Document Type
Article
Publication Date
3-1-2001
Digital Object Identifier (DOI)
https://doi.org/10.1177/0022487101052002007
Abstract
Before admission to the college of education, students at a large, predominantly White public university in the Southeast are required to complete a state-mandated course on diversity issues. The purpose of this course is to introduce students to diversity and effective ways of addressing it in future classrooms as a result of changing demographics. Often, students experience resistance to diversity issues because their current understandings or beliefs may not coincide with the information presented in class. One psychological theory that can address this phenomenon is called cognitive dissonance. In the study reported here, the principles of cognitive dissonance theory are applied to an instructional strategy used to reduce resistance. The results indicate that incorporating cognitive dissonance theory into instruction on diversity creates an awareness of dissonance (i.e., metadissonance) and has the potential for reducing resistance to diversity issues. Implications for teacher education are addressed.
Rights Information
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Journal of Teacher Education, v. 52, issue 2, p. 164-172.
Scholar Commons Citation
McFalls, Elisabeth L. and Cobb-Roberts, Deirdre, "Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education" (2001). Educational and Psychological Studies Faculty Publications. 6.
https://digitalcommons.usf.edu/esf_facpub/6
