From Contact to Enact: Reducing Prejudice Toward Physical Disability Using Engagement Strategies

The contact hypothesis has dominated work on prejudice reduction and is often described as one of the most successful theories within social psychology. The hypothesis has nevertheless been criticized for not being applicable in real life situations due to unobtainable conditions for direct contact. Several indirect contact suggestions have been developed to solve this “application challenge.” Here, we suggest a hybrid strategy of both direct and indirect contact. Based on the second-person method developed in social psychology and cognition, we suggest working with an engagement strategy as a hybrid hypothesis. We expand on this suggestion through an engagement-based intervention, where we implement the strategy in a theater performance and investigate the effects on prejudicial attitudes toward people with physical disabilities. Based on the results we reformulate our initial engagement strategy into the Enact (Engagement, Nuancing, and Attitude formation) hypothesis. To deal with the application challenge, this hybrid hypothesis posits two necessary conditions for prejudice reduction. Interventions should: (1) work with engagement to reduce prejudice, and (2) focus on the second-order level of attitudes formation. Here the aim of the prejudice reduction is not attitude correction, but instead the nuancing of attitudes.

A Qualitative Examination of Dialogical Elements in Anti-Racist Deep Canvassing Conversations

This community-based action research study aimed to better understand the dialogical process underlying deep canvassing (Denizet-Lewis, 2016), a social justice intervention technique for engaging in nonconfrontational discussions designed to constructively challenge prejudicial attitudes. Previously, it has been suggested, but not demonstrated, that cognitive dissonance and perspective taking may serve as the mechanisms of change that facilitate shifts in the process of these dialogues. In the current study, 15 anti-racist deep canvassing conversations with White individuals were facilitated by White canvassers working with Showing Up for Racial Justice New York City. A dialogical approach was used to address the question of what intrapsychic and interpersonal processes occurred in these conversations on the topic of reparations. Themes included Interpersonal Agreement, Intervoice Dynamics, Authoring the Self and the Other, and Bringing in Personal Experience. We discuss the results and implications for future action research with prejudice reduction interventions.

Intercultural Computing Education: Toward Justice Across Difference

Even in the turn toward justice-oriented pedagogy, computing education tends to overlook the quality of intergroup relationships, which risks entrenching division. In this article, we establish an intercultural approach to computing education, informed by intercultural and peace education, prejudice reduction, and the sociology of racism and ethnicity. We outline three major concerns of intercultural computing: shifting from content toward relationships, from cultural responsiveness to cultural reflexivity, and from identity to identification. For the last, we complicate discourses of race and identity widespread in U.S. education. Drawing from studies of youth programming classes in East Africa and U.S. contexts, we then reflect on our attempts to address the first shift of fostering relationships across difference. We highlight three promising design tactics: intergroup pairing, interdependent programming, and making relational goals explicit. Overall, we find that computing can indeed be a site of intergroup bonding across difference, but that bonding can carry complications and tensions with other equity goals and tactics. Rather than framing justice-oriented CS primarily as changes to the aims of computational learning, we argue that future work should explore making relational goals explicit and teach students how to attend to friction.

The AMIGAS Model: Reconciling Prejudice Reduction and Collective Action Approaches Through a Multicultural Commitment in Intergroup Relations

Social psychology’s search for ways to address intergroup inequality has grappled with two approaches that have been considered incompatible: (a) the prejudice reduction approach, that argues that changing individual negative attitudes will undermine the basis for discrimination and lead to intergroup harmony; and (b) the collective action approach, that argues that social protest and activism can improve the position of disadvantaged groups. The problem is that efforts toward prejudice reduction may serve to suppress genuine efforts to change. We propose the Achieving Multicultural Integration of Groups Across Society (AMIGAS) model, in which a multicultural commitment is proposed as a driver of both improved intergroup evaluations and promotion of collective action for reduced inequality, especially in contexts where there are conditions for a respectful intercultural dialogue. The AMIGAS model is a theoretical advance in the field of intergroup relations and a basis for implementing effective egalitarian policies and practices.

