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Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education

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)

  • Author/Creator: McFalls, Elisabeth L., Cobb-Roberts, Deirdre
  • Date Published: Mar-Apr
  • Journal/Secondary Title: Journal of Teacher Education
  • Number: 2
  • Volume: 52
  • Year: 2001

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