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Teaching and learning guide for: The role of individual differences in understanding and enhancing intergroup contact
Social and Personality Psychology Compass ( IF 3.798 ) Pub Date : 2020-06-24 , DOI: 10.1111/spc3.12551
Gordon Hodson 1 , Rhiannon N. Turner 2 , Kristof Dhont 3
Affiliation  

Intergroup contact, the direct or extended (or virtual/imagined) interaction with members of other groups, has enjoyed a long history in social psychology. Allport (1954) introduced the “Contact Hypothesis”, which has since evolved into a full and complex “Contact Theory” (Brown & Hewstone, 2005; see also Hodson & Hewstone, 2013; Pettigrew & Tropp, 2001; Turner, Hewstone, Voci, Vonofakou, & Christ, 2007). Across different types of groups, different types of contact, and different methodologies, researchers find that having more encounters with specific outgroup members tends to reduce prejudice toward that group as a whole (see meta-analyses by Davies, Tropp, Aron, Pettigrew, & Wright, 2014; Pettigrew & Tropp, 2006; Lemmer & Wagner, 2015). Importantly, contact works more reliably at reducing prejudice relative to other interventions (e.g., Beelmann & Heinemann, 2014). Yet researchers historically felt that individual differences in prejudice-proneness (e.g., authoritarianism) were either irrelevant to, or were obstacles to, contact-based prejudice reduction (see Hodson, Costello, & MacInnis, 2013). More recently, interest in individual differences in contact settings has grown steadily. This article serves as an education tool to not only teach students about intergroup contact and personality (among other individual differences), but to encourage them to consider the possibilities for learning and prejudice reduction when these two topics are conceptually integrated.

中文翻译:

针对以下方面的教与学指南:个体差异在理解和增进群体间联系中的作用

群体间接触是与其他群体成员的直接或扩展(或虚拟/想象的)交互,在社会心理学中享有悠久的历史。Allport(1954)引入了“接触假说”,此后演变为一个完整而复杂的“接触理论”(Brown&Hewstone,2005;另见Hodson&Hewstone,2013; Pettigrew&Tropp,2001; Turner,Hewstone,Voci ,Vonofakou和Christ,2007年)。研究人员发现,在不同类型的小组,不同类型的联系方式和不同的方法上,与特定外联成员进行更多的交流会减少对整个小组的偏见(请参阅Davies,Tropp,Aron,Pettigrew等进行的荟萃分析)赖特(Wright),2014年;佩蒂格鲁与特罗普(Pettigrew&Tropp),2006年;莱默(Lemmer)和瓦格纳(Wagner),2015年)。重要的,相对于其他干预措施,接触可以更可靠地减少偏见(例如,Beelmann&Heinemann,2014)。然而,研究人员历来认为偏见倾向的个体差异(例如,威权主义)与基于接触的偏见的减少无关或成为障碍(见Hodson,Costello和MacInnis,2013年)。最近,对联系人设置中的个体差异的兴趣稳步增长。本文是一种教育工具,不仅可以教给学生关于群体间的接触和性格(以及其他个体差异),而且可以鼓励他们考虑将这两个主题在概念上整合在一起时进行学习和减少偏见的可能性。然而,研究人员历来认为偏见倾向的个体差异(例如,威权主义)与基于接触的偏见的减少无关或成为障碍(见Hodson,Costello和MacInnis,2013年)。最近,对联系人设置中的个体差异的兴趣稳步增长。本文是一种教育工具,不仅可以教给学生关于群体间的接触和性格(以及其他个体差异),而且可以鼓励他们考虑将这两个主题在概念上整合在一起时进行学习和减少偏见的可能性。然而,研究人员历来认为偏见倾向的个体差异(例如,威权主义)与基于接触的偏见的减少无关或成为障碍(见Hodson,Costello和MacInnis,2013年)。最近,对联系人设置中的个体差异的兴趣稳步增长。本文是一种教育工具,不仅可以教给学生关于群体间的接触和性格(以及其他个体差异),而且可以鼓励他们考虑将这两个主题在概念上整合在一起时进行学习和减少偏见的可能性。对联系人设置中的个体差异的兴趣稳步增长。本文是一种教育工具,不仅可以教给学生关于群体间的接触和性格(以及其他个体差异),而且可以鼓励他们考虑将这两个主题在概念上整合在一起时进行学习和减少偏见的可能性。对联系人设置中的个体差异的兴趣稳步增长。本文是一种教育工具,不仅可以教给学生关于群体间的接触和性格(以及其他个体差异),而且可以鼓励他们考虑将这两个主题在概念上整合在一起时进行学习和减少偏见的可能性。
更新日期:2020-06-24
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