Danielle Blaylock
Biographic Data
| ID | 5762777 |
|---|---|
| NAME | Danielle Blaylock |
| GIVEN NAMES | Danielle |
| FAMILY NAME | Blaylock |
| SIGNATURE | BLAYLOCK D |
| AFFILIATIONS | Queen's University Belfast |
| ORCID | 0000-0002-6807-5346 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Beyond prejudice reduction
Intergroup contact reduces prejudice, but its potential to foster broader personal and societal change remains understudied. We address these gaps by examining a large‐scale peacebuilding intervention (PEACE4Youth) among marginalized youth in post‐conflict Northern Ireland. Using latent growth curve modeling across three waves, we demonstrate that increased intergroup contact is associated with improvements not only in youth's outgroup attitudes …
Ethno‐Religious Socialization Among Majority and Minority Group Children in a Post‐Conflict Society
Families vary in the extent to which they socialize their children about their racial or ethnic identities (i.e., family ethnic socialization). Research on family ethnic socialization has primarily been done in the United States, and there, researchers have established at least four dimensions of socialization (cultural, preparation for bias, promotion of mistrust, and egalitarianism). We adapt and extend existing measures to understand how Catho…
Different domains of identity predict different exit strategies
Group schisms are ubiquitous, but little is known about what predicts how people will break away from a group. We hypothesized that different domains of identification (national, regional, ethnonational) would predict support for different types of exit. Study 1 focused on Serbs in the Republic of Srpska within Bosnia‐and‐Herzegovina ( N = 188), while Studies 2 ( N = 115) and 3 ( N = 318) focused on people who identify as Irish in Northern Irelan…
Shared education as a contact-based intervention to improve intergroup relations among adolescents in postconflict Northern Ireland
Past research has shown that intergroup contact can be a promising intervention to improve intergroup relations and that contact-based interventions might be most effective during adolescence. In postconflict Northern Ireland, widespread residential segregation and a largely separate school system limit opportunities for intergroup contact between adolescents from the Catholic and Protestant communities. We evaluated whether a large-scale interve…
Teaching about the past in Northern Ireland
Citizenship education has been a feature of the school curricula in many western democracies since the 1990s. Consequently, there is a proliferation of research which explores its efficacy in instilling political literacy and encouraging democratic engagement amongst pupils. Less is known however about how citizenship is taught in societies emerging from conflicts which are [at least in part] motivated by competing narratives around citizenship. …
From I to we
In Ireland, ritual events and parades have been a central part of civic and public life. However, there is limited understanding of the identity processes at work at these collective events. The present research aims to examine how participants attending collective events come to recognise shared social identification and the impact that this awareness is reported to have on intragroup processes. Interview data were collected over the course of t…
Understanding the Kurdish conflict through the perspectives of the Kurdish-Turkish diaspora in Germany
The perspectives of laypeople within conflict settings are important because the ways in which they perceive and understand ongoing conflict can shape its course. While limited, existing research suggests that diaspora communities can also play a pivotal role in influencing conflict from outside their homeland; however, systematic examination of the different ways that members of diaspora communities frame conflict occurring within their homeland…
Integrating Northern Ireland
While Northern Ireland strives to build a shared society, the current reality is that everyday experiences are still shaped by division along ethno‐religious lines. This is particularly pronounced in the education system, where more than 92% of pupils attend separate schools. Within the predominantly separate education system, however, exists a small collection of schools which cater to a more heterogeneous pupil body and offer the opportunity fo…
Interpretations of national identity in post-conflict Northern Ireland
It is generally accepted that education has a significant role to play in any society transitioning from conflict to a more peaceful dispensation. Indeed, some have argued that the education system potentially represents the single most effective agent of social change with the capacity to bridge ethnic division in conflict affected countries. Despite the potential, educational policy-makers grapple with the dilemma as to precisely how school sys…
Something That Unites Us All’
The present study investigates how attendees at national celebratory crowd events—specifically St. Patrick's Day parades—understand the role of such events in representing and uniting the national community. We conducted semi‐structured interviews with people who attended St. Patrick's Day parades in either Dublin or Belfast. In year 1, full‐length interviews were conducted before and after the events ( N = 17), and in years 1 and 2, shorter inte…
Shared Education Initiatives in N orthern I reland
As Northern Ireland transitions from violence to sustainable peace, one area in particular that remains deeply divided is the parallel education system that operates for C atholic and P rotestant pupils. Working within the existing system of separate education, and underpinned by contact theory, the S haring E ducation P rogramme ( SEP ) was launched in 2007 to deliver shared classes for pupils from the different sectors. While SEP is a relativel…
Shared education as a contact-based intervention to improve intergroup relations among adolescents in postconflict Northern Ireland
Past research has shown that intergroup contact can be a promising intervention to improve intergroup relations and that contact-based interventions might be most effective during adolescence. In postconflict Northern Ireland, widespread residential segregation and a largely separate school system limit opportunities for intergroup contact between adolescents from the Catholic and Protestant communities. We evaluated whether a large-scale interve…
Something That Unites Us All’
The present study investigates how attendees at national celebratory crowd events—specifically St. Patrick's Day parades—understand the role of such events in representing and uniting the national community. We conducted semi‐structured interviews with people who attended St. Patrick's Day parades in either Dublin or Belfast. In year 1, full‐length interviews were conducted before and after the events ( N = 17), and in years 1 and 2, shorter inte…
Understanding the Kurdish conflict through the perspectives of the Kurdish-Turkish diaspora in Germany
The perspectives of laypeople within conflict settings are important because the ways in which they perceive and understand ongoing conflict can shape its course. While limited, existing research suggests that diaspora communities can also play a pivotal role in influencing conflict from outside their homeland; however, systematic examination of the different ways that members of diaspora communities frame conflict occurring within their homeland…
