Prejudice Reduction Research Articles

Una estrategia eficaz para fomentar la cooperación

Some meta-analysis studies that show the efficacy of Cooperative Learning in comparison with competitive or individual learning are analyzed. Efficacy is based on the following data: achievement, high levels of reasoning, time required to accomplish the task, transference of learning, intrinsic motivation, cognitive and social development, personal interactions, friendship, reduction of stereotypes and prejudices, mental health, self-esteem, social competencies, internalization of values and the quality of the learning environment. All the available data suggest that it is a strategy that can respond to the challenges that come with globalization.

Manajemen Kurikulum Pendidikan Islam Berbasis Multikultural

Abstract: This article attempts to create a reflection of the Islamic educational curriculum, and some alternative Islamic education curriculum based of multicultulral. As for some of the underlying assumptions, that the practice of teaching Islamic education was oriented toward mastery of teaching material has not been oriented toward understanding and awareness creation on respect for diversity of race, ethics, culture. Islamic Education as one of the important aspects as the formation of character, should have the concept that learing is more directed at the character formation of children and respect for cultural diversity. Thus, to Look forthe development of Islamic education curriculum model (Madrasah Aliyah) based of multicultural. Management of multicultural based Islamic education can be through several phases: content integration, the knowledge construction process, an equity paedagogy, and prejudice reduction. The focus of management of multicultural based curriculum Islamic education should be directed to find the msdel of Islamic education (Madrasah Aliyah) that can explore humanist values and universal. Islamic education learning design (Madrasah Aliyah) based mutticultural directed the efforts to form the character of the appreciation and respect for diversity of thought, concept, and culture. Development of leaming modets of Islamic education in Madrasah Aliyah multicultural-based refers to a balanced composition of matter Koran, Hadith , fiqh, aqidah, and akhlak.
 Keywords: Management of curriculum, Education, Multicultural.

The Mixed Outcomes of Taking Ownership for Implicit Racial Biases.

One potential strategy for prejudice reduction is encouraging people to acknowledge, and take ownership for, their implicit biases. Across two studies, we explore how taking ownership for implicit racial bias affects the subsequent expression of overt bias. Participants first completed an implicit measure of their attitudes toward Black people. Then we either led participants to think of their implicit bias as their own or as stemming from external factors. Results revealed that taking ownership for high implicit racial bias had diverging effects on subsequent warmth toward Black people (Study 1) and donations to a Black nonprofit (Study 2) based on people's internal motivations to respond without prejudice (Internal Motivation Scale [IMS]). Critically, among those low in IMS, owning high implicit bias backfired, leading to greater overt prejudice and smaller donations. We conclude that taking ownership of implicit bias has mixed outcomes-at times amplifying the expression of explicit prejudice.

Comparing the effectiveness and durability of contact- and skills-based prejudice reduction approaches

This investigation compared the efficacy and durability of two prejudice reduction approaches: social-emotional skills training and intergroup contact. 148 5th grade Palestinian-Israeli students in the ethnically-mixed city of Jaffa were randomly assigned to one of three conditions. Members of the skills-based classes engaged in activities that aimed to cultivate perspective-taking, empathy, and compassion; members of the contact classes met with Jewish-Israeli peers; and members of the control group engaged in a general social studies program. Outcomes were measured a week before, immediately after, and 6 months following completion of the program. Results showed that the effects of both interventions were significantly larger than of those of the control group; both interventions increased readiness for contact with, and decreased emotional prejudice, expectations about negative outgroup behaviors, and stereotyping of Jewish-Israeli peers.

Living under threat: Mutual threat perception drives anti‐Muslim and anti‐Western hostility in the age of terrorism

AbstractThis research demonstrates a common psychology of outgroup hostility driven by perceived intergroup threat among three groups and seven cultural contexts: non‐Muslim Westerners, Muslims in Western societies, and Muslims in the Middle East. In Study 1, symbolic, but not realistic and terroristic threats, predicted non‐Muslim Norwegians' intentions to join anti‐Islamic movements. In Study 2, symbolic and realistic, but not terroristic threat, predicted non‐Muslim Americans' willingness to persecute Muslims. In Studies 3 and 4, symbolic threat predicted support and behavioral intentions against the West among Swedish and Turkish Muslims. Finally, in Study 5, a comparison demonstrated that symbolic and realistic threats had the same effects on violent intentions among non‐Muslim and Muslim Danes, and Muslims in Afghanistan. Meta‐analysis showed that symbolic threat was most strongly associated with intergroup hostility. Across studies, participants with high religious group identification experienced higher levels of threat. Implications for intergroup research and prejudice reduction are discussed.

