中小学生民族偏见与歧视的成因及干预策略:群际接触的视角  

The Influence Factors and Intervention Strategies of Primary and Secondary Students' National Prejudice and Discrimination:The View of Intergroup Contact

作　　者：曲映蓓 辛自强[1] 

机构地区：[1]中央财经大学社会发展学院心理学系,北京100081

出　　处：《心理技术与应用》2016年第2期116-124,共9页Psychology(Techniques and Applications)

基　　金：中央高校基本科研业务费专项资金资助;北京市社会科学基金重点项目(14SHA002)资助

摘　　要：民族偏见与歧视是影响社会稳定的重要问题,它在中小学阶段就有所表现。汉族中小学生形成对少数民族的偏见与歧视可能是因为他们缺乏有关少数民族的信息或拥有了错误信息,缺少在最佳条件下的群际接触。群际接触理论认为最佳条件下的群际接触是减少群际偏见与歧视的主要途径。基于该理论,我们可以从真实的接触、拓展的接触、想象的接触三个角度为学校制定改善中小学生民族偏见与歧视的策略。中小学阶段是民族偏见与歧视的形成阶段,在这一时期进行干预会更加有效。National prejudice and discrimination are the important problems that affect social stability, which have been shown in the stage of primary and secondary school. The reasons why Han primary and secondary school students have prejudice and discrimination to the minority are the lack of information about the minority or the possession of wrong message and the short of contact to the minority in the optimal conditions. Intergroup contact theory indicates that intergroup contact under the optimal conditions is an effective way to reduce intergroup prejudice. Based on the intergroup contact theory, we proposed strategies to change the national prejudice and discrimination of Han primary and secondary school students from three aspects of direct, extended and imagined intergroup contact. Primary and secondary stages are the main stages forming national prejudice and discrimination, so intervening in this period is the most effective.

关 键 词：中小学生 民族偏见与歧视 群际接触 干预策略 

分 类 号：B849[哲学宗教—应用心理学]