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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ628748
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4871
Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education.
McFalls, Elisabeth L.; Cobb-Roberts, Deirdre
Journal of Teacher Education, v52 n2 p164-72 Mar-Apr 2001
Applied the principals of cognitive dissonance theory to an instructional strategy used to reduce resistance to the idea of white privilege, comparing groups of college students in diversity education courses that did and did not receive supplemental instruction on cognitive dissonance. Incorporating cognitive dissonance theory created an awareness of dissonance and has the potential to reduce resistance to diversity issues. (SM)
Descriptors: Cognitive Dissonance, Consciousness Raising, Cultural Pluralism, Diversity (Student), Elementary Secondary Education, Higher Education, Multicultural Education, Preservice Teacher Education, Student Teacher Attitudes
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Diversity (Groups)