Intergroup contact intervention between Hong Kong and mainland Chinese students: differential effects on cognitions, attitudes, and intended behaviors

Abstract

<p>Hong Kong and mainland China’s socioeconomic transitions in the past few decades have led to changes in identity and intergroup attitudes among young adults. However, understanding such changes between local and mainland young adults in Hong Kong’s current social context is limited. This study explores whether local and mainland university students in Hong Kong have different intergroup knowledge, attitudes, and intended behaviors; whether these two groups of students respond to intergroup contact intervention differently; and whether and how has local students’ superior identity been influenced by Hong Kong’s economic, geopolitical, and sociocultural development. Our data came from an intergroup contact intervention among 72 university students in Hong Kong (including 32 local and 40 mainland students, 75% female, <em>M_Age</em> = 23). Using a two-arm Randomized Controlled Trial (RCT) design, participants were randomly assigned to either an intervention group (a 1-day workshop with incremental levels of contact intimacy) or a control group (a 1-day workshop with limited contact intimacy). Our findings indicate that local university students displayed relatively more negative attitudes toward mainland students and are less responsive to the intergroup contact intervention, which only enhanced local students’ outgroup knowledge but not their attitudes or intended behaviors. This result may suggest local young adults’ transition out of a superior social identity. Our findings call for more university activities to enhance local and mainland students’ mutual understanding and larger-sample research to explore both groups’ perspectives. Future intergroup interventions should address potential barriers such as varied intervention effectiveness by participants’ background.</p>