The impact of learning about historical and current injustices, individual racism, and systemic racism on anti-Indigenous prejudice
Notice bibliographique
Résumé
Prejudice toward Indigenous Peoples in Canada is a pressing issue with often violent consequences. Education, including historical education, is one common strategy to challenge anti-Indigenous racism. Despite the existence of multiple education-based training programs designed to address racism, there is limited evidence that education can reduce prejudice. In this dissertation, I report the results of three studies that make up a mixed methods program of research. In Study 1, I interviewed eight Indigenous students at the University of Manitoba to understand their experiences with racism. Participants were most concerned with addressing ignorance and stereotypes about Indigenous people. In Study 2, I surveyed 3,011 students at the University of Manitoba to learn about Indigenous students’ experiences with racism on a broader scale and to learn about non-Indigenous students’ attitudes, social norms, and perceived behavioral control regarding learning about Indigenous issues. The results conceptually replicated those of Study 1 for Indigenous participants and indicated that non-Indigenous participants were interested in brief and interesting video-based learning opportunities. Based on these first two studies, I developed an educational intervention that addressed Indigenous and non-Indigenous students’ needs and interests. In Study 3, I experimentally assessed the effectiveness of this intervention through five conditions on non-Indigenous undergraduate participants’ Indigenous-related thoughts, feelings, knowledge, behavioral intentions, and behaviors over three time points. In the first condition, participants proceeded to the next part of the study with no intervention. In the second condition, participants viewed a brief educational video about historical and current injustices toward Indigenous people. In the third condition, participants viewed the same educational video as in the second condition and an individual racism video. In the fourth condition, participants viewed the same educational video as in the second condition and a systemic racism video. Finally, in the fifth condition, participants viewed the same educational video as in the second condition, the same individual racism video as in the third condition, and the same systemic racism video as in the fourth condition. Results indicated that learning about historical and current injustices indirectly increased pro-Indigenous behaviors and directly shifted Indigenous-related thoughts, feelings, knowledge, and behavioral intentions. Learning about racism as an individual phenomenon, systemic phenomenon, or both, yielded unique effects on the Indigenous-related thoughts, feelings, and behavioral intentions. I discuss the implications of this mixed methods program of research for prejudice reduction researchers.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,004 | 0,002 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».