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Learning Goal Orientation as a Way to Reduce Negative Affect and Promote Positive Expectations and Experiences in Intergroup ContactMigacheva, Katya A 01 January 2009 (has links) (PDF)
While intergroup contact is effective in reducing prejudice toward outgroup members, especially under positive conditions (Pettigrew & Tropp, 2006), more research is needed to concentrate on how to avoid and overcome negative psychological experiences of intergroup contact, e.g., intergroup anxiety and discomfort (Dovidio, Kawakami, & Gaertner, 2002; Stephan & Stephan, 1985). The anxiety and discomfort people feel during intergroup contact largely involve ego concerns (Crocker & Garcia, 2006), or the implications of cross-group interactions for one’s self (see also Vorauer & Kumhyr, 2001). Therefore, it is suggested that one approach to improving peoples’ expectations for and experiences in intergroup contact is setting the goals that would shift their focus away from the self and toward learning about their outgroup partners. Adapting a goal distinction framework from the academic achievement literature (Dweck & Elliot, 1983; Grant & Dweck, 2003), we hypothesized that shifting one’s focus from performance to learning will reduce their negative affect and enhance group members’ expectations for and experiences in intergroup contact. In both studies 1 and 2, participants’ self-reported data did not converge with our original predictions. However, participants’ nonverbal behaviors observed in Study 2 evidenced support for the positive effect of the learning orientation on participants’ experiences in anticipation of and during intergroup contact.
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A study of an interracial neighbourhood in the south of Johannesburg, South Africa.Mc Nally, Melissa Louise 01 June 2010 (has links)
The study of contact and desegregation in post apartheid South Africa has not received adequate attention
(Durrheim & Dixon, 2005b). Mondeor, a previously White populated suburb in the South of Johannesburg
has been identified as being a racially diverse neighbourhood . By focusing on this suburb, the current study
investigated whether or not residents interacted or mixed with members from other race groups and whether
or not increased contact with members of different race groups in a residential neighbourhood would
promote positive intergroup attitudes. Zones were identified for the purpose of this study whereby each
Zone was predominantly comprised of a specific race group. Quantitative data was collected by means of
distributing an intergroup attitude and contact questionnaire to the residents according to the zones in
which they resided. A sample of N=197 respondents was obtained. The results indicated that there was
generally no significant difference in contact for the Zones (racially exclusive zones and racially mixed
zones), however, significant differences existed in levels of contact for the various race groups. In addition
to this it was found that significant differences in contact existed for the various education levels of the
respondents. As expected, a significant negative relationship (r = -0.16) was found to exist between contact
and affective prejudice. In addition to these results, significant relationships were found to exist between
affective prejudice and the following variables: Intergroup anxiety (r=0.37), and social distance (r=0.27).
In conclusion, it was found that residents were not mixing as much as what was envisaged for a racially
mixed neighbourhood. In addition to this, contact in and of itself was not found to be a predictive measure
for affective prejudice. Thus, this finding lends support to Allport’s contact hypothesis making it clear that it
is imperative to examine the nature of the contact as this may be pertinent in the promotion of the reduction
of affective prejudice in intergroup contact situations.
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