Interventions to Reduce Racial Bias and Prejudice in Preschool Children: A Systematic Review of the Literature Since 2010

Abstract Developmental research suggests that preschool children can already identify racial differences and show race-based preferences. While previous studies underscore the importance of early interventions to challenge negative racial beliefs and promote positive attitudes, little is known about...
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Autor*in:	Slobodin, Ortal [verfasserIn] Noufi, Tala Caspi, Yael

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	Prejudice reduction Ethnic bias Racial bias Program Evaluation Preschool Systematic review

Anmerkung:	© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Übergeordnetes Werk:	Enthalten in: School mental health - New York, NY [u.a.] : Springer, 2009, 15(2023), 4 vom: 26. Sept., Seite 1017-1032
Übergeordnetes Werk:	volume:15 ; year:2023 ; number:4 ; day:26 ; month:09 ; pages:1017-1032

Links:	Volltext

DOI / URN:	10.1007/s12310-023-09608-8

Katalog-ID:	SPR053853083

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520			\|a Abstract Developmental research suggests that preschool children can already identify racial differences and show race-based preferences. While previous studies underscore the importance of early interventions to challenge negative racial beliefs and promote positive attitudes, little is known about which models or implementation strategies are most effective. To understand the current landscape of these interventions, we conducted a systematic review of studies describing anti-bias interventions for children under 6 years of age between 2010 and 2023. We used the preferred guidelines for reporting items for systematic reviews and meta-analyses (PRISMA). In total, 11 articles met our inclusion criteria. Interventions were grouped into four main categories: perceptual individuation training, media exposure, mentalizing intervention, and contact with another racial/ethnic group. All interventions, except the one that studied the efficacy of storybook reading on Indonesian children’s racial attitudes, were effective in reducing racial bias. None of the reported interventions had an adverse effect. Only two studies assessed the long-term effects of the intervention. The current review supports the view that children at young ages are responsive to educational interventions focusing on racial attitudes and awareness. The limitations of existing studies and directions for future research are discussed.
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allfields	10.1007/s12310-023-09608-8 doi (DE-627)SPR053853083 (SPR)s12310-023-09608-8-e DE-627 ger DE-627 rakwb eng Slobodin, Ortal verfasserin (orcid)0000-0002-1371-5254 aut Interventions to Reduce Racial Bias and Prejudice in Preschool Children: A Systematic Review of the Literature Since 2010 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract Developmental research suggests that preschool children can already identify racial differences and show race-based preferences. While previous studies underscore the importance of early interventions to challenge negative racial beliefs and promote positive attitudes, little is known about which models or implementation strategies are most effective. To understand the current landscape of these interventions, we conducted a systematic review of studies describing anti-bias interventions for children under 6 years of age between 2010 and 2023. We used the preferred guidelines for reporting items for systematic reviews and meta-analyses (PRISMA). In total, 11 articles met our inclusion criteria. Interventions were grouped into four main categories: perceptual individuation training, media exposure, mentalizing intervention, and contact with another racial/ethnic group. All interventions, except the one that studied the efficacy of storybook reading on Indonesian children’s racial attitudes, were effective in reducing racial bias. None of the reported interventions had an adverse effect. Only two studies assessed the long-term effects of the intervention. The current review supports the view that children at young ages are responsive to educational interventions focusing on racial attitudes and awareness. The limitations of existing studies and directions for future research are discussed. Prejudice reduction (dpeaa)DE-He213 Ethnic bias (dpeaa)DE-He213 Racial bias (dpeaa)DE-He213 Program Evaluation (dpeaa)DE-He213 Preschool (dpeaa)DE-He213 Systematic review (dpeaa)DE-He213 Noufi, Tala aut Caspi, Yael aut Enthalten in School mental health New York, NY [u.a.] : Springer, 2009 15(2023), 4 vom: 26. Sept., Seite 1017-1032 (DE-627)595715222 (DE-600)2487769-4 1866-2633 nnns volume:15 year:2023 number:4 day:26 month:09 pages:1017-1032 https://dx.doi.org/10.1007/s12310-023-09608-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 15 2023 4 26 09 1017-1032
