Chapter 21
Using an Intergroup Contact Approach to Improve Gender Relationships
A Case Study of a Classroom-based Intervention
Carol Lynn Martin,
Richard A. Fabes,
Laura D. Hanish,
Bridget Gaertner,
Cindy Faith Miller,
Stacie Foster,
Kimberly A. Updegraff,
Carol Lynn Martin
Search for more papers by this authorRichard A. Fabes
Search for more papers by this authorLaura D. Hanish
Search for more papers by this authorBridget Gaertner
Search for more papers by this authorCindy Faith Miller
Search for more papers by this authorStacie Foster
Search for more papers by this authorKimberly A. Updegraff
Search for more papers by this authorCarol Lynn Martin,
Richard A. Fabes,
Laura D. Hanish,
Bridget Gaertner,
Cindy Faith Miller,
Stacie Foster,
Kimberly A. Updegraff,
Carol Lynn Martin
Search for more papers by this authorRichard A. Fabes
Search for more papers by this authorLaura D. Hanish
Search for more papers by this authorBridget Gaertner
Search for more papers by this authorCindy Faith Miller
Search for more papers by this authorStacie Foster
Search for more papers by this authorKimberly A. Updegraff
Search for more papers by this authorBook Editor(s):Adam Rutland,
Drew Nesdale,
Christia Spears Brown,
Adam Rutland
Search for more papers by this authorDrew Nesdale
Search for more papers by this authorChristia Spears Brown
Search for more papers by this authorSummary
This chapter describes relevant theory, research, and challenges to the development of a 6-year experiment with a school-based intervention called the Sanford Harmony Program (SHP). Recent research has demonstrated that young preschool-age children show both selection effects and peer influence: they selected others based on their gender and they were influenced by peers with whom they spent time to become more similar to those peers in the level of their gender-typed activities. Based on this evidence, and again supporting the use of intergroup contact theory, we were confident that, if children spent time with other-gender peers, there was potential for those peers to provide learning opportunities even for the youngest children in the intervention. The chapter discusses several challenges in the development of SHP. The broad goal of SHP is to improve children's relationships with other children in their classes, especially children of the other gender.
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