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The application of diversity-based interventions to policy and practice.

Cameron, Lindsey and Turner, Rhiannon N. (2010) The application of diversity-based interventions to policy and practice. In: The psychology of social and cultural diversity. Social issues and interventions . Wiley-Blackwell, pp. 322-351. ISBN 978-1-4051-9561-4; 978-1-4051-9562-1. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:45064)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
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Abstract

This chapter will evaluate the effectiveness of diversity-based interventions in generating positive intergroup attitudes and increasing appreciation for diversity. We begin by explaining why diversity-based interventions are so important. We will then outline and critically evaluate four types of interventions designed by educators: multicultural education, anti-racism education, diversity training, and dual language schooling. Three interventions, developed by psychologists, and based explicitly on social psychological theory and research on prejudice and prejudice reduction, will also be outlined and critically evaluated: multiple classification training, intergroup contact, and indirect contact. The strengths and limitations of both academics' and practitioners' approaches to the development of diversity based interventions will be outlined. Techniques developed by practitioners are highly practical, but psychological theories and findings are rarely incorporated and the impact on intergroup relations or attitudes is rarely evaluated in a systematic way. Meanwhile, academics rarely translate psychological theories into interventions, and those interventions that are developed are often impractical and unsustainable. The mutual benefits of closer collaboration between practitioners and academics will then be explored and some recommendations will be made for how closer collaboration between practitioners and academics could be brought about. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (chapter)

Item Type: Book section
Additional information: Unmapped bibliographic data: Y1 - 2010/// [EPrints field already has value set] ED - Crisp, Richard J. [Field not mapped to EPrints] DB - psyh [Field not mapped to EPrints] DI - 10.1002/9781444325447.ch14 [Field not mapped to EPrints] DP - EBSCOhost [Field not mapped to EPrints] AN - 2010-14788-014 [Field not mapped to EPrints]
Uncontrolled keywords: diversity-based intervention, intergroup attitudes, multicultural education, anti-racism education, diversity training, dual language schooling, social psychology, prejudice reduction, intergroup relations, Attitudes, Diversity, Intergroup Dynamics, Intervention, Foreign Language Education, Multicultural Education, Prejudice, Racism, Social Psychology
Subjects: H Social Sciences
Divisions: Faculties > Social Sciences > School of Psychology
Depositing User: Lindsey Cameron
Date Deposited: 20 Nov 2014 14:01 UTC
Last Modified: 24 Mar 2020 04:06 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/45064 (The current URI for this page, for reference purposes)
Cameron, Lindsey: https://orcid.org/0000-0003-1388-1970
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