Prejudice Reduction in University Programs for Older Adults

Castillo, José Luis Álvarez; Cámara, Carmen Palmero; Eguizábal, Juan Alfredo Jiménez

doi:10.1080/03601271003608811

Cited by 11 publications

(6 citation statements)

References 64 publications

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“…One recurrent problem was the fact that there was often a lack of a proper statistical methods section and statistical tests used were instead reported in the results [26, 28, 38], or even in a footnote [46]. Some studies described their statistical methods only minimally [19, 25, 29, 31–33].…”

Section: Resultsmentioning

confidence: 99%

“…They sometimes omitted to mention whether they tested implicit or explicit attitudes, a crucial piece of information e.g. [25, 41]. The distinction between implicit prejudice and implicit stereotype, which is important in the psychological literature, was also often blurred so that stereotype was cited in the title when the method described using an IAT to test implicit prejudice e.g.…”

Section: Resultsmentioning

confidence: 99%

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Interventions designed to reduce implicit prejudices and implicit stereotypes in real world contexts: a systematic review

et al. 2019

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Background Implicit biases are present in the general population and among professionals in various domains, where they can lead to discrimination. Many interventions are used to reduce implicit bias. However, uncertainties remain as to their effectiveness. Methods We conducted a systematic review by searching ERIC, PUBMED and PSYCHINFO for peer-reviewed studies conducted on adults between May 2005 and April 2015, testing interventions designed to reduce implicit bias, with results measured using the Implicit Association Test (IAT) or sufficiently similar methods. Results 30 articles were identified as eligible. Some techniques, such as engaging with others’ perspective, appear unfruitful, at least in short term implicit bias reduction, while other techniques, such as exposure to counterstereotypical exemplars, are more promising. Robust data is lacking for many of these interventions. Conclusions Caution is thus advised when it comes to programs aiming at reducing biases. This does not weaken the case for implementing widespread structural and institutional changes that are multiply justified. Electronic supplementary material The online version of this article (10.1186/s40359-019-0299-7) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Interventions designed to reduce implicit prejudices and implicit stereotypes in real world contexts: a systematic review

et al. 2019

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“…Another intervention has White participants, especially older White participants, partaking in exercises where they are instructed to walk in the shoes of racialized people to reduce racial stereotyping and prejudice (Castillo et al, 2011). An example of this type of intervention would be for White students to watch a video where Black characters are being mistreated by a White server at a restaurant.…”

Section: Pro-black Stories/perspectivesmentioning

confidence: 99%

Teaching Anti-Racism to White Social Work Students

Cornell

2024

ASW

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Social work education has traditionally been focused on Whiteness with evidence-based anti-racism practices not commonly taught in social work courses. Utilizing the six anti-racism intervention categories found in the literature review, while incorporating the anti-racism frameworks of learning/unlearning socially conditioned racism, this practice application article focuses on developing an anti-racism MSW course for a university. Additionally, suggestions to infuse anti-racism practices throughout the entirety of an MSW program are introduced. This approach will allow students to develop a more anti-racist mindset throughout their MSW studies. A two-day anti-racism workshop is also proposed which can be used for students or professionals in schools, organizations and companies for community teaching or continuing education.

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“…Considerando el peso de los distintos componentes del sesgo intergrupal (en la estereotipia dominan las creencias, mientras que en el prejuicio pesa mucho más la faceta afectiva), así como su relación con las estrategias de control del sesgo ensayadas en experimentos anteriores y las características del sesgo intergrupal en la población española (Álvarez, 2005;González, 2011;Álvarez, Palmero & Jiménez, 2011;Álvarez, Jiménez, Palmero & González, 2014), se juzga necesaria una aproximación orientada al componente afectivo de la empatía y a su medida en contextos multiculturales en los que el sesgo hacia distintos exogrupos es desigual.…”

Section: Medición De La Empatíaunclassified

Desarrollo y validación de una escala de medida de la empatía intercultural

González-González¹,

Castillo²,

Fernández-Caminero³

2015

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ResumenLa investigación y la práctica relacionadas con el uso de estrategias empáticas en entornos educativos multiculturales se está revelando como una de las más eficaces vías para la lucha contra el sesgo intergrupal. El objeto del presente estudio es diseñar un instrumento de medición de la empatía intercultural en su componente afectivo, específico para la población española y hacia la población de origen marroquí, que permita diagnosticar este rasgo o capacidad antes de aplicar estrategias educativas en entornos multiculturales. Con este propósito se utilizaron dos muestras de estudiantes universitarios para realizar una validación cruzada y, mediante análisis factorial exploratorio (utilizando el software Factor) y confirmatorio (SPSS-AMOS), se obtuvo una estructura de 3 factores: preocupación empática, comprensión y afecto. Los índices de bondad de ajuste, así como la validez y fiabilidad revelada por los análisis multidimensionales, demuestran que el modelo es óptimo. Finalmente se discute la conveniencia de diseñar instrumentos específicos en los que se tenga en consideración el perfil de las poblaciones objeto de estudio en ámbitos multiculturales. Palabras clave:Empatía; comunicación intercultural; validación; sesgo intergrupal AbstractThe research and practice connected to the use of empathic strategies in multicultural educational settings is emerging as one of the most effective ways to combat intergroup bias. The aim of this study is to design an instrument to measure the specific intercultural empathy in its affective component for the Spanish population towards the population of Moroccan origin. Thus, this instrument makes possible the measurement of this feature or capability before implementing educational strategies in multicultural contexts. Therefore, two samples of University students were used to carry out a cross validity study through exploratory (Factor 9.20) and confirmatory factor analysis (SPSS-AMOS). Then, a 3-factor structure was obtained: empathic concern, understanding and affection. The goodness of fit indices, together with the validity and reliability revealed by multidimensional analysis prove that the model is optimal. Eventually, it is discussed the desirability of designing specific instruments that take into account the profile of the populations under this study

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Prejudice Reduction in University Programs for Older Adults

Cited by 11 publications

References 64 publications

Interventions designed to reduce implicit prejudices and implicit stereotypes in real world contexts: a systematic review

Interventions designed to reduce implicit prejudices and implicit stereotypes in real world contexts: a systematic review

Teaching Anti-Racism to White Social Work Students

Desarrollo y validación de una escala de medida de la empatía intercultural

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