Modification of an emotionally held attitude through role playing.

Culbertson, Frances M.

doi:10.1037/h0041942

Cited by 76 publications

(17 citation statements)

References 4 publications

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“…When antiracism programs have been empirically evaluated, they have received both favorable (e.g., McGregor, 1993;Reeder, Douzenis, & Bergin, 1997) and unfavorable (e.g., Kehoe & Mansfield, 1993;Weiner & Wright, 1973) reviews. In addition, the vast majority of participants in the few existing studies of antiracism curricula have been European American children (e.g., Culbertson, 1957;Greenberg, Pierson, & Sherman, 1957;Sedlacek, Troy, & Chapman, 1976). Thus, a clear understanding of the consequences of learning about racism among children from a variety of racial backgrounds is lacking.…”

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confidence: 99%

Consequences of Learning About Historical Racism Among European American and African American Children

2007

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Knowledge about racism is a critical component of educational curricula and contemporary race relations. To examine children's responses to learning about racism, European American (Study 1; N= 48) and African American (Study 2; N= 69) elementary-aged children (ages 6-11) received history lessons that included information about racism experienced by African Americans (racism condition), or otherwise identical lessons that omitted this information (control condition). Children's racial attitudes and cognitive and affective responses to the lessons were assessed. Among European American children, racism condition participants showed less biased attitudes toward African Americans than control condition participants. Among African American children, attitudes did not vary by condition. Children in the two conditions showed several different cognitive and affective responses to the lessons.

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confidence: 99%

Consequences of Learning About Historical Racism Among European American and African American Children

2007

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“…This goal was to be accomplished by the use of role-playing techniques and small group interaction involving meaningful dialogue between black and white officers o n problems associated with human relationships. Studies by Janis and King (1954), Janis and Mann (1965), and Culbertson (1965) have all shown the effectiveness of the role-playing technique in modifying attitudes on issues ranging from smoking behavior to housing integration. McNamara (1967) also used it sucessfully in training police to deal more effectively with domestic crises.…”

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confidence: 99%

Role Playing and Group Experience to Facilitate Attitude and Value Changes among Black and White Police Officers

Teahan

1975

Journal of Social Issues

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White and black police officers were seen in weekly sessions involving role playing and interpersonal feedback during academy training, the purpose being to improve communication and relationships between black and white officers. Contrary to expectation, white officers became both more sensitized to the presence of black‐white problems and more prejudiced toward blacks, whereas black officers who attended became more positive toward whites. It was felt that results were due in part to a perception by white officers that the program was initiated for the benefit of blacks rather than for all.

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“…Studies (Janis and King, 1954;King and Janis, 1956;Culbertson, 1957) have shown greater modification of attitudes after active role-playing than after passive exposure to the same persuasive materials. King and Janis (1956) attributed the greater effects of role-playing to improvisation of one's own arguments in support of the assigned conclusions.…”

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confidence: 95%