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Systematic Review of interventions and programs to increase respect for ethnic diversity and social inclusion
JLI Group #4: Research & Evaluation Presenter: Ulrike Niens
Which interventions/programs work?
Research problem: Many programs have been implemented.
BUT
• Few focus on early childhood – 0 to 8 years. • Few have been evaluated. • Few are conducted in non-western or southern countries. • Few are based on theories of development or change. • Few use conventional measures of respect & inclusion. • Few have been published or are accessible.
In order to evaluate programs, we needed to identify components of programs & evaluation designs
Components of Programs Content
contact, train empathy, learn about culture, learn the language
Theoretical underpinning Age of children Goal is to increase:
knowledge re cultures attitudes, respect behaviour, friendship
Design of the evaluation Correlational Experimental analogue Programme effectiveness
Pre-post change or post-only Control group Immediate or longer Follow-up
Measurement of outcome
Systematic review of published literature
keywords: children; intervention; program; program evaluation; bias; anti-bias; prejudice; inclusion.
40 articles since 1980 excluded if simply descriptive or no primary data
organized into 7 content types of intervention organized by design organized by age of children
0 to 8 years 9 to 12 years
7 content types of programmes by 'ethnicity' we include ethnic, national, religious, language, culture
1. Contact by itself: Does contact with children of a different ethnicity increase respect & inclusion (R&I)?
2. Contact + Allport conditions: Does cooperative learning increase R&I?
3. Contact via language learning: Does learning another language along with teacher contact increase R&I?
4. Vicarious contact via media: Does exposure to other- ethnicity peers via storybooks and television increase R&I?
5. Multicultural education: Does learning about different cultures increase R&I?
6. Anti-bias, anti-bullying practice: Does learning about ways to confront prejudice & exclusion increase R&I?
7. Social-cognitive underpinnings, empathy, role taking: Do strategies to raise empathy, role taking, etc increase R&I?
Reduced to 3 content types of programmes
Contact by itself Contact + Allport conditions Direct Contact Contact via language learning
Vicarious contact via media Media Contact
Multicultural education Anti-bias, anti-bullying practice
Learning Empathy, role taking, social-cognitive
Reduced to 3 content types of programmes n = number of evaluations of 3 – 8 yrs
Contact by itself Contact + Allport conditions Direct Contact Contact via language learning n = 13
Vicarious contact via media Media Contact n = 9
Multicultural education Anti-bias, anti-bullying practice
Learning Empathy, role taking, social-cognitive n = 6
Some theoretical underpinnings Theory Mediator Outcome Contact
knowledge differentiation Inclusion
Cooperative reduced anxiety Contact intimacy, disclosure
Friendship Positive Vicarious contact Attitudes
Communication elaboration likelihood Social learning co-constructed response model, rehearsal Training in role-taking empathy
Examples of programmes with Direct Contact
Wright & Tropp; Aboud & Sankar – children from two language groups together learned
their school subjects in the two languages Finkelstein; Fishbein; Howes & Wu; Rutland
children attended a mixed ethnicity preschool Aboud; Graham; Turner & Hewstone
close friendship contact in mixed ethnicity schools
Wright & Tropp (2005) Direct contact 5-9 yr olds
Programme Integrated language & ethnicity in classrooms Children from two ethnic groups (English & Latino)
taught in both languages side-by-side
Results Children in mixed-ethnic classrooms
evaluated Latinos more positively in two-language instruction classrooms than children in uni-ethnic or uni-language classrooms
Examples of programmes with media contact
Cole & Arafat; Fluent; Fox; Persson; Zielinska Jalan Sesama, Shara'a Simsum television episodes
Cameron & Rutland; Wham; Aboud Stories of cross-ethnic friends
Jalan Sesama, Shara'a Simsum, Rechov Sumsum, Sesame Street produced locally promotes ethnic diversity
Cameron, Rutland et al (2006) Vicarious contact 5-11yrs
Programme • Children (5-11 yrs) read stories about friendship of
ingroup (white British) & outgroup (refugee) • Weekly short sessions (over 6 weeks) in small groups • 3 interventions with different emphases on: Individual
characteristics, shared ingroup identity (same school) and dual identity (same school and refugee/British)
Results • Emphasis on Dual Ethnic Identities improved
outgroup attitudes towards refugees, more than stories emphasizing individual characteristics or shared identities only without their ethnicity.
Examples of Anti-bias and Multicultural Education programmes
Learning to respond to discrimination & bias
Unspecified multicultural programmes
Learning role-taking, empathy
Aboud & Miller (2007): name-calling in a multi-ethnic primary school: 35% Black, 25% S Asian, 30% White, 10% E Asian
Which attribute was targeted for name-calling?
appearance 27% academically strong 22% clothes especially girls 21% physical weakness especially boys 19% weight 17% skin colour 16.5% gender 16% academically weak 15% physical disability 11% religion 10%.
Experimental analogue design: Gr3 & 6 listened to a name-calling scenario; heard a model retort
Findings: Children subsequently co-
constructed their own response to name-calling.
Gr3 influenced more by adult model; Gr6 by peer.
Gr3 more explicit retort, e.g. "Stop calling him names"; Gr6 "No he doesn't".
Bigler & Lamb have studied this with 6-7 yr olds to promote gender inclusion.
Measurement of Respect and Inclusion
Respect measured as positive social evaluation friendly, smart, not mean
Respect measured as personal evaluation like, acceptance, close social distance
Inclusion measured by behaviour observation of voluntary association during play mutual friend relation, quality of friendship anti-bias retort to a name-caller share, help, talk with a different-ethnic peer
Psychological mediators: Program behaviour knowledge re culture, role-taking, perc'd similarity
Organization of evaluation designs and what they can tell us about respect and inclusion
Descriptive – not included in our review but read as background
Correlation – e.g. amount of contact attitudes
Experimental analogue - usually a brief, controlled intervention implemented by a researcher
Programme effectiveness- usually a longer experience implemented in a class by a teacher
Examples Showing the level of respect
and prejudice held by children from different ages.
Showing that higher amounts of contact are associated with more positive attitudes.
Showing that children who were shown positive interactions between a white- and brown- skinned adult changed their attitudes.
Showing that children who watched Rechov Sumsum acquired more positive attitudes towards Arabs.
Preliminary conclusions of the review
1. Contact, esp friendship, has positive effects.
2. Vicarious contact through the media is less consistent but also has some positive effect (it might be useful when direct contact is not available).
3. Multicultural education with the goal of increasing knowledge about a cultural group is ineffective.
4. Direct anti-bias teaching, esp with behaviour change and role-taking training shows promise.
Children under-8 years often have biases, so preventive strategies such as increasing knowledge are ineffective & may introduce stereotypes.
Children under-8 years have developmental barriers; they do not always receive the communicated message as intended.