Imagined contact as a prejudice‐reduction intervention in schools: the underlying role of similarity and attitudes

Abstract

Abstract The present research tested a prejudice‐reduction intervention based on imagined contact. W hite children imagined interacting with a child from an ethnic out‐group ( A sian) once a week for 3 weeks, or did not take part in this activity (control group). Compared with the control group, children who engaged in imagined contact subsequently showed more positive attitudes, greater perceived similarity, and willingness for intergroup contact. The effect of the intervention on willingness for contact was mediated by positive attitude change. Implications for imagined‐contact theory and the development of prejudice‐reduction techniques for schools are discussed.