This investigation compared the efficacy and durability of two prejudice reduction approaches: social-emotional skills training and intergroup contact. 148 5th grade Palestinian-Israeli students in the ethnically-mixed city of Jaffa were randomly assigned to one of three conditions. Members of the skills-based classes engaged in activities that aimed to cultivate perspective-taking, empathy, and compassion; members of the contact classes met with Jewish-Israeli peers; and members of the control group engaged in a general social studies program. Outcomes were measured a week before, immediately after, and 6 months following completion of the program. Results showed that the effects of both interventions were significantly larger than of those of the control group; both interventions increased readiness for contact with, and decreased emotional prejudice, expectations about negative outgroup behaviors, and stereotyping of Jewish-Israeli peers.
- Elementary school children
- Intergroup contact
- Social cognitive skills training
- Social emotional skills training
ASJC Scopus subject areas
- Developmental and Educational Psychology