Reducing Implicit Prejudice

By Calvin K. Lai, Kelly M. Hoffman, Brian A. Nosek. 2013

198 citations recorded by the source corpus.

Implicit prejudices are social preferences that exist outside of conscious awareness or conscious control. In this review, we summarize evidence for three mechanisms that influence the expression of implicit prejudice: associative change, contextual change, and change in control over implicit prejudice. We then review the evidence (or lack thereof) for answers to five open issues in implicit prejudice reduction research: 1) what shows effectiveness in real-world application; 2) what doesn’t work for implicit prejudice reduction; 3) what interventions produce long-term changes in implicit prejudice; 4) measurement diversity in implicit prejudice reduction research; and 5) the relationship between implicit prejudice and behavior. Addressing these issues provide an agenda for clarifying the conditions and implications of reducing implicit prejudice.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e66b0fcaf61d85cbaf331949e6708fac96b5baa8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Social Psychology

1. K. McIntosh
2. R. Horner
3. K. Smolkowski
4. E. Girvan
5. G. Sugai
6. C. Vincent

In Sociology and Political Science

1. K. McIntosh
2. K. Smolkowski
3. E. Girvan

Citations in the corpus

• Using Discipline Data to Enhance Equity in School Discipline (2018, background): “In place of ineffective approaches, such as policies mandating equity in school discipline or brief professional development in cultural sensitivity (Lai et al., 2013), a more promising approach is to use data to identify specific situations in which inequities are strongest as well as situations…”
• Education not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline (2014, background): “In addition, systems for identifying and acknowledging positive behaviors by students, particularly students of color, may be particularly effective for countering the default formation and operation of negative stereotypes.(20,59)”
• Vulnerable Decision Points for Disproportionate Office Discipline Referrals: Comparisons of Discipline for African American and White Elementary School Students (2016, background): “Indeed, many of the interventions that have been shown to be the most effective at reducing implicit bias work primarily because they reduce positive implicit Behavioral Disorders, 41 (4), 178–195 August 2016 / 191 in-group associations (Lai et al., 2013).”