The role of values in the effectiveness of prejudice reduction efforts
Bibliographic record
Abstract
With the growing influx of immigrants in Canada, prejudice reduction interventions are gaining popularity. These interventions have garnered mixed success in reducing prejudice. A review of the interventions suggests an indirect link between values and prejudice reduction. This study explored the role of values in the effectiveness of prejudice reduction efforts in Canada. The study hypothesized that messages that are aligned with one’s values would be more effective in reducing prejudice. Adult residents of Canada were randomly assigned to either one of the experimental groups, autonomy or obligatory, or the control group. Participants in the autonomy and obligatory groups read a prejudice reduction intervention message aligned with self-transcendence or conservation values, respectively. The control group saw only a definition of prejudice. After reading the message, each participant completed measures of racism (Symbolic Racism Scale) and values (Revised Portrait Value Questionnaire). Results provided evidence supporting the hypothesis for self-transcendence and conservation values. Higher self-transcendence values were associated with lower prejudice for participants who read the autonomy message. Though not statistically significant, higher conservation values were likely to be associated with lower prejudice scores when participants read the obligatory message. Future research and the implications of findings are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".