Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education.
Overview & Synopsis
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)
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education. |
|---|---|
| Author / Organization | McFalls, Elisabeth L., Cobb-Roberts, Deirdre |
| Subject & Discipline | Cognitive Dissonance, Consciousness Raising, Cultural Pluralism |
| Categories | Education & Pedagogy |
| Publication Year | 2001 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-187109 |
| Original Source Link | Visit Source Page on eric.ed.gov » |