Playing “Sherlock Holmes”: Enhancing Students' Understanding of Prejudice and Stereotyping

Junn, Ellen N; Grier, Leslie K.; Behrens, Debra

doi:10.1207/s15328023top2802_12

Cited by 6 publications

(5 citation statements)

References 15 publications

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“…Instructors often struggle to develop nonthreatening ways to present information about stigma, prejudice, and discrimination to avoid such resistance from students. Luckily, several educators have developed innovative ways to discuss these sometimes sensitive topics (Case, 2013; Christopher, Walter, Marek, & Koenig, 2004; Hackney, 2005; Junn, Grier, & Behrens, 2001; Kite & Whitley, 2012; Lawson, McDonough, & Bodle, 2010; Plous, 2000; Williams & Melchiori, 2013). We describe how using a well-known animated film may provide an additional, nonthreatening way to explore the topics of stigma, stereotypes, and prejudice with undergraduates.…”

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confidence: 99%

UsingShrekto Teach About Stigma

Melchiori

Mallett

2015

Teaching of Psychology

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We describe an active learning exercise to teach students about social stigma. After lecturing on the topic, the instructor distributes a worksheet and shows several clips from the movie Shrek, pausing after each clip to lead a discussion of the concepts. We provide information about the movie scenes, the student worksheet, and instructor discussion guide. Students who attended a lecture on stigma and participated in the Shrek exercise (n ¼ 14) scored higher on an assessment of the concepts than students who viewed the lecture and completed a self-reflection exercise (n ¼ 13) as well as students who only viewed the lecture and did not participate in an exercise (n ¼ 13). Students (N ¼ 52) also indicated that they enjoyed the exercise and believed it provides clarification of the topics above and beyond the lecture material. Thus, our Shrek active learning exercise is a useful tool for helping students learn about the sensitive issues of social stigma.

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confidence: 99%

UsingShrekto Teach About Stigma

Melchiori

Mallett

2015

Teaching of Psychology

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“…Given the psychological and social significance of the topics, it is not surprising that many recently published reports have focused on techniques for teaching psychology students about stereotypes, prejudice, and discrimination (e.g., Case, 2007;Christopher, Walter, Marek, & Koenig, 2004;Hackney, 2005;Junn, Grier, & Behrens, 2001;Pettijohn & Walzer, 2008;Plous, 2000). Based on Lewinian action research conducted in the 1950s on the effectiveness of various responses to prejudiced comments (e.g., Citron, Chein, & Harding, 1950), Plous developed a role-playing exercise designed to not only inform students about prejudice but also teach them a skill for combating prejudice outside the classroom.…”

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confidence: 99%

Confronting Prejudiced Comments: Effectiveness of a Role-Playing Exercise

Lawson

McDonough

Bodle

2010

Teaching of Psychology

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We examined whether a role-playing exercise, similar to that developed by Plous (2000), increases students' ability to generate effective responses to prejudiced comments. We assessed social psychology students' (n = 23) ability to respond to prejudiced comments before and after the exercise, and compared their performance to that of 2 other groups of students (total n = 38) who did not participate in the exercise. Results showed that the exercise increased students' ability to generate effective responses to prejudiced comments. If students apply this skill in their daily lives, it could lead to a reduction in the overt expression of prejudice among others.

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“…However, coverage of social psychology will increase students' ability to differentiate among types of bias, as well as their awareness of the ongoing influence of bias in social relations. Teachers looking for engaging activities and demonstrations will find many related to stereotypes (Goldstein, 1997;Junn et al, 2001;Wurtele & Maruyama, 2013) and prejudice (Ford et al, 1997;Hillman & Martin, 2002;Junn et al, 2001). Perhaps most important, there are many methods for making students aware of the subtle ways that they exhibit bias, even if they do not identify as being prejudiced (Adams et al, 2014;Casad et al, 2013;Isbell & Tyler, 2003;K.…”

Section: Cultural Competencymentioning

confidence: 99%

The successful psychology course: Transformative skills in introductory psychology.

Chew¹,

Boysen²,

Naufel³

et al. 2022

Transforming Introductory Psychology: Expert Advice on Teacher Training, Course Design, and Student Success.

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Because of its immense popularity and placement in undergraduate curricula, introductory psychology is positioned to be a transformational experience for the majority of students. Sixty percent of all students who earn 10 or more college credits complete introductory psychology (Adelman, 2006). Furthermore, students likely complete the course during their first year, often in their first semester of college, which allows it to influence the rest of their academic career.Introductory psychology is well suited for this transformative role because it can equip students with knowledge and skills to help them succeed academically, prosper in their careers, and thrive personally. In this chapter, we first discuss the knowledge and skills learned in introductory psychology that can help students succeed academically. We focus on effective study skills, self-regulation, and self-efficacy. Next, we discuss life skills that introductory psychology students can learn, such as healthy behaviors, ethics, and cultural competency, that will help them grow personally and be more successful. Finally, we discuss how introductory psychology can start to prepare students for career success. We summarized our key recommendations for teaching transformative skills in introductory psychology at the start of the chapter.

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Playing “Sherlock Holmes”: Enhancing Students' Understanding of Prejudice and Stereotyping

Cited by 6 publications

References 15 publications

UsingShrekto Teach About Stigma

UsingShrekto Teach About Stigma

Confronting Prejudiced Comments: Effectiveness of a Role-Playing Exercise

The successful psychology course: Transformative skills in introductory psychology.

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