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These approaches only require that an individual be exposed to some relevant information and/or engage in an activity intended to reduce prejudice. There are two main types of individual approaches to prejudice reduction: affective strategies that target what and how you feel, and cognitive strategies that target what and how you think.
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 ...
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.
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").
In Elliot Aronson's "jigsaw" teaching technique there are six conditions that must be met to reduce prejudice. [66] First, the in- and out-groups must have a degree of mutual interdependence. Second, both groups need to share a common goal. Third, the two groups must have equal status.
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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]
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