Imagined contact with atypical outgroup members that are anti-normative within their group can reduce prejudice

Can imagining contact with anti-normative outgroup members be an effective tool for improving intergroup relations? Extant theories predict greatest prejudice reduction following contact with typical outgroup members. In contrast, using subjective group dynamics theory, we predicted that imagining contact with anti-normative outgroup members canpromote positive intergroup attitudes because these atypical members potentially reduce intergroup threat and reinforce ingroup norms. In Study 1 (N = 79) when contact was imagined with an anti-normative rather than a normative outgroup member, that member was viewed as less typical and the contact was less threatening. Studies 2 (N = 47) and 3 (N = 180), employed differing methods, measures and target groups, and controlled for the effects of direct contact. Both studies showed that imagined contact with anti-normative outgroup members promoted positive attitudes to the outgroup, relative both to a no contact control condition and (in Study 3) to a condition involving imagined contact with an ingroup antinormative member. Overall, this research offers new practical and theoretical approaches to prejudice reduction.

The effects of perspective-taking on prejudice reduction among Thais: The moderating role of relational self-esteem

Perspective-taking has successfully been used to reduce prejudice, especially when perspective takers have high self-esteem. However, only a few studies have been conducted to explore the effects of perspective-taking on reducing prejudice in Asian countries. This study investigated the moderating role of relational self-esteem on the effects of perspective-taking on prejudice reduction. In this study, high or low relational self-esteem was activated, and participants were either allocated in the perspective-taking manipulation group or the control group. The results showed that using perspective-taking techniques when individuals have high relational self-esteem increased, instead of decreased, prejudice toward homosexuality. This study showed that manipulating perspective-taking may present different results in different cultures.

Secondary transfer effect among children: The role of social dominance orientation and outgroup attitudes.

Research has provided evidence that the effects of intergroup contact on prejudice reduction are not limited to the outgroup one has contact with (primary outgroup). Rather, they extend to secondary outgroups uninvolved in the contact situation (secondary transfer effect; Pettigrew, 2009, Social Psychology, 40, 55). We aimed to provide the first empirical evidence for the emergence of the secondary transfer effect among children. Majority (Italian) and minority (with an immigrant background) elementary schoolchildren were administered a questionnaire including measures of contact with the primary outgroup (minority children for the majority, majority children for the minority), prejudice towards the primary outgroup and towards a dissimilar secondary outgroup (disabled children), and social dominance orientation. Results revealed that among the majority group, contact with the primary outgroup had indirect associations with reduced prejudice towards the secondary outgroup. Specifically, we found evidence for sequential mediation by social dominance orientation and prejudice towards the primary outgroup. No secondary transfer effects emerged among minority group members. We discuss theoretical and practical implications of the findings, arguing for the importance of identifying the core processes driving the secondary transfer effect.

Leadership for Democracy in Challenging Times: Historical Case Studies in the United States and Canada

Purpose: This article focuses on the role of school and district leadership in the development and implementation of reform aimed at increasing racial and religious tolerance. It chronicles the rise of intercultural and democratic citizenship curriculum in three North American sites—Springfield, Massachusetts, Kirkland Lake, Ontario, and San Diego, California—during the 1940s. Research Method: Parallel historical case studies were conducted using traditional historical research methods through the analysis of archival documents, school district memos, school board minutes, and contextualization through relevant secondary source literature. Findings: School and district leaders supported curriculum innovation aimed at prejudice reduction and propaganda analysis, networked and collaborated with community organizations, and used foundation funding to support curriculum and professional development for racial and religious inclusion. Implications: These cases highlight the critical role of leadership to support democracy in the development of partnerships between school and district personnel, community activists, and civic foundations; the establishment of advocacy networks across borders; and the “borrowing” of diversity policies from other school districts, which were adapted to their unique community contexts. This historical study has implications for how current school leaders might “lead for democracy” in challenging times.

'I'm happy to own my implicit biases': Public encounters with the implicit association test.

