Disrupting Prejudice

If it is possible to identify and understand reasons why some people are able to respond without prejudice and the underlying mechanisms of prejudice reduction, then appropriate intervention programs and educational approaches may follow. This book provides a review of the related literature of classic and contemporary theories of prejudice, prejudice reduction curriculum in education, a review of Facing History and Ourselves (FHAO) research, a review of empathy with regard to prejudice reduction programs in education, and a review of the literature examining peoples ability to respond without prejudice. This study examines the effects of participation in an FHAO inspired curricular program on students internal and external motivation to respond without prejudice and on their levels of empathy. Analysis of findings suggest that being taught by an FHAO trained teacher has an impact on students thoughts and perceptions about prejudice, racism, and empathy. The analysis helps shed some light on peoples motivation to respond without prejudice, prejudice reduction techniques, and the FHAO program and should be useful to educators, administrators, and researchers.