Promoting intergroup inclusion through literary discussions in fourth and fifth grades

Abstract

The study investigated the effects of a one-year literary program on children’s intergroup attitudes toward peers with a migration background and on their perceptions of inclusive classroom norms. Fourth- and fifth-grade students and their teachers discussed four literary fiction books in small groups, with children taking the lead by asking their own questions, engaging in dialogue, and challenging one another. The books addressed topics such as intergroup exclusion, inclusive group norms, and civil courage. A total of 744 children participated in pre- and posttest assessments. The 41 classrooms were randomly assigned to either the intervention or the control group. Children’s intergroup attitudes were assessed using measures of intended intergroup contact, sympathy, and peer nominations indicating preferences for outgroup classmates. Inclusive classroom norms were assessed by having children rate their classmates’ intergroup-inclusive behaviors and fairness. Multilevel analyses revealed positive effects of the literary program on most intergroup attitudes and inclusive norms. However, these effects were small and emerged primarily among specific subgroups (i.e., children without a migration background, and in the younger grade level). We discuss the opportunities and challenges of using literary education as an integrated approach to promote both language development and social inclusion in schools