Fostering inclusive attitudes among children in host classrooms is key to integrating refugee children. A field experiment tests the prejudice reduction effects of a teacher-led activity integrating imagined intergroup contact and normative influence. To enhance the effectiveness of imagined contact, scenarios include supportive ingroup norms. In 29 classes, 545 children (M_age = 10.88, SD = 0.96) were randomly assigned to one of five conditions: standard imagined contact, imagined contact encouraged by family, class peers, or religious ingroups, or a control. Children in all norm-framed imagined contact conditions had significantly less antirefugee bias compared with the control. The class-peer norm frame significantly reduced affective and cognitive facets of bias. The family norm frame reduced affective bias, and the religious norm frame reduced cognitive bias. Standard imagined contact did not differ from the control. Potential mediating pathways are explored. These findings illustrate the utility of incorporating norms into imagined contact interventions to reduce antirefugee bias among schoolchildren.

在收容教室中培养儿童的包容性态度是使难民儿童融入社会的关键。现场实验测试了由教师主导的活动的偏见减少效果，该活动结合了想象中的小组间接触和规范性影响。为了提高想象中的联系的有效性，方案包括支持性的小组内规范。在29个班级中，有545名儿童（M_年龄= 10.88，SD= 0.96）被随机分配给以下五个条件之一：标准想象的接触，家人，班级同伴，宗教团体或对照组鼓励的想象的接触。与对照相比，所有处于正常框架想象的接触条件下的儿童​​，其对难民的偏见都明显减少。班级对等规范框架显着减少了偏见的情感和认知方面。家庭规范框架减少了情感偏见，而宗教规范框架减少了认知偏见。标准想象的接触与对照没有区别。探索了潜在的中介途径。这些发现说明了将规范纳入想象的接触干预中以减少学童对难民的偏见的效用。