The implicit association test (IAT) and concept of implicit bias have significantly influenced the scientific, institutional, and public discourse on racial prejudice. In spite of this, there has been little investigation of how ordinary people make sense of the IAT and the bias it claims to measure. This article examines the public understanding of this research through a discourse analysis of reactions to the IAT and implicit bias in the news media. It demonstrates the ways in which readers interpreted, related to, and negotiated the claims of IAT science in relation to socially shared and historically embedded concerns and identities. IAT science was discredited in accounts that evoked discourses about the marginality of academic preoccupations, and helped to position test-takers as targets of an oppressive political correctness and psychologists as liberally biased. Alternatively, the IAT was understood to have revealed widely and deeply held biases towards racialized others, eliciting accounts that took the form of psychomoral confessionals. Such admissions of bias helped to constitute moral identities for readers that were firmly positioned against racial bias. Our findings are discussed in terms of their implications for using the IAT in prejudice reduction interventions, and communicating to the public about implicit bias.

Ethnic Prejudice in Young Children in Indonesia: Intervention Attempts Using Multicultural Friendship Stories

Ethnic prejudice, even among very young children, is a universal occurrence. Yet, little research has been conducted on this issue outside of Westernized contexts. The current study evaluated a storybook intervention in Indonesia, a country of historically high racial tensions, designed to reduce young children’s ethnic bias regarding out-groups of high-status (i.e., Chinese) and low-status (i.e., Papuan). In Study 1, 138 children, aged from 4 to 7 years, participated and included 87 children in an intervention group. The children were read two stories about cross-ethnic friendships over 2 days. Children’s attitudes were evaluated before and after the storybook reading using the Multi-response Racial Attitude measure and a social distance measure. Analyses indicated minimal to no effectiveness of the intervention. These findings were replicated in Study 2 with 20 children who received an enhanced intervention procedure by being read five different stories about cross-ethnic friendships, each book read two times over the course of 5 weeks, followed by discussions about the messages in the stories. Again, there was no reduction in racial bias. The combined lack of prejudice reduction across Study 1 and Study 2 emphasized how strong racial bias for lowest status, ethnic out-groups develops from an early age and that these prejudices are difficult to change, warranting greater attention in early childhood educational research.

Combatiendo el prejuicio en personas mayores desde la formación.

El presente estudio analiza la efectividad de un procedimiento de reducción automática del prejuicio, basado en la asunción de la perspectiva de los miembros de grupos estereotipados.Específicamente, se aborda la evaluación de esta estrategia cognitiva en población mayor, y se contemplan variables potencialmente moduladoras entre la intervención y sus efectos sobre el prejuicio: personalidad, valores, empatía y atribución. Se recogieron datos en una muestra de 58 participantes con edad media de 63 años, en la que se implementó una intervención basada en imaginería mental dirigida a la reducción del prejuicio. Los resultados muestran una moderada efectividad de la estrategia y hallan interacción con diversas variables moduladoras. Particularmente fue la amabilidad, junto con la actividad atribucional y los valores de benevolencia, universalismo, autodirección y conformidad, los que intervinieron modulando la eficacia de la toma de perspectiva. La discusión, además de contrastar paralelismos y divergencias con los resultados de otros experimentos, sugiere algunas aplicaciones en la formación de personas mayores, demostrando que la autorregulación cognitiva se plantea como una competencia relevante en los estadios avanzados de la vida, decisiva para lograr un envejecimiento activo, satisfactorio e inclusivo.

Ameliorating transnegativity: assessing the immediate and extended efficacy of a pedagogic prejudice reduction intervention

ABSTRACTWe demonstrate that pedagogic interventions utilising mediated contact and the parasocial contact hypothesis provide an effective means of instantiating both an immediate and long-term reduction in prejudice towards transgender people. Through application of the parasocial contact hypothesis, our quasi-experiment demonstrates that exposure to the combined intervention of a panel presentation and a trans-themed film resulted in a significant reduction of self-reported prejudice immediately after exposure and this effect persisted up to 6 weeks later in a sample of 66 female university students. In addition to testing this effect, we also assess the relationship between prejudice towards transgender people and other forms of prejudice, including old-fashioned and modern prejudice towards gay men and lesbian women. In doing so we demonstrate that prejudice towards trans people appears to be conceptually related to prejudice towards gay men and not lesbian women. Limitations and directions for future research are explored.

