Anxieties toward Outgroup Members: Use of an (Elaborated) Imagined Contact Intervention with Undergraduate Students
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Anxieties toward Outgroup Members: Use of an (Elaborated) Imagined Contact Intervention with Undergraduate Students Krista Malott 1 & Edward Wahesh 2 & Emily Crawford 3 # Springer Nature B.V. 2018
Abstract Negative emotional reactions toward those of differing social identities is both common and detrimental to the development of relationships that are essential for effective work, living, and educational spaces. In this study we assessed the impact of an (elaborated) imagined contact intervention (eICI) on undergraduate students’ anxiety levels toward those of other social groups in a course entitled BCounseling Diverse Populations.^ Participants (n = 20) who completed an eICI reported reductions of anxiety in comparison to participants (n = 22) in an assessment-only condition who did not complete the intervention. At follow-up, however, decreases in anxiety were observed among all participants. Student qualitative commentary on the eICI reflected perceptions of increased awareness of personal biases and greater humanization of those from outgroups. Students also expressed a desire to increase contact with other groups so as to have opportunities to transcend group differences. Keywords Bias . Prejudice . Intergroup anxiety . Multicultural education . Counseling
Krista Malott , has a Ph.D. in Counselor Education and Supervision from the University of Northern Colorado. She is an Associate Professor at Villanova University; and her research interests include antiracism, ethnic and racial identity, and multicultural counselor pedagogy. Email: [email protected]. Edward Wahesh has a Ph.D. in Counseling and Counselor Education from The University of North Carolina at Greensboro and is an Assistant Professor of Counseling at Villanova University. His research interests include the use of motivational interviewing in collegiate populations, feedback processes in clinical supervision, and instructional techniques to enhance the training of professional counselors. Email: [email protected] Emily Crawford has an M.S. in Counseling from Villanova University and is a Therapist at CEPD Psychological Services, Inc. Her research interests include mindfulness and stress management, life transitions, and caregiver stress. Email: [email protected].
* Krista Malott [email protected]
1
Department of Education and Counseling, Villanova University, Villanova, PA 19085, USA
2
Villanova University, Villanova, PA 19085, USA
3
CEPD Psychological Services, Inc., Yardley, PA 19067, USA
Innovative Higher Education
Educational institutions across the United States are experiencing a renewed commitment to the development of the civic mindedness of their students in order to prepare them for success in diverse professional and personal spheres (Banks, 2017; Cole & Zhou, 2014; Roksa et al., 2017). Civic minded persons are those who feel connected to the broader society and others who feel a sense of obligation to address social problems in their communities (Cole & Zhou, 2014). Researchers hav
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