The Effects of Single-Session Education Techniques on Prejudice Attitudes

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

“…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.…”

Attitude du groupe majoritaire vis-à-vis les « autres ». Évaluation d’une stratégie de changement

“…Dans le domaine précis qui nous concerne (stratégies à court terme appliquées à des adultes), quatre études (Laird et Cumbee 1952, Middleton I960, Robinson et Spaights 1969, Rhyne 1973) rapportent des résultats entièrement ou partiellement positifs alors que seulement deux études (Myers 1943, Greenberg et al 1957) rapportent des résultats globalement non significatifs ou négatifs. Ce qui revient à dire que la nature de la stratégie idéale est loin d'être connue.…”

“…En effet, non seulement les résultats de la recherche expérimentale (Lewin 1947, Hayes et Conklin 1953, Wieder 1954, Greenberg et al 1957, Kerrick et al 1967, Gezi et Johnson 1970 prouvent cela, mais les pronostics des théoriciens eux-mêmes abondent dans ce sens (Lewin 1947, Flowerman 1943.…”

Effects of Undergoing Arbitrary Discrimination Upon Subsequent Attitudes Toward a Minority Group1

“…Lichter and Johnson (1962) found that the use of multiethnic readers which protrayed Negroes in a way which was contradictory to prevailing prejudices and stereotypes resulted in a marked positive change in the attitudes of white, 2nd-grade schoolchildren toward Negroes. Another successful attempt was made by Hayes and Conklin (1953) who attempted to test the effectiveness of various teaching methods for improving the intergroup attitudes of 10th-graders. They found that an approach employing vicarious experiences through the study of literature was by far the most effective method for increasing the amount of acceptance of minorities.…”

“…In general, approaches which have attempted to reduce prejudice by a strictly informational, intellectual method have not been very successful in reducing prejudice (Droba, 1932;Greenberg, Person, & Sherman, 1957;Young, 1927).…”