spelling	10.1007/s12310-023-09608-8 doi (DE-627)SPR053853083 (SPR)s12310-023-09608-8-e DE-627 ger DE-627 rakwb eng Slobodin, Ortal verfasserin (orcid)0000-0002-1371-5254 aut Interventions to Reduce Racial Bias and Prejudice in Preschool Children: A Systematic Review of the Literature Since 2010 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract Developmental research suggests that preschool children can already identify racial differences and show race-based preferences. While previous studies underscore the importance of early interventions to challenge negative racial beliefs and promote positive attitudes, little is known about which models or implementation strategies are most effective. To understand the current landscape of these interventions, we conducted a systematic review of studies describing anti-bias interventions for children under 6 years of age between 2010 and 2023. We used the preferred guidelines for reporting items for systematic reviews and meta-analyses (PRISMA). In total, 11 articles met our inclusion criteria. Interventions were grouped into four main categories: perceptual individuation training, media exposure, mentalizing intervention, and contact with another racial/ethnic group. All interventions, except the one that studied the efficacy of storybook reading on Indonesian children’s racial attitudes, were effective in reducing racial bias. None of the reported interventions had an adverse effect. Only two studies assessed the long-term effects of the intervention. The current review supports the view that children at young ages are responsive to educational interventions focusing on racial attitudes and awareness. The limitations of existing studies and directions for future research are discussed. Prejudice reduction (dpeaa)DE-He213 Ethnic bias (dpeaa)DE-He213 Racial bias (dpeaa)DE-He213 Program Evaluation (dpeaa)DE-He213 Preschool (dpeaa)DE-He213 Systematic review (dpeaa)DE-He213 Noufi, Tala aut Caspi, Yael aut Enthalten in School mental health New York, NY [u.a.] : Springer, 2009 15(2023), 4 vom: 26. Sept., Seite 1017-1032 (DE-627)595715222 (DE-600)2487769-4 1866-2633 nnns volume:15 year:2023 number:4 day:26 month:09 pages:1017-1032 https://dx.doi.org/10.1007/s12310-023-09608-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 15 2023 4 26 09 1017-1032
allfields_unstemmed	10.1007/s12310-023-09608-8 doi (DE-627)SPR053853083 (SPR)s12310-023-09608-8-e DE-627 ger DE-627 rakwb eng Slobodin, Ortal verfasserin (orcid)0000-0002-1371-5254 aut Interventions to Reduce Racial Bias and Prejudice in Preschool Children: A Systematic Review of the Literature Since 2010 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract Developmental research suggests that preschool children can already identify racial differences and show race-based preferences. While previous studies underscore the importance of early interventions to challenge negative racial beliefs and promote positive attitudes, little is known about which models or implementation strategies are most effective. To understand the current landscape of these interventions, we conducted a systematic review of studies describing anti-bias interventions for children under 6 years of age between 2010 and 2023. We used the preferred guidelines for reporting items for systematic reviews and meta-analyses (PRISMA). In total, 11 articles met our inclusion criteria. Interventions were grouped into four main categories: perceptual individuation training, media exposure, mentalizing intervention, and contact with another racial/ethnic group. All interventions, except the one that studied the efficacy of storybook reading on Indonesian children’s racial attitudes, were effective in reducing racial bias. None of the reported interventions had an adverse effect. Only two studies assessed the long-term effects of the intervention. The current review supports the view that children at young ages are responsive to educational interventions focusing on racial attitudes and awareness. The limitations of existing studies and directions for future research are discussed. Prejudice reduction (dpeaa)DE-He213 Ethnic bias (dpeaa)DE-He213 Racial bias (dpeaa)DE-He213 Program Evaluation (dpeaa)DE-He213 Preschool (dpeaa)DE-He213 Systematic review (dpeaa)DE-He213 Noufi, Tala aut Caspi, Yael aut Enthalten in School mental health New York, NY [u.a.] : Springer, 2009 15(2023), 4 vom: 26. Sept., Seite 1017-1032 (DE-627)595715222 (DE-600)2487769-4 1866-2633 nnns volume:15 year:2023 number:4 day:26 month:09 pages:1017-1032 https://dx.doi.org/10.1007/s12310-023-09608-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 15 2023 4 26 09 1017-1032
allfieldsGer	10.1007/s12310-023-09608-8 doi (DE-627)SPR053853083 (SPR)s12310-023-09608-8-e DE-627 ger DE-627 rakwb eng Slobodin, Ortal verfasserin (orcid)0000-0002-1371-5254 aut Interventions to Reduce Racial Bias and Prejudice in Preschool Children: A Systematic Review of the Literature Since 2010 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract Developmental research suggests that preschool children can already identify racial differences and show race-based preferences. While previous studies underscore the importance of early interventions to challenge negative racial beliefs and promote positive attitudes, little is known about which models or implementation strategies are most effective. To understand the current landscape of these interventions, we conducted a systematic review of studies describing anti-bias interventions for children under 6 years of age between 2010 and 2023. We used the preferred guidelines for reporting items for systematic reviews and meta-analyses (PRISMA). In total, 11 articles met our inclusion criteria. Interventions were grouped into four main categories: perceptual individuation training, media exposure, mentalizing intervention, and contact with another racial/ethnic group. All interventions, except the one that studied the efficacy of storybook reading on Indonesian children’s racial attitudes, were effective in reducing racial bias. None of the reported interventions had an adverse effect. Only two studies assessed the long-term effects of the intervention. The current review supports the view that children at young ages are responsive to educational interventions focusing on racial attitudes and awareness. The limitations of existing studies and directions for future research are discussed. Prejudice reduction (dpeaa)DE-He213 Ethnic bias (dpeaa)DE-He213 Racial bias (dpeaa)DE-He213 Program Evaluation (dpeaa)DE-He213 Preschool (dpeaa)DE-He213 Systematic review (dpeaa)DE-He213 Noufi, Tala aut Caspi, Yael aut Enthalten in School mental health New York, NY [u.a.] : Springer, 2009 15(2023), 4 vom: 26. Sept., Seite 1017-1032 (DE-627)595715222 (DE-600)2487769-4 1866-2633 nnns volume:15 year:2023 number:4 day:26 month:09 pages:1017-1032 https://dx.doi.org/10.1007/s12310-023-09608-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 15 2023 4 26 09 1017-1032
