Leveraging Knowledge About Historical Diversity: A Meta-Analysis of Findings From the School of Dialogue Intergroup Intervention

The School of Dialogue is an intergroup intervention based on active engagement with historical ethnic diversity (i.e., contact with a multicultural past). Importantly, the intervention aims to ameliorate ethnic Poles' attitudes toward Jews and improve levels of social capital (civic engagement and social trust) in Poland. We review and meta-analyze eight studies that evaluated the effects of the intervention conducted between 2012 and 2019 (Ntotal = 3,948). The results show that participation in the intervention contributes to building knowledge and interest in local history, more positive attitudes toward Jewish people, and toward ethnic diversity in general. Attendees of the program developed stronger place attachment and civic engagement intentions, but their general social trust and attitudes toward other ethnic outgroups (e.g., Roma people) remained unchanged. These results provide strong support that the School of Dialogue is an effective intervention that promotes positive intergroup relations as well as stronger and more active bonds with one's place of residence. Public Significance Statement This work presents a statistical summary (meta-analysis) of eight editions of a pro-diversity intergroup intervention called the School of Dialogue. The intervention is grounded in principles of historical and diversity education, indirect intergroup contact, and environmental psychology. It rests on the supposition that it is possible to indirectly encounter members of an outgroup through learning about their historical presence in one's currently ethnically homogenous local community (in the current project, by engaging with the history of coexistence of Jews and Poles in Poland). Our results show that teaching about multicultural history stimulates greater interest in and knowledge of local history, more positive intergroup attitudes, and (slightly) increased levels of local social capital (place attachment and civic engagement intentions). Thus, we provide evidence that local multicultural history is a viable tool for building more tolerant and engaged communities in the present.