Effects of Awareness Raising Activities on Reduction of Prejudice against Refugees

Effects of Awareness Raising Activities on Reduction of Prejudice against Refugees

Cross Ethnic Friendship among Multi-ethnic Students and Teacher’s Role in Supporting Cultural Diversity in School

This article presents an in-depth discussion about cross ethnic friendship among students and teacher's role in supporting the cultural diversity that exists in school. The school which consist of students from various ethnic groups provide space and opportunities for students to interact socially with peers either from the same or other ethnic groups. On the other hand, the school that consists of only one ethnic group limits the opportunity for students to interact with friends from different ethnic groups. Students who have attended the schools that are not diverse in terms of ethnicity were reported having more friends from the same ethnic group. A positive relationship between individuals from different ethnic groups led to the reduction in prejudice, enhance the sense of common identity and closeness among individuals. Teachers as agents of unity should play an important role in assisting students to acquire the necessary social skills that enables them to interact effectively with students from different ethnic, cultural and languages which consequently create a harmony cross ethnic friendships among multi-ethnic students in school.

Bullying Prevention and Prejudice Reduction: Assessing the Outcome of an Integrative Training Program

Research denotes the importance of the social interest theory–based concept of acceptance of others as a key factor in increasing positive attitudes toward helping victims of bullying. However, to date, few bullying prevention programs have explicitly integrated instruction to reduce prejudice. Although most teachers will witness or experience bias-based bullying in the schools they will join as professional educators, most students are rarely exposed to these types of programs. This study investigated the effect of integrating bullying prevention and prejudice reduction content into a prevention program. Pre- and postintervention outcomes are reported on the basis of instruments that measured bullying and prejudicial attitudes. Results showed significant changes according to these measures. Implications for the use of integrated programs are presented.

Diversity and Social Justice: Applying Theory and Adapting Practices

Diversity and Social Justice: Applying Theory and Adapting Practices Bengü Ergüner-Tekinalp, Guest Editor, Leigh Johnson-Migalski, Guest Editor, and Susan E. Belangee, Guest Editor This special issue was born over a luncheon during the NASAP Annual Conference in Minneapolis in 2016. As we three coeditors talked about Adler’s theory and underrepresented individuals, we realized that not much had been published recently (or ever, with regard to certain populations) and that the theoretical tenets were highly relevant to multiple aspects of diversity and social justice. Discussion brought out questions of how well the theory, techniques, and assessment tools captured those experiences of diverse populations and how those needed adaptation to be more sensitive and relevant. Practitioners of Individual Psychology cannot ignore how social and political realities affect their clients’ and students’ lives. Social justice and diversity issues are not at the margins of our work; they are very much at the center. A recent example of how the larger cultural and sociopolitical climate might have an impact on our clients’ well-being is that one of the editors of this special issue, Dr. Bengu Erguner-Tekinalp, decided not to attend the 2017 NASAP conference in Canada, as she did not want to take a risk in her international travel as a noncitizen and immigrant from a majority-Muslim country. Although her country was not an identified country in the United States travel ban, she did not feel safe to travel. A simple policy change affects individuals in many unexpected ways. A person with many privileges such as skin color, gender and sexual identity, and socioeconomic status may still feel marginalized, unsafe, or not belonging because of one part of identity. Even an identity that is not as salient for an individual may become a marker for a sense of marginalization. As belonging is one of the core tenets of Individual Psychology, Adlerians do not have the luxury to ignore the social, cultural, and political realities that make belonging difficult. [End Page 1] As a constructivist, humanistic, existential, postmodern, feminist, systemic, and culturally sensitive theory, Individual Psychology is strongly positioned to provide a theoretical framework for understanding, identifying, and addressing diversity and social justice issues. The articles in this special issue discuss various multicultural, diversity, and/or social justice topics from an Adlerian perspective and examine the practices and concepts in a cultural context. The special issue took the position of intersectionality and had an inclusive viewpoint on the definition of culture. Chavez, Moore, and McDowell educate readers on the distinctive experiences of Mexican American communities and show us how to tailor treatment of parenting-reorientation using Adlerian theory. Chatters and Zalaquett’s empirical study demonstrates success in integrating acceptance of others on the basis of social interest with bullying and prejudice reduction in pre- and postoutcome analyses. Johnson-Migalski and O’Connor Drout use a case study of a White rural woman facing shoulder injury to illustrate how Adlerian theory integrates into the World Health Organization’s International Classification of Functioning, Disability, and Health for treatment recommendations and social justice practice. Day’s article provides a case of a coaching relationship using early recollections as metaphors with an African American woman. The coaching process described in the article focuses on both individual and systemic dynamics, providing practical applications to coaches as well as therapists working with marginalized populations. Lemberger-Truelove presents the results of a phenomenological study exploring belonging, striving, and lifestyle among Black women. Intersectionality of identities is at the core of her research, and as such, the article discusses the ways Black women deal with gendered racism and how Adlerian theory can promote resilience. In their empirical study, Akdogan, Aydın, and Eken explore the contributions of inferiority feelings on attachment styles of college students in Turkey. They discuss the research results in the cultural context and gender role expectations in the Adlerian perspective. Their article offers evidence for the cross-cultural applicability of Adlerian theory and provides future research directions for cross-cultural explorations of inferiority feelings. Harless and Stoltz present a case study showing the utility of early recollections in career counseling with a high school student from a low-socioeconomic-status family. Because...