allfieldsSound	10.1007/s12310-023-09608-8 doi (DE-627)SPR053853083 (SPR)s12310-023-09608-8-e DE-627 ger DE-627 rakwb eng Slobodin, Ortal verfasserin (orcid)0000-0002-1371-5254 aut Interventions to Reduce Racial Bias and Prejudice in Preschool Children: A Systematic Review of the Literature Since 2010 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract Developmental research suggests that preschool children can already identify racial differences and show race-based preferences. While previous studies underscore the importance of early interventions to challenge negative racial beliefs and promote positive attitudes, little is known about which models or implementation strategies are most effective. To understand the current landscape of these interventions, we conducted a systematic review of studies describing anti-bias interventions for children under 6 years of age between 2010 and 2023. We used the preferred guidelines for reporting items for systematic reviews and meta-analyses (PRISMA). In total, 11 articles met our inclusion criteria. Interventions were grouped into four main categories: perceptual individuation training, media exposure, mentalizing intervention, and contact with another racial/ethnic group. All interventions, except the one that studied the efficacy of storybook reading on Indonesian children’s racial attitudes, were effective in reducing racial bias. None of the reported interventions had an adverse effect. Only two studies assessed the long-term effects of the intervention. The current review supports the view that children at young ages are responsive to educational interventions focusing on racial attitudes and awareness. The limitations of existing studies and directions for future research are discussed. Prejudice reduction (dpeaa)DE-He213 Ethnic bias (dpeaa)DE-He213 Racial bias (dpeaa)DE-He213 Program Evaluation (dpeaa)DE-He213 Preschool (dpeaa)DE-He213 Systematic review (dpeaa)DE-He213 Noufi, Tala aut Caspi, Yael aut Enthalten in School mental health New York, NY [u.a.] : Springer, 2009 15(2023), 4 vom: 26. Sept., Seite 1017-1032 (DE-627)595715222 (DE-600)2487769-4 1866-2633 nnns volume:15 year:2023 number:4 day:26 month:09 pages:1017-1032 https://dx.doi.org/10.1007/s12310-023-09608-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 15 2023 4 26 09 1017-1032
language	English
source	Enthalten in School mental health 15(2023), 4 vom: 26. Sept., Seite 1017-1032 volume:15 year:2023 number:4 day:26 month:09 pages:1017-1032
sourceStr	Enthalten in School mental health 15(2023), 4 vom: 26. Sept., Seite 1017-1032 volume:15 year:2023 number:4 day:26 month:09 pages:1017-1032
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Prejudice reduction Ethnic bias Racial bias Program Evaluation Preschool Systematic review
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container_title	School mental health
authorswithroles_txt_mv	Slobodin, Ortal @@aut@@ Noufi, Tala @@aut@@ Caspi, Yael @@aut@@
publishDateDaySort_date	2023-09-26T00:00:00Z
hierarchy_top_id	595715222
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author	Slobodin, Ortal
spellingShingle	Slobodin, Ortal misc Prejudice reduction misc Ethnic bias misc Racial bias misc Program Evaluation misc Preschool misc Systematic review Interventions to Reduce Racial Bias and Prejudice in Preschool Children: A Systematic Review of the Literature Since 2010
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topic_title	Interventions to Reduce Racial Bias and Prejudice in Preschool Children: A Systematic Review of the Literature Since 2010 Prejudice reduction (dpeaa)DE-He213 Ethnic bias (dpeaa)DE-He213 Racial bias (dpeaa)DE-He213 Program Evaluation (dpeaa)DE-He213 Preschool (dpeaa)DE-He213 Systematic review (dpeaa)DE-He213
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title	Interventions to Reduce Racial Bias and Prejudice in Preschool Children: A Systematic Review of the Literature Since 2010
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title_full	Interventions to Reduce Racial Bias and Prejudice in Preschool Children: A Systematic Review of the Literature Since 2010
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title_sort	interventions to reduce racial bias and prejudice in preschool children: a systematic review of the literature since 2010
title_auth	Interventions to Reduce Racial Bias and Prejudice in Preschool Children: A Systematic Review of the Literature Since 2010
