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Intergroup approaches to prejudice reduction have been studied a great deal in laboratory settings, as well as outside of the laboratory, particularly in schools. [1] Many intergroup prejudice reduction approaches are grounded in one of 3 main theoretical perspectives: interdependence, [2] intergroup contact, [3] and social identity. [4]
The majority of intergroup contact research has focused on reducing prejudice towards African Americans. For example, in one study, Brown, Brown, Jackson, Sellers, and Manuel (2003) investigated the amount of contact white athletes had with black teammates and whether the athletes played an individual or team sport.
The basic premise of the Contact Hypothesis (also called Intergroup Contact Theory) formulated by Gordon Allport is that prejudice often stems from ignorance and stereotyping, and interpersonal contact under appropriate circumstances can break down such stereotypes and reduce prejudice. [3]
The imagined contact hypothesis is an extension of the contact hypothesis, a theoretical proposition centred on the psychology of prejudice and prejudice reduction. It was originally developed by Richard J. Crisp and Rhiannon N. Turner and proposes that the mental simulation, or imagining, of a positive social interaction with an outgroup member can lead to increased positive attitudes ...
Diversity training is a type of corporate training designed to facilitate positive intergroup interaction, reduce prejudice and discrimination, and teach different individuals how to work together effectively.
[48] [49] [50] Another technique that has been studied to reduce prejudice through intergroup relations included sparking interest in another person's culture that was different than their own. [51] A meta-analysis of 515 studies found that there seemed to be a connection between intergroup contact and lower levels of intergroup prejudice. [52]
Students in jigsaw classrooms ("jigsaws") showed a decrease in prejudice and stereotyping, liked in-group and out-group members more, showed higher levels of self-esteem, performed better on standardized exams, liked school more, reduced absenteeism, and mixed with students of other races in areas other than the classroom compared to students in traditional classrooms ("trads").
This insight has spurred four decades of research on the automaticity and control of prejudice. In 2012, she developed a prejudice intervention that taught participants cognitive techniques to overcome non-intentional race bias, which was able to reduce implicit bias up to two months after the intervention. [8]