, pandemic-induced stress amplification, and academic hurdles, become crucibles for resilience and adaptation. The synergy between psychological factors and institutional support mechanisms highlights the potential for growth amid adversity. A central theme emerges, emphasizing the acquisition of global perspectives and cross-cultural communication skills as foundational pillars of students personal and professional evolution. In an era characterized by interconnected economies, these competencies offer graduates a competitive edge in the global job market, underscoring their significance in shaping future career trajectories. In conclusion, international student exchanges transcend geographical and cultural boundaries, fostering a global community of agile, culturally sensitive, and resilient individuals. While the scope of this exploration acknowledges inherent limitations, it mirrors the boundless potential of those who embark on the transformative journey of international exchanges, poised to shape a future marked by profound understanding and interconnectedness.

Which scientist are you? Creating self-outgroup overlap with a scientist through a personality matching game

Based in intergroup contact theory, we investigated how messaging about shared characteristics affects perceived closeness with scientists (i.e., self-outgroup overlap). In an online study, participants ($N=486$) played a personality matching game that matched them with a real scientist, then they responded to a survey. We replicated the study at a zoo ($N=63$) to examine implementation as a facilitated game. Self-scientist overlap improved in the online setting; in the in situ setting, trust increased, but not self-scientist overlap. Findings suggest that learning about how one scientist is similar to one's self can increase perceived closeness to scientists overall.

Ideological and Experiential Predictors of Asian Americans’ Attitudes Towards Black Americans

Drawing on the theories of Kim’s racial triangulation and Allport’s intergroup contact, this study examined ideological and experiential predictors of Asian Americans’ interracial attitudes and solidarity with Black Americans. In a community sample of 249 Asian Americans, hierarchical multiple regression analyses revealed that the ideological variables of internalized racism and model minority myth were associated with greater anti-Black attitudes. Internalized model minority myth of unrestricted mobility was also related to reduced intergroup solidarity. Conversely, the experiential variables of close and general contact with Black Americans were respectively related to greater pro-Black attitudes and intergroup solidarity. Additionally, higher quality of general contact buffered the negative association between internalized model minority myth and intergroup solidarity. The findings highlight the importance of deconstructing internalized racial beliefs rooted in White supremacy and cultivating quality intergroup contact between Black and Asian Americans. Implications for practice, community intervention, training, and research are discussed.

Do my students think I am racist? Effects on teacher self-efficacy, stress, job satisfaction and supporting students in culturally diverse classrooms

Schools are an important context of intergroup contact between culturally diverse teachers and students, where intergroup anxiety may occur. Using survey data from school teachers in Germany, this study aimed to extend research on intergroup anxiety by investigating the concern about appearing racist as a potential risk factor for teachers' well-being and functioning in culturally diverse classrooms. The findings suggest that teachers who are more concerned about appearing racist also experience more stress and less self-efficacy teaching in culturally diverse classrooms. This can reduce their job satisfaction, and also affect their ability to support their students’ needs in the classroom.

A Systematic Review of the Impact of School Education on Children’s Ethnic Prejudice

Ethnic prejudice may arise from a very young age, so it is important to pay attention to early school education. A systematic review is carried out to discuss whether school education can have an impact on reducing young children’s ethnic prejudice through empirical research. Based on PRISMA, 7 studies that meet the requirements were selected, followed by a quality assessment. 6 studies show that school education can have a positive impact on reducing young children’s ethnic prejudice and 1 study shows no effect on reducing prejudice. Generally, three kinds of methods are used in school education to reduce children's ethnic prejudice, that is, intergroup contact, imagination, and multimedia. The result shows that school education can have a positive impact on reducing young children’s ethnic prejudice by increasing their empathy, and this kind of impact is more effective for older children.