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Students rated their classmates according to how much they would like to work and play with them. Racial prejudice measures were assessed students' attitudes to Asian-Australians, Aboriginal peoples and European-Australians using one measure of social distance and one of stereotyping. Academic performance improved for those in the Jigsaw group.
Interdependence approaches to prejudice reduction are based on psychologist, Morton Deutsch's, theory of interdependence. [2] According to this theory, when two groups realize that they have a common issue that can only be solved by pooling their resources together, they are more likely to engage in cooperative behaviors.
The article The Politics of Anti-Racist Mathematics by George Gheverghese Joseph goes through many different assumptions made by teachers of mathematics that can have a negative effect on students of ethnic minorities. [5] An anti-racist approach to mathematics education could include any or all of the following:
Using individual teacher effects, Massachusetts Institute of Technology's Camille Terrier showed that teachers' bias affects male students' motivation and impairs their future progress. [9] [16] It can also significantly affect the students' career decisions. [12] There is some evidence that students are aware of the unfair grading.
There are few studies explicitly linking cognitive biases to real-world incidents with highly negative outcomes. Examples: One study [11] explicitly focused on cognitive bias as a potential contributor to a disaster-level event; this study examined the causes of the loss of several members of two expedition teams on Mount Everest on two consecutive days in 1996.
Although much of the research on stereotype threat has examined the effects of coping with negative stereotype on academic performance, recently there has been an emphasis on how coping with stereotype threat could "spillover" to dampen self-control and thereby affect a much broader category of behaviors, even in non-stereotyped domains. [78]
The reduction of prejudice through intergroup contact can be described as the reconceptualization of group categories. Allport (1954) claimed that prejudice is a direct result of generalizations and oversimplifications made about an entire group of people based on incomplete or mistaken information.
Several techniques have been established to reduce bias when asking questions sensitive to social desirability. [23] Complex question techniques may reduce social-desirability bias, but may also be confusing or misunderstood by respondents. Beyond specific techniques, social-desirability bias may be reduced by neutral question and prompt ...