Research by Lindsey Cameron, Kent University
We are delighted that Dr Lindsey Cameron, Senior Lecturer, Psychology Department, Kent University is working with The Linking Network as Researcher in Residence. She has produced a range of webinars to share research findings with teachers and facilitators of Schools Linking. Please follow the links below.
1. Research Underpinning the Linking Process Click here
Over 70 years of research into Contact Theory that key conditions are vital if contact between different groups is to have its desired effect of reducing prejudice. Dr Lindsey Cameron outlines features of Schools Linking which support these conditions being in place in this paper .
2. The Psychology of Schools Linking: Creating Effective Contact (Click here for PPt)
This PPt looks at what we, as School Linking teachers, must do to ensure the impact of inter-group contact is as effective and as positive as possible.
3. Contact Hypothesis, an introduction: extended version webinar, click here
In these webinars Lindsay Cameron explains the essence of Contact Theory and how it has been used to develop the structure of the School Linking Programme. By guaranteeing certain optimal conditions are met, teachers involved in School Linking are ensuring maximum positive impact of the contact (be it direct or indirect).
The information explained in the extended version above is summarized into a shorter webinar here and is also available in PPt and PDF formats. Contact Hypothesis, an introduction: lightning version webinar, PPT and pdf. Contact Hypothesis precis here.
4. Negative Contact: A Webinar click here
In this webinar Lindsay Cameron explains what factors can contribute to negative experiences when engaging in inter-group contact, how to minimize these and counter-act them. Some of these factors are anxiety, views or experiences of others and the media.
5. Indirect Contact: An Introduction
In the last 20 years Contact theory research has moved its focus to look at indirect forms of contact and how effective these various types of contact are in reducing prejudices. Indirect contact simply means contact that is not actually face-to-face and covers things from simply reading books / watching films with characters from other “groups” or hearing positive stories of inter-group friendships to actual video calls with your link class. Indirect forms of contact help children to become “contact ready” by increasing “confidence in contact” and establishing a sense of positivity for future contact. This is especially helpful in the current situation where direct contact is not an option and informs us of strategies that can have impact.
6. Intergenerational Contact: An Introduction
Here Dr Lindsay Cameron looks at the stereotyping effecting older people, ageism and why it is beneficial to create forms of inter-generational contact to challenge these prejudices in young people. She examines the preparation required, the types of activities that are successful and how schools can build on this contact in various ways.
7. Intergroup contact & children’s intergroup attitudes: The role of families. Click here
A webinar looking at the role of parents in cultivating confidence in contact and positive intergroup attitudes.
8. Gender Stereotype Training click here
This University of Kent course focuses on classical findings and contemporary questions around gender stereotyping, using a variety of resources, bite-sized lecture recordings, academic papers, practical strategies and press coverage of research work. Discover what gender stereotypes are, why they are important and how to challenge them and the role played by parents, peers and the media in their development.
9. Building Common Ground through Virtual Linking click here
A powerpoint around the psychology behind Phase 2 thinking: building common ground through shared social action and reinforcing the central role that schools have in developing children’s attitudes.