This article reviews the observational, laboratory, and field experimental literatures on interventions for reducing prejudice. Our review places special emphasis on assessing the methodological rigor of existing research, calling attention to problems of design and measurement that threaten both internal and external validity. Of the hundreds of studies we examine, a small fraction speak convincingly to the questions of whether, why, and under what conditions a given type of intervention works. We conclude that the causal effects of many widespread prejudice-reduction interventions, such as workplace diversity training and media campaigns, remain unknown. Although some intergroup contact and cooperation interventions appear promising, a much more rigorous and broad-ranging empirical assessment of prejudice-reduction strategies is needed to determine what works.

/pdf/prejudice-reduction-what-works-a-review-and-assessment-of-58hfhihdig.pdf

Prejudice Reduction: What Works? A Review and Assessment of Research and Practice

The authors propose a justification-suppression model (JSM), which characterizes the processes that lead to prejudice expression and the experience of one's own prejudice. They suggest that "genuine" prejudices are not directly expressed but are restrained by beliefs, values, and norms that suppress them. Prejudices are expressed when justifications (e.g., attributions, ideologies, stereotypes) release suppressed prejudices. The same process accounts for which prejudices are accepted into the self-concept The JSM is used to organize the prejudice literature, and many empirical findings are recharacterized as factors affecting suppression or justification, rather than directly affecting genuine prejudice. The authors discuss the implications of the JSM for several topics, including prejudice measurement, ambivalence, and the distinction between prejudice and its expression.

/pdf/a-justification-suppression-model-of-the-expression-and-c7ow5siqxy.pdf

A justification-suppression model of the expression and experience of prejudice.

Sex differences in influenceability.

White Juror Bias: An Investigation of Prejudice Against Black Defendants in the American Courtroom

Students’ beliefs that success in science depends on exceptional talent negatively impact their motivation to learn. For example, such beliefs have been shown to be a major factor steering students away from taking science and math courses in high school and college. In the present study, we tested a novel story-based instruction that models how scientists achieve through failures and struggles. We designed this instruction to challenge this belief, thereby improving science learning in classroom settings. A demographically diverse group of 402 9th and 10th grade students read 1 of 3 types of stories about eminent scientists that described how the scientists (a) struggled intellectually (e.g., made mistakes in investigating scientific problems, and overcame the mistakes through effort), (b) struggled in their personal life (e.g., suffered family poverty and lack of parental support but overcame it), or (c) made great discoveries (a control condition, similar to the instructional material that appears in many science textbooks, that did not describe any struggles). Results showed that participation in either of the struggle story conditions improved science learning postintervention, relative to that of students in the control condition. Additionally, the effect of our intervention was more pronounced for low-performing students. Moreover, far more students in either of the struggle story conditions felt connected to the stories and scientists than did students in the control condition. The use of struggle stories provides a promising and implementable instructional approach that can improve student motivation and academic performance in science and perhaps other subjects as well. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

/pdf/even-einstein-struggled-effects-of-learning-about-great-qkutsw9pwm.pdf

Even Einstein Struggled: Effects of Learning About Great Scientists’ Struggles on High School Students’ Motivation to Learn Science

Two studies are reported in this paper. In the first study, the hypothesis that “unattractive” defendants receive more severe recommendations for sentences for a given crime than “attractive” defendants was examined. Race, socioeconomic status, and religious belief were intentionally confounded in the first study with the result that the hypothesis was clearly confirmed. In the second study, race, socioeconomic level, and religious belief were examined in isolation from each other (a 2 × 2 × 2 design) to determine their relative effect on sentencing. Race and belief explained significant proportions of the discriminatory sentencing effect, but socioeconomic status did not. Some preliminary work was done on the effects of perceivers' characteristics, indicating that punitiveness and racial attitudes warrant further study. ‘Subjects were 380 members of organizations for retired persons and church groups.

Biasing Influence of Defendants' Characteristics on Simulated Sentencing

Previous studies of educational approaches to reducing ethnic prejudice have suffered due to the confounding of techniques that could account for the results obtained. The present study was designed to overcome this problem by testing the effectiveness of three separate and relatively unconfounded educational treatments: informational, which presented evidence challenging the current stereotype that blacks generally trail whites in socioeconomic achievement because they are lazy; role playing, in which subjects wrote an essay urging that good jobs be created to help the poor advance; value-discrepancy, which pointed out that the subjects valued their own freedom more than the welfare of others and that such values worked against minorities. These three treatments and a control condition were administered to intact classes at an eastern, nearly all-white college. A measure of antiblack prejudice administered immediately after the experimental inductions showed the three treatment groups to be significantly lower in prejudice than the control group. On a delayed posttest the treatment groups were still lower in prejudice than the control group though the difference was not significant. The demand characteristics counter-explanation for the results on the immediate posttest was evaluated and found not supported, thus suggesting the potential efficacy of the three treatments.

Comparing the Effects of Informational, Role‐playing, and Value‐discrepancy Treatments on Racial Attitude1

The belief-in-equality construct is defined as the belief that general ability and potential are widely distributed throughout the human population, rather than being limited to an elite minority. Data from a 21-item belief-in-equality inventory and from two construct-validation tasks were gathered using a liberal-arts undergraduate sample of 201 students. Of the two validation tasks, one indicated strong construct validity (p < .015), however, the second one produced correctly patterned but insignificant results. The results showed that leaders with a high belief in equality put more funds into training their subordinates and had a tendency to delegate more authority to them than leaders with a weak belief in equality.

The Belief in Equality Inventory and Leadership Behavior: A Construct Validation

Does the belief in equality correlate significantly with democratic leadership intentions? The belief in equality is defined as a set of assumptions that human ability and potential are widely distributed rather than being concentrated in the most highly educated. A reliable and valid inventory was developed to measure the belief in equality (BE). Two separate samples were studied—one of college students (N= 201) and the other composed of blue- and white-collar workers (N= 192). High BE participants exhibited higher democratic leadership intentions than did low BE participants on 6 paper-and-pencil leadership tasks (p < .0001). The equality construct was found to be relatively independent of authoritarianism.

The Effect of the Belief in Equality on Democratic Leadership Intent1

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Papers

Biasing Influence of Defendants' Characteristics on Simulated Sentencing

Comparing the Effects of Informational, Role‐playing, and Value‐discrepancy Treatments on Racial Attitude1

The Belief in Equality Inventory and Leadership Behavior: A Construct Validation

The Effect of the Belief in Equality on Democratic Leadership Intent1