abstract	Abstract Developmental research suggests that preschool children can already identify racial differences and show race-based preferences. While previous studies underscore the importance of early interventions to challenge negative racial beliefs and promote positive attitudes, little is known about which models or implementation strategies are most effective. To understand the current landscape of these interventions, we conducted a systematic review of studies describing anti-bias interventions for children under 6 years of age between 2010 and 2023. We used the preferred guidelines for reporting items for systematic reviews and meta-analyses (PRISMA). In total, 11 articles met our inclusion criteria. Interventions were grouped into four main categories: perceptual individuation training, media exposure, mentalizing intervention, and contact with another racial/ethnic group. All interventions, except the one that studied the efficacy of storybook reading on Indonesian children’s racial attitudes, were effective in reducing racial bias. None of the reported interventions had an adverse effect. Only two studies assessed the long-term effects of the intervention. The current review supports the view that children at young ages are responsive to educational interventions focusing on racial attitudes and awareness. The limitations of existing studies and directions for future research are discussed. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
abstractGer	Abstract Developmental research suggests that preschool children can already identify racial differences and show race-based preferences. While previous studies underscore the importance of early interventions to challenge negative racial beliefs and promote positive attitudes, little is known about which models or implementation strategies are most effective. To understand the current landscape of these interventions, we conducted a systematic review of studies describing anti-bias interventions for children under 6 years of age between 2010 and 2023. We used the preferred guidelines for reporting items for systematic reviews and meta-analyses (PRISMA). In total, 11 articles met our inclusion criteria. Interventions were grouped into four main categories: perceptual individuation training, media exposure, mentalizing intervention, and contact with another racial/ethnic group. All interventions, except the one that studied the efficacy of storybook reading on Indonesian children’s racial attitudes, were effective in reducing racial bias. None of the reported interventions had an adverse effect. Only two studies assessed the long-term effects of the intervention. The current review supports the view that children at young ages are responsive to educational interventions focusing on racial attitudes and awareness. The limitations of existing studies and directions for future research are discussed. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
abstract_unstemmed	Abstract Developmental research suggests that preschool children can already identify racial differences and show race-based preferences. While previous studies underscore the importance of early interventions to challenge negative racial beliefs and promote positive attitudes, little is known about which models or implementation strategies are most effective. To understand the current landscape of these interventions, we conducted a systematic review of studies describing anti-bias interventions for children under 6 years of age between 2010 and 2023. We used the preferred guidelines for reporting items for systematic reviews and meta-analyses (PRISMA). In total, 11 articles met our inclusion criteria. Interventions were grouped into four main categories: perceptual individuation training, media exposure, mentalizing intervention, and contact with another racial/ethnic group. All interventions, except the one that studied the efficacy of storybook reading on Indonesian children’s racial attitudes, were effective in reducing racial bias. None of the reported interventions had an adverse effect. Only two studies assessed the long-term effects of the intervention. The current review supports the view that children at young ages are responsive to educational interventions focusing on racial attitudes and awareness. The limitations of existing studies and directions for future research are discussed. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
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title_short	Interventions to Reduce Racial Bias and Prejudice in Preschool Children: A Systematic Review of the Literature Since 2010
url	https://dx.doi.org/10.1007/s12310-023-09608-8
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up_date	2024-07-03T22:28:52.862Z
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Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Developmental research suggests that preschool children can already identify racial differences and show race-based preferences. While previous studies underscore the importance of early interventions to challenge negative racial beliefs and promote positive attitudes, little is known about which models or implementation strategies are most effective. To understand the current landscape of these interventions, we conducted a systematic review of studies describing anti-bias interventions for children under 6 years of age between 2010 and 2023. We used the preferred guidelines for reporting items for systematic reviews and meta-analyses (PRISMA). In total, 11 articles met our inclusion criteria. Interventions were grouped into four main categories: perceptual individuation training, media exposure, mentalizing intervention, and contact with another racial/ethnic group. All interventions, except the one that studied the efficacy of storybook reading on Indonesian children’s racial attitudes, were effective in reducing racial bias. None of the reported interventions had an adverse effect. Only two studies assessed the long-term effects of the intervention. The current review supports the view that children at young ages are responsive to educational interventions focusing on racial attitudes and awareness. 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