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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.
Although numerous studies demonstrate the effects of stereotype threat on performance, questions remain as to the specific cognitive factors that underlie these effects. Steele and Aronson originally speculated that attempts to suppress stereotype-related thoughts lead to anxiety and the narrowing of attention .
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.
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 ...
This explanation runs counter to Zimbardo's initial theory of deindividuation which states that deindividuation increases antinormative behavior regardless of external cues. Researchers who examine deindividuation effects within the context of situational norms support a social identity model of deindividuation effects .