Literaturnachweis - Detailanzeige
Autor/inn/en | McFalls, Elisabeth L.; Cobb-Roberts, Deirdre |
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Titel | Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education. |
Quelle | In: Journal of Teacher Education, 52 (2001) 2, S.164-72Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-4871 |
Schlagwörter | Cognitive Dissonance; Consciousness Raising; Cultural Pluralism; Diversity (Student); Elementary Secondary Education; Higher Education; Multicultural Education; Preservice Teacher Education; Student Teacher Attitudes |
Abstract | 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) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |