Translating Recategorization Strategies Into an Antibias Educational Intervention
Translating Recategorization Strategies Into an Antibias Educational Intervention
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DOI：
10.1111/j.1559-1816.2012.00976.x
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发表时间：
2013-01-01
影响因子：
2.5
通讯作者：
Gaertner, Samuel L.
中科院分区：
文献类型：
--
作者：
Guerra, Rita;Rebelo, Margarida;Gaertner, Samuel L.
这项实验探讨了是否一个完整的重新归类和双重身份的好处可能有效地转化为干预计划，旨在减少欧洲葡萄牙和非洲葡萄牙9至11岁的儿童之间的偏见。参与者每周互动45分钟，持续一个月。最后一次互动后一个月，对儿童进行测量。结果显示，只有重新分类减少偏见随着时间的推移相对于控制条件。从职能角度看，哪种代表制最能有效地促进其群体的目标，因此，单一群体代表制对非洲葡萄牙少数群体更为有效。
This experiment explored whether the benefits of a complete recategorization and a dual identity might effectively be translated into an intervention program designed to reduce prejudice among European Portuguese and African Portuguese 9- to 11-year-old children. Participants interacted for 45 minutes in weekly sessions for a month. One month after the last interaction, measures were administered to the children. Results revealed that only recategorization reduced prejudice over time relative to the control condition. Consistent with a functional perspective regarding which representation would most effectively promote their group's goals, a one-group representation was more effective for the African Portuguese minority group.