Does Brief Mindfulness Instruction Improve Intergroup Attitudes in an Interethnic Dyadic Perspective-giving and Perspective-taking Interaction?

Abstract Interethnic relations are often characterized by power asymmetries, reduced empathy and compassion, and less favorable intergroup attitudes. This study examined whether brief mindfulness instruction could improve the quality of a dyadic perspective-giving and perspective-taking interaction. In a virtual setting, power-asymmetric dyads (Latinx and White non-Latinx participants) were randomly assigned to listen to a brief mindfulness, relaxation, or attention-based inactive audio instruction. Thereafter, Latinx participants shared perspectives on challenges facing their ethnic group, while White non-Latinx participants summarized their partner’s perspective. Mindfulness instruction did not produce main effects on intergroup attitudes, empathy, or compassion. Instead, mindfulness interacted with perspective-takers’ social dominance orientation to predict perspective-givers’ empathic concern and personal distress, with mindfulness benefits emerging only when perspective-takers were low in social dominance orientation. Additionally, perspective-givers receiving mindfulness instruction reported greater social connection when they held more positive pre-interaction attitudes toward Latinx individuals. Findings highlight person × context-dependent effects of mindfulness, suggesting its impact on social well-being depends on interactants’ distal and proximal social goals.