Imagine that! The effect of counterstereotypic imagined intergroup contact on weight bias.

Higher body-weight people are highly stigmatized and face prejudice and discrimination across a number of domains. Further, experiences of weight stigmatization are associated with a host of negative physical, psychological, and social consequences. However, less is known about effective means for reducing weight bias. One strategy that has shown some success in prejudice reduction, yet is relatively untested for weight bias, is imagined intergroup contact. The purpose of this study was to investigate the effect of counterstereotypic imagined intergroup contact on weight bias. Participants were randomly assigned to 1 of 2 experimental conditions or a control group. In the experimental conditions, participants were asked to imagine interactions with either a counterstereotypic (e.g., confident, attractive) or stereotypic (e.g., unattractive, insecure) "obese" person. Participants then completed the Anti-fat Attitudes Questionnaire (dislike subscale; Crandall, 1994; Quinn & Crocker, 1999), the Universal Measure of Bias-Fat (negative judgment and social distance subscales; Latner et al., 2008), and the Fat Phobia Scale. Results indicated that participants in the counterstereotypic condition reported lower levels of weight bias (dislike, negative judgment, and social distance) than participants in the stereotypic and control conditions. These findings highlight the potential usefulness of counterstereotypic imagined contact to reduce weight bias. (PsycINFO Database Record

Transgender prejudice reduction and opinions on transgender rights: Results from a mediation analysis on experimental data

Fears, phobias, and dislikes about minorities should be strong determinants of whether Americans support policies protecting such minorities. Studies suggest that discussions and information about transgender people can reduce transphobia. However, these studies also indicate that experimental treatments do not necessarily affect individual attitudes on policies concerning transgender rights. Scholars contend that durably reducing prejudice should increase public support for minority rights. In this study, we examine this causal mechanism utilizing an experiment. We find that reducing transphobia is a reliable mechanism to increase public support for transgender rights. These results are robust to causal identification assumptions, suggesting that this mechanism provides a clear avenue for stigmatized groups to increase public support of rights for those groups.

The Effects of The Living Together Through Art (LTTA) Model on Promoting The Consciousness of Living Together Between Thai and Migrant Students

The aim of this research is to study the effects of the Living Together through Art model (LTTA model), a newly developed art learning model based on the concept of UNESCO’s “Learning to Live Together”, on promoting the consciousness of living together between Thai and migrant students which consisted of 4 core values: respect, acceptance, empathy and appreciate. The principle of the LTTA model was “Using art learning activities to encourage the ethnically-mixed students to express themselves, connect and collaborate with each other”. The research was carried out using quasi-experimental methods. The trial was conducted at a primary school in Samut Sakhon, Thailand in the 2016 academic year. Forty-one ethnically mixed students form second and third grade classrooms were divided into an experimental group and a control group. Data collection consisted of a test, behavior observation, students’ reflection and in-depth interviews. The data were analyzed using means, standard deviation, one-way ANCOVA, repeated ANOVA and content analysis. The data revealed that (1) the posttest mean score of the experimental group was higher than the pretest mean score and the score of the control group at a significant difference of .05 which remained stable after 4 weeks and (2) the frequency of desirable behavior which related to the core values increased and (3) students expressed more positive thoughts about themselves and others. Keywords: Learning to live together, migrant students, prejudice reduction, consciousness, art learning.