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Across two studies (\n                    <jats:italic>N<\/jats:italic>\n                    <jats:sub>total<\/jats:sub>\n                    \u2009=\u2009606), we experimentally investigated whether teachers' aversions to such settings could be mitigated by contact experiences with (a) people experiencing financial hardship and (b) children from disadvantaged backgrounds. Trainee teachers rated their levels of desire to work in schools that varied in terms of the socioeconomic backgrounds and diversity of their student populations. They also reported their contact experiences. Although, overall, teachers showed an aversion to working in a school that served a diverse and low\u2010income community compared to one with average student demographics, this effect was attenuated when teachers had more prior contact with both close others in financial hardship and children from disadvantaged backgrounds. These findings were replicated across both studies. Further analyses also revealed that the relation between contact and school desirability may, at least in part, be mediated by changes in teaching self\u2010efficacy. These findings demonstrate the potential value of teachers' contact with other groups as a method of reducing bias in education.\n                  <\/jats:p>","DOI":"10.1111\/bjso.12738","type":"journal-article","created":{"date-parts":[[2024,3,5]],"date-time":"2024-03-05T08:24:33Z","timestamp":1709627073000},"page":"1497-1514","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":8,"title":["Who you know influences where you go: Intergroup contact attenuates bias in trainee teachers' school preferences"],"prefix":"10.1111","volume":"63","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2797-2809","authenticated-orcid":false,"given":"Lewis","family":"Doyle","sequence":"first","affiliation":[{"name":"University of Sussex  Brighton UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9353-5957","authenticated-orcid":false,"given":"Matthew J.","family":"Easterbrook","sequence":"additional","affiliation":[{"name":"University of Sussex  Brighton UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Linda R.","family":"Tropp","sequence":"additional","affiliation":[{"name":"University of Massachusetts Amherst  Amherst USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2024,3,5]]},"reference":[{"key":"e_1_2_9_2_1","unstructured":"Allen B. &McInerney L.(2019).The recruitment gap: attracting teachers to schools serving disadvantaged communities. 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