Dr Lindsey Cameron

Reader in Psychology,
Director of Undergraduate Student Experience and Student Success
+44 (0)1227 827873
Dr Lindsey Cameron


Dr Lindsey Cameron is a Reader in Psychology and Director of Undergraduate Student Experience and Student Success in the School of Psychology.  Her area of research is social developmental psychology.

Research interests

Lindsey is interested in how children become ‘social beings’: how do children develop the social knowledge and skills that we have as adults take for granted?  Specifically, she is interested in how inter-group processes develop throughout childhood. Her research interests are as follows:

  • The development of inter-group attitudes in children and the role of social norms, self-presentation, cognitive development and in-group identification in determining these attitudes
  • The development of school-based interventions to change children’s inter-group attitudes
  • Inter-group contact (direct and indirect) and novel interventions based on this approach
  • Measuring the impact of intercultural education interventions on attitudes, stereotypes, cultural awareness and knowledge
  • Acculturation in childhood
  • The experience of prejudice and discrimination, and its consequences for social development


Charities and diversity education organisations across Europe, including:

Key publications

  • Abrams, D., Pelletier, J., Van de Vyer, J., Cameron, L., & Lee, E. (2015). Children’s prosocial behavioural intentions toward outgroup members: The effects of intergroup competition, empathy and social perspective taking. British Journal of Developmental Psychology, Early. doi:10.1111/bjdp.12085
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  • Palmer, S., Rutland, A., & Cameron, L. (2015). The development of bystander intentions and social-moral reasoning about intergroup verbal aggression. British Journal of Developmental Psychology.
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  • Stathi, S., Cameron, L., Hartley, B., & Bradford, S. (2014). Imagined contact as a prejudice‐reduction intervention in schools: The underlying role of similarity and attitudes. Journal of Applied Social Psychology, 44, 536-546. doi:10.1111/jasp.12245
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  • Abrams, D., Palmer, S. B., Rutland, A., Cameron, L., & Van de Vyver, J. (2014). Evaluations of and reasoning about normative and deviant ingroup and outgroup members: Development of the black sheep effect. Developmental Psychology, 50, 258-270. doi:10.1037/a0032461
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  • Abbott, N., & Cameron, L. (2014). What makes a young assertive bystander? The effect of intergroup contact, empathy, cultural openness, and in-Group bias on assertive bystander intervention intentions. Journal of Social Issues, 70,167-182. doi:10.1111/josi.12053


Past research students

  • Dr Caitlin Baker: Strategic colour blindness and interracial interaction (2020)
  • Dr Lauren Spinner: Socialising gender: The role of parents, peers, and the media in children’s gender-typed preferences and stereotypes (2017)
  • Dr Sally Palmer: The development of bystander intervention in children and adolescents: When and why do children and adolescents challenge intergroup discrimination?(graduated summer 2015)
  • Dr Nicola Abbott: Bystander intervention in racist incidents in adolescence (graduated summer 2014)


Appointments / memberships

  • Appointed to the Editorial Advisory Panel of the British Journal of Developmental Psychology

Grants and Awards

April 2014-presentA literature review and scoping study on the impact of gender on children's lives (PI)
The Office of the Children's Commissioner
Pina, A., Calogero, R. & Sutton, R. 
Contribution: 50%
Jan 2014-presentGrowing up with diversity. (PI) 
British Psychological Society Research Seminars Competition
Leman, P., Verthanayagam, S. & Lam, V. 
Contribution: 60%
Sept 2013-Aug 2014Generating research income and building impact through collaboration (PI) 
School of Psychology Seed Fund
Contribution: 100%
March 2013- Nov 2014Strategic colourblindness in children: Responding to a 'revise and resubmit' (PI) 
Social Science Faculty Research grant
Abbott, N. (PhD student)
Contribution: 100%
June 2015-May 2016Children and adolescents' experience of bullying and online bullying (PI, 75%)
Social Science Faculty Research grant.
Collaborator: Ania Bobrowicz, School of Engineering and Digital Arts
March-June 2010Cameron, L.
Kent County Council (via World Education Development Group)
Making friends
2009-11World Education Development Group & Cameron, L.
Department for International Development 
"My Dad says..."
2009-Cameron, L.
University of Kent Faculty of Social Sciences
Evaluating an "imaginary inter-group contact" intervention in nurseries in Sandwell
September 2008 
- June 2011
Race Equality Sandwell & Cameron, L.
Big Lottery Research Programme 
Tackling racism amongst adolescents: A route to greater well-being and cohesion
2008-09Cameron, L. & Stathi, S.
British Academy 
Imaginary contact: Developing and evaluating a new prejudice-reduction intervention for schools
2008-09Race Equality Sandwell & Cameron, L.
Harborne Parish Lands 
Tackling attitudes in Early Years
2008Cameron, L. & Stathi, S.
University of Kent Faculty of Social Sciences
Imaginary intergroup contact in children
2007-09World Education Development Group & Cameron, L. (researcher)
Big Lottery Fund
Attitude is everything
2006-07Cameron, L., Rutland, A., & Hossain, R.
British Academy
Changing children’s attitudes towards stigmatized groups: Testing different models of Extended Contact
2005-07Rutland, A., Brown, R. J., & Cameron, L.
Economic and Social Research Council
Evaluating interventions to reduce children’s prejudice towards immigrants
2005-07Cameron, L. & Turner, R.
Race Equality Sandwell
Helping dual heritage children reach their potential: Possible difficulties and defences against them
2004Rutland A. & Cameron, L.
British Broadcasting Corporation
Intergroup contact and ethnic identity: A national study of 4-5 year old children


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