Translating Recategorization Strategies Into an Antibias Educational Intervention

摘要

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.