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ERIC Number: ED215930
Record Type: RIE
Publication Date: 1982-Feb-3
Pages: 37
Abstractor: N/A
Reference Count: 0
Reducing Prejudice in Students: Theory, Research, and Strategies.
Banks, James A.
This paper reviews theories and research studies concerning prejudice and suggests strategies for reducing prejudice in students. The first half of the paper describes theories and research studies. A summary of Arnold M. Rose's critical analysis of the older, simpler theories of prejudice and of the more complex modern psychological explanations is presented. Simpson's and Yinger's comprehensive theory of prejudice is examined. Personality theories of prejudice which consider personality as the most important variable in the formation of bigotry are discussed and flaws are pointed out. Personality studies are described and social structure theories of prejudice are reviewed. The last half of the paper uses research results to suggest strategies for reducing prejudice in the schools. For example, research indicates that visual materials such as pictures and films greatly enhance the effectiveness of attempts to change racial attitudes. Therefore, the author suggests that for a school intervention program to be successful, teachers must use multiethnic teaching materials that present ethnic minority groups in a favorable and realistic fashion. This is a micro approach to prejudice reduction. But because the school is an interrelated social system, each part of which shapes and influences the racial attitudes and behavior of students, the intervention program must also take a macro approach to reducing prejudice and be institutional and comprehensive in nature. Both the manifest and hidden curricula must be reformed. The paper emphasizes the need for an interdisciplinary conceptual curriculum and for teaching multi-ethnic perspectives. (RM)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented for presentation in the Kamloops Spring Institute for Teacher Education Lecture Series (Burnaby, British Columbia, February 3, 1982).