Interventions for Reducing Prejudice and Discrimination

Question 1

Prejudice Reduction

Answer 1

A causal pathway from an intervention to a reduced level of prejudice. (e.g. a peer conversation, a media program, an organizational policy, a law)

Question 2

Experimental reseatch Meta analysis Breaks into two types for reducing prejudice

Answer 2

–(1) Intergroup Approaches (blurring us versus them)

–(2) Individual Approaches (changing people’s feelings, cognitions, and behaviors)

Question 3

Intergroup: The Contact Hypothesis

•Key Factors in success of Contact are: 6

Answer 3

–Mutual Interdependence
–Common Goals 
–Equal Status 
–Friendly Informal Setting
–Interactions with multiple members of out-group. 
–Social Norms have to facilitate

Question 4

List Individual Approaches

Answer 4

• Instruction
• Expert opinion and norm information
• Manipulating Accountability
• Consciousness-raising (doesn’t work)

Question 5

The Jigsaw Classroom

Answer 5

•Break students into groups of 6 people
–Diverse in gender, ethnicity, ability, etc.
•Break up the material into chunks. Each student in the group is assigned to one chunk
•Let students read the material on their own chunk
•Put together “expert” groups to discuss the material and rehearse their presentations
•Put students back in their regular groups to share their chunks
•Quiz the class on the material

Question 6

Implicit biases are linked to discriminatory outcomes, such as:

Answer 6

–poorer quality interactions
–constrained employment opportunities
–decreased likelihood of receiving life-saving emergency medical treatments

Question 7

Study:
participants came to lab and engage in perspective taking task
askes how the other person feels or howd you feel in the other persons shows

Answer 7

perception taking lead to + evaluations of others and prevented the hyper accessibility of the sterotype construct BUT only from the people who were asked how they’d feel in the other persons shoes.
•“Perspective-taking tended to increase the expression of positive evaluations of the target, reduced the expression of stereotypic content, and prevented the hyper accessibility of the stereotype construct.”
•Mental imagery—an explicit process—moderates implicit stereotypes

Question 8

Targeting Implicit Race Bias
•Motivation to Break Prejudice: People must be aware of their biases and must be concerned about the consequences of their biases
•Tested their intervention in a three-month longitudinal study,

Answer 8

• Acessed prejudice baseline explicit. 4 weeks later baseline implit IAT and told how they scored.
• then present intervention to them and learn about the nature and concequence of holding an implicit bias
• taught people to recognise sterotype responces and try to replace them, etc

Training 
•Stereotype Replacement 
•Counter-stereotypic imaging 
•Individuation 
•Perspective Taking 
•Increasing opportunities for contact 

• reasessed people explicit at week 2, looked at IAT at 4 and Explicit at 6 and IAT at 8
• baseline control and experimental didn’t differ
• interventiion IAT score go down and remain low at week 8
• intervention group more concered about discriminaiton

Question 9

Affirming Students’ Self Concepts Against Threat:
Method:
–At beginning of school year, students wrote essays about important personal values
•– Own values (experimental group)
•– Other people’s values (control group)

Answer 9

slide 80-81
End of Quarter Grades:
Euopean did not differ really between control and affirmation (writing about your own values)
Minority group showed higher grades after the affirmation comparted to the control conditions.