An Experiential Learning Simulation to Reduce Poverty-Based Stigma

Abstract

Poverty remains a pressing issue even in the world’s wealthiest nations, and the stigma surrounding poverty represents a critical barrier to reducing it. We examined the effectiveness of an experiential learning intervention in reducing poverty stigma. Undergraduate students participated in a modified version of The Community Action Poverty Simulation (CAPS), an immersive 3-hour experience, in which they were assigned a role as someone living in poverty and then tried to provide basic necessities (food, shelter, etc.) for themselves and their family for a simulated month. Results showed the intervention was largely effective. After the intervention, participants were more aware of structural barriers faced by people living in poverty (made more external attributions), were less likely to blame individuals for poverty (made fewer internal attributions), and reported more positive stereotypes and attitudes towards the poor. Importantly, they were more willing to support poverty-reducing policies, offer resources, and take political action, and these increases in allyship behaviors were largely explained by the changes in attributions and stereotypes. Key words: poverty-based stigma, experiential learning intervention, stereotypes, attributions for poverty, allyship, Community Action Poverty Simulation, economic inequality, meritocracy, social justice, intergroup relations.