Middle/High School (Grades 6-12)

Publications List

46 Publications


Ma, W., Feng, R., Lu, B., Xie, Q., Jiang, L., & Liu, X. (2019). The reducing effect of positive imagined intergroup contact on intergroup attributional bias. Journal of Applied Social Psychology, 49, 168–177. https://doi.org/10.1111/jasp.12573
Witkowska, M., Beneda, M., Čehajić-Clancy, S., & Bilewicz, M. (2019). Fostering contact after historical atrocities: The potential of moral exemplars. Political Psychology, 40, 565–582. https://doi.org/10.1111/pops.12529


Belet, M. (2018). Reducing interethnic bias through real-life and literary encounters: The interplay between face-to-face and vicarious contact in high school classrooms. International Journal of Intercultural Relations, 63, 53–67. https://doi.org/10.1016/j.ijintrel.2018.01.003
Gómez, Ángel, Tropp, L. R., Vázquez, A., Voci, A., & Hewstone, M. (2018). Depersonalized extended contact and injunctive norms about cross-group friendship impact intergroup orientations. Journal of Experimental Social Psychology, 76, 356–370. https://doi.org/10.1016/j.jesp.2018.02.010


Vezzali, L. (2017). Valence matters: Positive meta-stereotypes and interethnic interactions. The Journal of Social Psychology, 157, 247–261. https://doi.org/10.1080/00224545.2016.1208140


Gu, J., Nielsen, I., Shachat, J., Smyth, R., & Peng, Y. (2016). An experimental study of the effect of intergroup contact on attitudes in urban China. Urban Studies, 53, 2991–3006. https://doi.org/10.1177/0042098015598730
Neto, F., Pinto, M. da C., & Mullet, E. (2016). Can music reduce anti-dark-skin prejudice? A test of a cross-cultural musical education programme. Psychology of Music, 44, 388–398. https://doi.org/10.1177/0305735614568882
Paluck, E. L., Shepherd, H., & Aronow, P. M. (2016). Changing climates of conflict: A social network experiment in 56 schools. Proceedings of the National Academy of Sciences, 113, 566–571. https://doi.org/10.1073/pnas.1514483113