Adolescents challenging discrimination: The benefits of a perspective-taking and action-planning intervention on self-efficacy

Discrimination is widespread and often goes unchallenged because bystanders do not recognize the need to intervene or do not know how to intervene. This field experiment with adolescents (N = 639) tested a group discussion designed to increase perceived importance and self-efficacy around challenging general discrimination. The intervention, which involved perspective-taking and action-planning, was tested with delayed measures against active control conditions, namely sessions on self-disclosure and civic engagement. It led to greater self-efficacy, particularly among White participants.

Civic understanding mediates of the effect of educational tracks on voting intentions in German schools

Secondary education in Germany is strongly divided into distinct tracks that either aim for university entry or for vocational training. Allocation to these tracks predicts a wide range of life outcomes. In this paper, we combine survey and interview results to explore why voting intentions are strongly shaped by attendance of either educational track.

The dynamic relationship between valuing diversity and intergroup contact: is valuing diversity a precursor to contact and mediator of diverse contact effects?

This pre-print reports three studies that tested whether intergroup contact increases the valuing of diversity, and whether such increases might make future intergroup contact more likely. Overall, we present evidence that highlights valuing diversity as an undervalued outcome of intergroup contact.