Imagined Contact in Majority-Minority Schooling Contexts and Its Effects on Actual Intergroup Helping

Abstract

In this chapter, the focus revolves around the concept of imagined prosocial contact from a third-person perspective, particularly in school settings involving both majority and minority groups. The aim is to explore the impact of this approach on attitudes and behavioral changes among students. The chapter sheds light on two significant effects of imagined contact. Firstly, it becomes evident that imagined contact is not solely advantageous for majority groups; it also proves to be beneficial for minority groups. This positive impact extends to promoting favorable intergroup attitudes and behaviors, fostering a more inclusive and harmonious environment within the school context. Secondly, the authors go beyond examining mere intentions and delve into the realm of truly helpful behavior in real-life scenarios. By intervening in the imagined contact approach, the authors investigate its potential to influence tangible actions between members of different racial backgrounds.