Open to Contact? Increased State Openness Can Lead to Greater Interest in Contact With Diverse Groups

Contact is a reliable method of prejudice reduction. However, individuals higher in prejudice are less interested in contact with diverse groups. This research investigates a novel method of encouraging interest in contact, particularly for those lower in the personality trait of Openness/Intellect, who tend to be higher in prejudice. Although long-term traits are relatively stable, momentary personality states show considerable within-person variation, and can be manipulated. In two experimental studies (total N = 687), we tested whether inducing higher state Openness would affect interest in contact. In Study 1, those lower in trait Openness/Intellect showed a positive indirect effect of condition on two outcome measures, via greater state Openness. In a larger sample with lower trait Openness/Intellect (Study 2), the indirect effect on the first outcome was replicated, regardless of disposition. The findings suggest that experiencing open states more frequently could encourage contact and lead to eventual reductions in prejudice.

Voter outreach campaigns can reduce affective polarization among implementing political activists

Political campaigns regularly dispatch activists to contact voters. A large literature considers the effects of these conversations on voter behavior and opinion, but little research has examined their impacts on the implementing activists—an important population given the outsized influence politically active Americans wield. We argue personal persuasion campaigns can reduce affective polarization among the implementing activists. We report data from three real-world campaigns wherein activists attempted to persuade voters who had opposing viewpoints: two campaigns about a politicized issue (immigration) and a third about the 2020 Presidential election. All three campaigns trained activists to persuade voters through in-depth, two-way conversations. We find that these voter outreach efforts meaningfully reduced affective polarization among implementing activists, with reductions large enough to reverse over a decade of increases in affective polarization. Qualitative responses suggest that the conversations reduce polarization by creating opportunities for perspective-getting, which reduced animosity by humanizing and individuating outpartisans. We discuss the implications of our findings for theories of affective polarization and prejudice reduction more generally.

Book Review: Concept and Praksis multicultural Education (Konsep dan Praksis Pendidikan Multikultural)

Multicultural education is a strategic instrument for millennials to build the nation's spirit of nationality, unity, and integrity. The writing of this review aims to inspire various schools in Indonesia in shaping coexistence behavior in a multicultural society. The younger generation needs to get a broad knowledge of the importance of multicultural education to create a personality that reflects the spirit of nationalism and patriotism. This paper discusses multicultural education and its application to the foundation of Sultan Iskandar Muda (YPSIM) in Medan. The goal of implementing multicultural education in schools is students get the same opportunities to achieve their achievements without worrying about discrimination. Writing this review provides benefits to the reader in dealing with various social problems and symptoms due to differences in ethnicity, race, religion, and values in a society. Banks and Johnson said that there are five basic dimensions for transforming the structure of the school, namely (1) content integration, (2) an equity pedagogy, (3) empowering school culture and social structure, (4) prejudice reduction, and (5) a knowledge construction process.

Does Intercultural Contact Increase Anti-Racist Behavior on Social Network Sites?

Empirical attention on online intercultural contact and prejudice reduction are increasing. Nevertheless, still little is known on processes that could influence the contact–prejudice relation as well as the relation between online contact and anti-racist behavior. Based on literature on intergroup contact, the present study aims to fill these gaps, focusing on online intergroup relationships between people from different countries. Specifically, it examines whether and to what extent empathic feelings and online community commitment mediate the relationship between online intergroup contact and both perceived ethnic discrimination and anti-racist behavior on Facebook. We collected data from a predominantly Italian sample of 1018 Facebook users (Mage = 30.03, SDage = 11.09; females: 80.01%); participants filled in an online questionnaire. A semi-full Structural Equation Modeling was used to test hypotheses. The results confirmed that when intergroup contact was established, such contact was able to increase the sense of being committed to the online community, which increased the perception of online discrimination towards ethnic and racial minorities, which in turn was able to increase the anti-racist behavior. The ambivalent role of the empathy in online contexts will be discussed.