Sensitizing Children to the Social and Emotional Mechanisms involved in Racism: a program evaluation

This paper describes and discusses the results of an intervention aiming to sensitize children to the social and emotional processes involved in racism. The intervention was applied and evaluated in 10 Greek elementary schools. The goals and the intervention methods of the program modules are briefl...

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Bibliographic Details
Published inThe international journal of emotional education Vol. 6; no. 2; pp. 3 - 20
Main Authors Triliva, Sofia, Anagnostopoulou, Tanya, Vleioras, Georgios
Format Journal Article
LanguageEnglish
Published Msida European Centre for Educational Resilience and Socio-Emotional Health 01.11.2014
Centre for Resilience and Socio-Emotional Health
Centre for Resilience & Socio-Emotional Health
Subjects
Age Differences
anti-racism program
Attitude Change
Bias
Children & youth
Coding
Consciousness Raising
Elementary School Students
Emotional Development
Emotional Response
Emotions
Empathy
Ethnic Stereotypes
Foreign Countries
Greece
Interpersonal Competence
Intervention
Multiculturalism & pluralism
Needs Assessment
Perspective Taking
Prejudice
Pretests Posttests
Program Descriptions
Program Effectiveness
Program Evaluation
Racial Bias
Racism
Reflection
Reflective Teaching
Schools
Social Action
social and emotional processes
Social Attitudes
Social Development
Social Discrimination
Social justice
Social Responsibility
Stereotypes
Story Telling
Student behavior
Teaching Methods
Greece
Thessaloniki Greece
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Summary:This paper describes and discusses the results of an intervention aiming to sensitize children to the social and emotional processes involved in racism. The intervention was applied and evaluated in 10 Greek elementary schools. The goals and the intervention methods of the program modules are briefly outlined and the results of the program evaluation are elaborated and discussed. Two-hundred students participated in the program and 180 took part in the pre-and-post-testing which assessed their ability to identify emotions associated with prejudice, discrimination and stereotypical thinking; to understand similarities and differences between people; and to develop perspective taking and empathic skills in relation to diverse others. Results indicate gains in all three areas of assessment although the increased ability to identify similarities between people can also be attributed to age/grade effects. The implications of the findings are discussed with regard to anti-racism intervention methods and evaluation strategies.
ISSN:2073-7629
2073-7629