Shared Education Initiatives in N orthern I reland
As Northern Ireland transitions from violence to sustainable peace, one area in particular that remains deeply divided is the parallel education system that operates for C atholic and P rotestant pupils. Working within the existing system of separate education, and underpinned by contact theory, the S haring E ducation P rogramme ( SEP ) was launched in 2007 to deliver shared classes for pupils from the different sectors. While SEP is a relativel…
Interpretations of national identity in post-conflict Northern Ireland
It is generally accepted that education has a significant role to play in any society transitioning from conflict to a more peaceful dispensation. Indeed, some have argued that the education system potentially represents the single most effective agent of social change with the capacity to bridge ethnic division in conflict affected countries. Despite the potential, educational policy-makers grapple with the dilemma as to precisely how school sys…
Different domains of identity predict different exit strategies
Group schisms are ubiquitous, but little is known about what predicts how people will break away from a group. We hypothesized that different domains of identification (national, regional, ethnonational) would predict support for different types of exit. Study 1 focused on Serbs in the Republic of Srpska within Bosnia‐and‐Herzegovina ( N = 188), while Studies 2 ( N = 115) and 3 ( N = 318) focused on people who identify as Irish in Northern Irelan…
Shared Education Initiatives in N orthern I reland
As Northern Ireland transitions from violence to sustainable peace, one area in particular that remains deeply divided is the parallel education system that operates for C atholic and P rotestant pupils. Working within the existing system of separate education, and underpinned by contact theory, the S haring E ducation P rogramme ( SEP ) was launched in 2007 to deliver shared classes for pupils from the different sectors. While SEP is a relativel…
Something That Unites Us All’
The present study investigates how attendees at national celebratory crowd events—specifically St. Patrick's Day parades—understand the role of such events in representing and uniting the national community. We conducted semi‐structured interviews with people who attended St. Patrick's Day parades in either Dublin or Belfast. In year 1, full‐length interviews were conducted before and after the events ( N = 17), and in years 1 and 2, shorter inte…
Interpretations of national identity in post-conflict Northern Ireland
It is generally accepted that education has a significant role to play in any society transitioning from conflict to a more peaceful dispensation. Indeed, some have argued that the education system potentially represents the single most effective agent of social change with the capacity to bridge ethnic division in conflict affected countries. Despite the potential, educational policy-makers grapple with the dilemma as to precisely how school sys…
Integrating Northern Ireland
While Northern Ireland strives to build a shared society, the current reality is that everyday experiences are still shaped by division along ethno‐religious lines. This is particularly pronounced in the education system, where more than 92% of pupils attend separate schools. Within the predominantly separate education system, however, exists a small collection of schools which cater to a more heterogeneous pupil body and offer the opportunity fo…
Understanding the Kurdish conflict through the perspectives of the Kurdish-Turkish diaspora in Germany
The perspectives of laypeople within conflict settings are important because the ways in which they perceive and understand ongoing conflict can shape its course. While limited, existing research suggests that diaspora communities can also play a pivotal role in influencing conflict from outside their homeland; however, systematic examination of the different ways that members of diaspora communities frame conflict occurring within their homeland…
Teaching about the past in Northern Ireland
Citizenship education has been a feature of the school curricula in many western democracies since the 1990s. Consequently, there is a proliferation of research which explores its efficacy in instilling political literacy and encouraging democratic engagement amongst pupils. Less is known however about how citizenship is taught in societies emerging from conflicts which are [at least in part] motivated by competing narratives around citizenship. …
From I to we
In Ireland, ritual events and parades have been a central part of civic and public life. However, there is limited understanding of the identity processes at work at these collective events. The present research aims to examine how participants attending collective events come to recognise shared social identification and the impact that this awareness is reported to have on intragroup processes. Interview data were collected over the course of t…
Different domains of identity predict different exit strategies
Group schisms are ubiquitous, but little is known about what predicts how people will break away from a group. We hypothesized that different domains of identification (national, regional, ethnonational) would predict support for different types of exit. Study 1 focused on Serbs in the Republic of Srpska within Bosnia‐and‐Herzegovina ( N = 188), while Studies 2 ( N = 115) and 3 ( N = 318) focused on people who identify as Irish in Northern Irelan…
Shared education as a contact-based intervention to improve intergroup relations among adolescents in postconflict Northern Ireland
Past research has shown that intergroup contact can be a promising intervention to improve intergroup relations and that contact-based interventions might be most effective during adolescence. In postconflict Northern Ireland, widespread residential segregation and a largely separate school system limit opportunities for intergroup contact between adolescents from the Catholic and Protestant communities. We evaluated whether a large-scale interve…
Beyond prejudice reduction
Intergroup contact reduces prejudice, but its potential to foster broader personal and societal change remains understudied. We address these gaps by examining a large‐scale peacebuilding intervention (PEACE4Youth) among marginalized youth in post‐conflict Northern Ireland. Using latent growth curve modeling across three waves, we demonstrate that increased intergroup contact is associated with improvements not only in youth's outgroup attitudes …
Ethno‐Religious Socialization Among Majority and Minority Group Children in a Post‐Conflict Society
Families vary in the extent to which they socialize their children about their racial or ethnic identities (i.e., family ethnic socialization). Research on family ethnic socialization has primarily been done in the United States, and there, researchers have established at least four dimensions of socialization (cultural, preparation for bias, promotion of mistrust, and egalitarianism). We adapt and extend existing measures to understand how Catho…
Political science (7 works) · Sociology (7 works) · Psychology (6 works) · Social Psychology (6 works) · Gender Studies (4 works) · Gender Studies (4 works) · Irish (4 works) · Law (4 works) · Social and Intergroup Psychology (4 works) · Social Psychology (4 works)