Confidence in Contact: A New Perspective on Promoting Cross-Group Friendship Among Children and Adolescents
Confidence in Contact: A New Perspective on Promoting Cross-Group Friendship Among Children and Adolescents
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DOI：
10.1111/sipr.12023
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发表时间：
2016-01-01
影响因子：
9.4
通讯作者：
Cameron, Lindsey
中科院分区：
文献类型：
--
作者：
Turner, Rhiannon N.;Cameron, Lindsey
群体间接触理论认为，不同社会群体成员之间的积极互动可以改善群体间关系。联系应该在学校特别有效，因为学校可能存在与来自不同背景的同龄人合作接触并发展跨群体友谊的机会。反过来，这些友谊对群体间的关系也有很多好处。然而，有证据表明，儿童并不总是参与跨群体的友谊，经常选择与同一群体的同龄人共度时光，即使在不同的环境中也是如此。我们认为，为了利用学校接触的潜在影响来促进和谐的群体关系，需要一种新的模式，将接触的信心放在核心位置。我们提出了一个经验驱动的群体间接触理论模型，概述了帮助年轻人做好接触准备的条件。通过给予他们能够成功参与接触的信心，帮助他们为成功、持续的群体间关系做好准备。在评估了学校中传统的群体间接触方法后，我们提出了我们的理论模型，该模型概述了跨群体友谊的预测因素，这些因素增强了对接触的信心和准备。然后，我们讨论了理论驱动的、经验证的干预措施，这些干预措施可能会促进接触的信心。最后，我们为努力促进课堂上和谐的群体间关系的实践者和政策制定者提出了具体的建议。
Intergroup contact theory proposes that positive interactions between members of different social groups can improve intergroup relations. Contact should be especially effective in schools, where opportunities may exist to engage cooperatively with peers from different backgrounds and develop cross-group friendships. In turn, these friendships have numerous benefits for intergroup relations. However, there is evidence that children do not always engage in cross-group friendships, often choosing to spend time with same-group peers, even in diverse settings. We argue that in order to capitalize on the potential impact of contact in schools for promoting harmonious intergroup relations, a new model is needed that places confidence in contact at its heart. We present an empirically driven theoretical model of intergroup contact that outlines the conditions that help to make young people "contact ready,. preparing them for successful, sustained intergroup relationships by giving them the confidence that they can engage in contact successfully. After evaluating the traditional approach to intergroup contact in schools, we present our theoretical model which outlines predictors of cross-group friendships that enhance confidence in and readiness for contact. We then discuss theory-driven, empirically tested interventions that could potentially promote confidence in contact. Finally, we make specific recommendations for practitioners and policy makers striving to promote harmonious intergroup relations in the classroom.